Raises several problems intrinsic to feminist discourse which have serious repercussions for female academics: tokenism; networks that exclude independent scholars and part-time/sessional instructors, and thereby further marginalize some women; and the gynocentric ideal. (DMM)

Reviews research on social integration of special needs children into regular preschool programs. Techniques used to facilitate integration are reassessed. Suggestions for teacher promotion of social integration are provided. (RJC)

Discusses Braga's contribution to the study of the sociology of language. Braga developed a dynamic interdisciplinary model of verbal communication based on theories of sociology and linguistics and stressed the importance of language in the acculturation of an individual and in the determination of that individual's status in society. (CFM)

An overview of the status of minority participation in education and other aspects of American life is given, and various strategies the financial aid administrator can use to respond to the special needs of the minority students of the twenty-first century are discussed. (Author/MSE)

The case study of an integrated preschool classroom with six disabled children and six nondisabled peers found that structural changes in the environment of the classroom were essential for the development of positive social interactions among the children. (Author/JDD)

This editorial recommends the education of severely handicapped students in integrated community schools, calls for students' integration into the social community, and urges educators to consider how they promote "the community" and the use of the "community schools" in their own lives. (JDD)

The article describes the whole school approach to special education provision in British primary schools. Schools are encouraged to develop a policy document covering such aspects as general aims, staff roles, assessment and record keeping, curriculum, working with parents, staff development, and policy review. (DB)

This paper describes the integration of nine preschool children with blindness into a regular preschool program in Sweden. It focuses on the first introductory period; the children's strategies in orienting within the environment and exploring objects and toys; their participation in play; and their social interaction with sighted peers and…

This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…

This study examined intervention programs to increase the social integration of 3 children with deaf-blindness, aged 7 through 10. Although the number of socially integrated activities increased for each child, the children continued to have few consistent friends and acquaintances. The implications of these results for enhancing long-term social…

Attrition rates of 25 adult classes in a college of business were calculated. Data showed that smaller classes that were socially integrated (as in Tinto's model) had better retention rates. Academic and career integration did not have such an effect. (SK)

This summary of a seminar meeting on economics issues and the "blindness system" addresses the economics of four service delivery models (charity, medical, public provider, and business models) and points to consider in selecting a model (professional specialization, integration, and client roles). A chart compares service delivery principles…

Progressive-era bureaucrats viewed subdivision of Indian lands, establishment of tribal governments, and transfer of federal responsibilities to the states as stages of a single policy of gradual integration of Indians. Arthur Ludington's 1912 long-term plan for citizenship training and assimilation accurately anticipated events of the next 50…

Five special needs children were placed in an integrated preschool program as their first preschool/group care experience. A preentry visit was found to be predictive of the children's adjustment to preschool. Some of the children exhibited separation problems, aggression, self-stimulation, loud vocal behavior, and high rates of unoccupied…

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion. It distinguishes between "mainstreaming" and "inclusion," describes one inclusion model being implemented, and suggests that the momentum of the inclusion model has been generated by the failure of programs currently serving students…