This paper reports results of surveys administered in 1989 and 1990 to 197 Zimbabwean teachers. Results indicated low levels of acceptance of integration of pupils with disabilities, despite official educational policy supporting integration. Attitudes differed depending on specific impairment and whether the teacher's own classroom or classrooms…

Many deaf students become perennial "outsiders," never really becoming an integral part of their mainstream classrooms. Factors contributing to this may include family dynamics, teacher attitudes, and lack of interactions between deaf and hearing children. Parents can promote their child's integration, through accessing home, school, and community…

A comparative review of the literature on integration of handicapped children into ordinary schools across Western nations is presented. Implications for national policymaking and program implementation are discussed, based on programs in the United States, England, Italy, France, Switzerland, and Sweden. Case studies of integrated children with…

Thirteen brief articles address aspects of full inclusion for deaf students from various viewpoints, including a deaf consumer, an administrator, a teacher educator, a parent, a superintendent of a special school, a public school board leader, a teacher, and various specialists. (DB)

The inclusion movement is positively considered in the context of the education of gifted students. Advantages for gifted education in the areas of staff development, provision of continuous progress options, and new views of intelligence are noted. (DB)

The compartmentalization of responsibilities to serve student needs has created agencies with their own demands and has dramatically increased costs of transportation, facilities, and management. The Ontario (Oregon) School district has reintegrated students closest to the norm and has devised a plan to return more severely disabled children to…

Implications of implementing full integration of special needs students are considered, noting the goal's basis in the belief that every child is unique, valued, and can learn. Responsibilities of participants in inclusive programs are identified, and two methods (adaptations and modifications) for altering the educational programs of students…

The study examined perceptions of issues associated with inclusive education of 437 parents from a midwestern state in the United States who have a child with a mild, moderate, or severe disability. Parents responded to a modified form of the Opinions Related to Mainstreaming (ORM) Scale (Antonak & Larrivee, 1995) and provided additional…

This literature review examined five terms used to describe the inclusion of students with disabilities in general education schools and classrooms. The objective was to determine if these terms have consistent definitions and descriptions. Major journals and texts in education, and position statements and newsletters from special education…

This proceedings document presents a series of papers critically examining the complex issue of full inclusion of students with emotional or behavioral disorders. It contains presentations by two keynote speakers: "Caring for Students with Emotional/Behavioral Disorders amidst School Reform" (Jo Webber) and "Planning for Inclusion:…

The paper recommends that young children with disabilities be placed in preschool classes with normally developing children whenever possible. Significant benefits are cited in the areas of social, emotional, and communication development when children with handicapping conditions are educated in settings with their nonhandicapped peers. Four…

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

Children who are blind are among the most easily mainstreamed of children with handicaps. The child with visual impairments is in need of an educational program which will meet all the students' needs, including those resulting from the visual condition. (JN)

The article identifies two data collection procedures (participant observation and interviewing) employed in qualitative research and discusses how these procedures can be used to investigate emerging issues in supported education for students with severe disabilities. (DB)