This article compares two educational approaches, intensive-explicit instruction and constructivist instruction, considering how both can affect instruction for students with disabilities. It concludes by urging the integration of these two approaches, possibly by using models focused on the transformation of explicit knowledge into tacit…

This commentary on an earlier paper (EC 230 267) notes that the debate on the regular education initiative (REI) should focus on the future, teachers should become personalizers of curriculum and instruction, classroom teachers are one member of an interdependent teaching team, and an adhocracy should be developed among educators of all…

Discussion of special education at the turn of the century raises concerns about the abandonment of core values and professional responsibility (as in the emphasis on general rather than special education), adoption of methodologies (such as co-teaching) without any evidence of effectiveness, and a "one size fits all" approach (inclusion of…

A system of statewide early intervention for children with developmental delays and/or disabilities was established in Bavaria (Germany) in the 1970s. This article discusses current issues, advantages and disadvantages of proximal (homebound) and centralized (center-based) services, the call for a changing model of early intervention, and…

This response to EC 605 995 (on trends in education of individuals with disabilities) contends that constructivist teaching helps students make meaning of their experiences, that active participation in general education activities is a legitimate educational outcome because of its inherent functionality, and that educational funds should be used…

This discussion of ecological approaches to special education suggests that the relative neglect of the ecological approach is partially a result of the apparent incompatibility between ecological theory and conventional scientific approaches. It is suggested that ecological theory and positivism may be reconciled by broadening and developing…

This article proposes the professional integration of early childhood special education and early childhood education. Commonalities in the areas of policy, professional practice, and the importance of flexible child-centered and family-centered services are noted. Unification would improve service delivery, increase integration, and result in…

This pamphlet provides an overview of the philosophical, legal, and research bases of responsible inclusion of students with disabilities in regular classes. Educators are urged to not disregard the continuum of service placement, which is legally required, but to recognize that most students with disabilities can be educated in regular classes in…

This annotated bibliography provides a listing of approximately 75 journal articles, reports, teaching models, symposia proceedings, monographs, and videotape recordings on inclusion of students with disabilities in regular education settings. The listing is organized by subject categories, including case studies, checklists, early childhood,…

Emphasizing the constructivist principles of voice, collaboration, and inclusion, this paper discusses the influence of constructivism across the interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and development of school-linked human service systems. It concludes with a political-economic…

The special educator's role and training is discussed within the context of current efforts by British schools to comply with the Education Reform Act and the National Curriculum. The close relationship between the process and content of learning and between styles of learning and learning outcomes is stressed. Individual sections address the…

A questionnaire survey canvassed the views of 72 New Zealand educators, in order to identify gaps or deficiencies in services and to establish priorities for development. Respondents were asked to comment on special education system strengths, growing points, desirable policy directions, and special interests. Four issues emerged as central to…

This annotated bibliography, containing the 1995 supplements to the Western Regional Resource Center's publication or inclusion, provides a listing of approximately 150 journal articles, reports, research studies, policy statements, opinion pieces, teaching models, symposia proceedings, monographs, audio recordings, and videotape recordings on…

This book of 24 papers presents divergent views on 12 issues in special education: organizational strategies, classroom service delivery approaches, maximizing the talents and gifts of students, classification and labeling, assessment, instructional strategies, classroom management, collaboration/consultation, research practices, higher education,…