This survey of 53 students (ages 13-15) at a Leeds (England) secondary school found confusion between mental and physical handicap, confusion between mental handicap and mental illness, and confusion about causes of mental retardation. Most students felt that persons with mental handicap belonged in the community. (JDD)

This essay suggests that many factors cause English-as-a-Second-Language programs to be isolated from mainstream school processes and to be given marginal status. Factors include lack of experience, one-way assimilation, lack of empathy, melting pot myth, the English-only movement, and the continuing need for a "labor underclass." (24 references)…

This article suggests strategies that general educators, in collaboration with integration facilitators and other specialists, can use to include students with severe disabilities in the regular classroom curriculum within inclusive schools. Implementation considerations focus on a team approach, peer involvement, emphasis on functional skills,…

This review of research on the social integration of children with disabilities in mainstreaming programs addresses the problems of generalizing findings to other groups of children, use of simplistic measuring techniques, limited evidence supporting the use of multivariate statistical procedures, and interpretation of treatment effects.…

This study employed direct observation to assess social interaction patterns of eight employees with severe disabilities and seven without disabilities in a supported employment setting. Variance was substantial among individual employees. Although patterns of interaction were similar between groups, statistically significant differences were…

This article, in the form of a letter from the parent of a teenager to parents of younger children with disabilities, encourages parents to take advantage of integrated educational opportunities for their children. Negative aspects of segregated education are illustrated with examples from the teenager's life. (DB)

This study of the patterns of contact among 12 students (ages 4-17) with deaf-blindness and their nondisabled age peers at school revealed that students engaged in slightly less than 90 minutes per day in social contact. Many students with deaf-blindness were not developing stable (repeating) contacts with any of their peers. (Author/JDD)

This counterpoint to a critique of the authors' paper, which argued against full inclusion of students with disabilities, offers evidence of the effectiveness of special education and notes court litigation that has recognized that separate is not always unequal. (JDD)

This paper highlights the historical, social, and legal aspects of Spain's movement to integrate special education students. Differences in constitutional and legislative foundations as well as in practical mainstreaming efforts and professional roles between the U.S. and Spain are noted. Educators are warned to not uncritically replicate other…

Study of a sample of 93 individuals with disabilities participating in supported employment programs in Connecticut found that monthly wages and levels of integration increased significantly when compared to working situations prior to supported employment placement. (JDD)

Procedures are discussed for developing a playground design that will enable all children, including those with disabilities, to participate in playground activities. The article addresses designing a needs assessment tool, planning the playground, and selecting and funding equipment. A needs assessment tool and addresses for information about…

This study examined pupils' knowledge of and feelings about mental handicap, through interviews with second year students in a British comprehensive school and a questionnaire survey of 179 students. Results indicated that girls felt that disabled persons were capable of benefiting from integration, whereas boys' attitudes were more ambiguous.…

This study investigated the effects of teaching sociodramatic scripts on interactions among three triads, each containing two typical preschool children and one child with autistic characteristics. Results supported the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during…

An intervention with two nonverbal elementary students with severe/profound mental retardation involved training the students to use badges showing play activities and then implementing use of the badges in a free play situation with nondisabled age-appropriate peers. Increased use of play organizers, initiations, and sharing resulted. (DB)

Fears concerning possible results of including students with severe disabilities in regular programs are raised, including (1) the insinuation of constructivism into a system emphasizing inclusion (rather than instruction); (2) a lack of policies to preserve educational integrity; and (3) elimination of special education as a full partner with…