This practicum was designed to increase the inclusion of elementary-level students who have physical disabilities with their nondisabled peers in art, recess, and media center activities. Regular education classes were invited to join the art activities in the self-contained class for the students with physical disabilities, and a total of four…

This practicum determined that students with language learning disabilities were not experiencing success in the regular classroom, and skills acquired in a pull-out program were not generalizing to the regular classroom. The practicum piloted a first-grade inclusion program which called for the resource room teacher and speech language…

This practicum report describes a project which evaluated the extent to which the weekend programming calendar for first-year students at Clarion University (Pennsylvania) was meeting program goals and integrating freshmen into the social setting of the campus. A questionnaire was used to survey 200 freshmen. Survey results indicated that students…

This practicum designed and developed a program to implement a reverse mainstreaming model of inclusion for 7 toddlers (ages 1 to 3) with disabilities (Down syndrome, profound mental retardation, cerebral palsy, neurofibromatosis, stroke, and hearing impairment) and 3 of their typically developing peers. Emphasis was on the provision of…

This practicum was designed to bring together first and third generations in a caring, supportive, mentoring classroom atmosphere. The study was conducted in a co-educational K-5 public elementary school with 90 percent white enrollment. The subjects were from three fourth-grade classrooms, each with 28 heterogeneous students. Volunteer, retired…

This practicum aimed to decrease the social isolation of preschool children with special needs in a mainstreamed day care setting by: (1) increasing initiatives by typical children towards four special needs children; (2) increasing social bids or responses by special needs children toward typical children; and (3) increasing positive…

The goal of this practicum was to have building-based special education personnel support classroom teachers so that mildly disabled elementary students in an inner city school could be included in the classroom successfully. Through inservice education sessions, the staff were provided with current information on facilitating the inclusion of…

This report describes a practicum that was designed to improve the social skills of eight preschool children with autism or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), through interactions with their typically developing peers. The children were taught in a classroom with eight typically developing children using a regular…

This report describes a practicum designed to improve physical education services for six elementary students (ages 5-9) with disabilities. The project used several strategies to improve physical education services, including: (1) inclusion of the children with disabilities in regular physical education classes; (2) inservice training for the…

This practicum project was designed to improve communication in the kindergarten classroom between regular students and a mainstreamed nonverbal child with cerebral palsy. A target group of 24 pre-kindergartners was exposed to 12 weeks of the intervention which included such strategies as teaching the verbal students how to identify communication…

This practicum employed a systematic series of activities to assist special education middle school students (n=16) in making successful transitions from special classes into regular classes. Students were identified as either gifted-handicapped or communication disordered. Weekly class meetings were held in which general social skills issues were…