The research investigates the thoughts, needs, wishes and preferences of a pupil diagnosed with autism spectrum condition in regard to her daily experiences in a mainstream early years' setting, in a small Greek island. The purpose of this case study was to explore and provide an example of how the designing of the Individual Learning Plan could…

This short piece of action research seeks to identify the strengths of secondary school provision for students with SEND, in order to provide a city wide overview in which good practice and expertise can be shared. It also considers the particular barriers faced by secondary schools and examines how schools are working to overcome these barriers.…

This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory…

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in…

This paper explores features of successful inclusion through examples found in the literature. Schools have been given the imperative to become more inclusive through various government pronouncements and initiatives, but guidance in achieving that goal has been arguably wanting. School communities that have demonstrated more inclusive practice…

A special issue of the "British Journal of Sociology of Education" has been devoted to an examination of Disability and Inclusive Education. The authors of the papers in this issue have all made important contributions to the advancement of knowledge and understanding in these fields of study. Overall, they have provided a comprehensive, valuable…

The growing number of children with disabilities who are served in general education classrooms has made it necessary for general and special education teachers to work together to ensure that all students receive an appropriate education. As the instructional leader, the school principal is presented with the challenge of facilitating and guiding…

School environments supporting inclusion require collaborative planning and program development. Inclusion is possible if the full community of parents, education personnel at all levels, policymakers, and community agencies join to make it a reality. Discusses observable benchmarks to be used to measure a school's progress in building these…

Collaborative and inclusive schools search for the most education-enhancing environment for each student. The Collaborative Consultation Model and collaborative problem solving are often used to build team structures and solve problems, rather than teachers working in isolation. The model is discussed in detail. (CC)

The number of disabled students in regular vocational training (VT) programs at Cuyahoga Valley Joint Vocational School (Ohio) has increased steadily in recent years. At the school, more than 140 students with diagnosed disabilities are served within a continuum of options as follows: option 1, which entails total inclusion in the VT program with…

Outcomes of a mainstreaming program implemented in 1984 by the Winooski Public School District (Vermont) are presented in this paper. All children in the community receive their education in general education classrooms and community settings. This paper identifies the evolutionary processes and key organizational and instructional practices that…

A survey of general educators (n=194) revealed a general willingness to accept students with learning disabilities and behavioral disorders, contingent on mainstreaming modifications (such as availability and effectiveness of support personnel) and their participation in decision making. (Author/DB)

Teachers of emotionally disabled students in three states were surveyed to determine the availability and usefulness of information at the time of placement and reintegration of students. Implications for the collection of assessment information by school psychologists and other multidisciplinary team members are discussed. (Author/PN)

Examined effects of multicomponent, participatory school reform process by measuring teachers' perceptions, remedial and special education student achievement, teachers' ratings of student behavior in 12 experimental schools and 10 control schools. Found reform program resulted in positive teacher attitudes toward change process, in new approaches…

This narrative study examined teachers' perceptions of their inclusive classrooms. Eight early childhood teachers responded to open-ended interview questions about their experiences teaching children with and without disabilities in the same classroom environment. The social constructivist view of teaching and learning is highlighted as the…