This article outlines principles of a needs-based approach to the inclusion of students with emotional and behavioral disorders and describes implications for inclusion in three areas: (1) provision of services; (2) curriculum; and (3) behavior management. The article also addresses the responsible limits of inclusion from a needs-based…

Increasing numbers of young children with diagnosed disabilities and unique learning needs are enrolled in early childhood programs. If early childhood inclusion is to be a successful educational approach, it is imperative that all early childhood teachers understand and are able to provide individualized instruction to young children with special…

This article begins with a vignette about Carla, a 4-year-old girl with a diagnosis of developmental delays. It then describes a model to facilitate inclusion of young children in early childhood settings. The authors developed this model as they worked with practicing early childhood professionals. The model places emphasis on the following…

The purpose of this guide is to help educators understand and be able to respond effectively to the needs of children with Asperger Syndrome in an inclusive classroom setting. This guide is meant to orient educators to the challenges and skills of students with Asperger Syndrome and outline strategies that can be easily implemented to meet their…

Principals are pivotal in expanding opportunities for more inclusive programming while ensuring that students with disabilities receive carefully planned, individualized services. By allocating the necessary resources, providing inservice training, scheduling time for collaborative planning and preparation, and designing systematic program…

The Autism Spectrum Australia Satellite Class Project features small specialist classes for students with autism spectrum disorders (ASD) within general education schools. The program incorporates individual education goals within timetable based on the general school curricula, in conjunction with a schedule of integrated activities. The aim of…

This paper lists five principles to consider that will enable beginning teachers to defend Individualized Education Program (IEP) decisions for students with disabilities in due process hearings. The first principle urges teachers to consider placing children with disabilities in regular education with supplemental aids and services when making…

Giangreco helps teachers answer one of the hardest questions in including students with disabilities in mainstream classes: How can teachers include students who function substantially below grade level? Giangreco describes a teacher who must help a boy working at kindergarten level participate in the academic work of her 5th grade class. He…

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 supports equitable access to educational opportunities for all children who have disabilities. IDEA requires that students who receive services for special needs receive a free appropriate public education, and have access to the general education curriculum, which includes…

Mainstreaming deaf children may not adequately meet their educational, cultural, or social needs. Those advocating full inclusion have mistakenly pursued equal treatment rather than equal opportunity. The answer lies in approaching the problem from a cultural-pluralism perspective. (133 references) (MLF)

Reviews the legal basis for the mandatory consideration of supplementary aids and services for enabling children with disabilities to be educated in the regular classroom and presents a four-step approach for teams to use in determining supplementary aids and services for children with disabilities. (Author/CR)

As every school administrator knows, the IEP is an integral part of meeting the needs of students with disabilities (Wright & Wright, 1999). It is the primary device through which communication takes place among parents, students, administrators, teachers, and other related service personnel regarding how the school plans to meet the requirements…

This book is about learning styles and inclusion, but essentially it is about learning, and how to make learning more effective for all learners. To recognise the needs of learners as well as those of teachers, and at the same time appreciate that the inclusive education environment, irrespective of its merits, will present barriers for learners,…

Presents criteria that should be considered in the educational placement of a child with hearing impairments and in the development of the child's individualized education program (IEP), including consideration of communication and socio-emotional needs. A list of tests normed on students with deafness is included. (CR)

Clarifies issues surrounding inclusion and describes the implementation of an appropriate educational program for an 11-year-old student with autism entering middle school. Discusses collaborative efforts of school staff, importance of shared leadership roles, adherence to appropriate due process, and analysis of the instructional environment in…