More children and adolescents who have chronic illnesses are being included in regular education classrooms today than ever before. However, teachers may not feel confident about being able to meet these children's educational, social, or emotional needs in the classroom. School psychologists are able to assess children's functioning in these…

In the last two decades, a myriad of political and social factors have converged and had a dramatic impact on Early Childhood Education (EC) and Early Childhood Special Education (ECSE). There have been sweeping changes in policy and shifts in society that have resulted in greater numbers of programs serving young children of all abilities and…

The beliefs, skills, and intended practices of general (n = 34) and special education (n = 23) preservice teachers regarding planning and making accommodations for included students with mental retardation were investigated. Participants were drawn from teacher preparation programs that infused content related to inclusion into pre-existing…

Factors underlying attitudes toward mainstreaming were examined for 38 elementary school principals, 45 special education administrators, 84 regular elementary school teachers, and 80 special teachers. A mainstreaming questionnaire was devised around four factors: academic concerns, socio-emotional concerns, administrative concerns, and teacher…

The article offers advice to special education teachers when they are consulted by regular teachers on learning and behavior problems. (PHR)

To make mainstreaming a functional process, the cooperation, support, and shared expertise of both vocational educators and special educators are required. (SK)

The article provides special educators an approach for consulting with elementary school teachers faced with mainstreaming. Materials included in a teacher consultation packet are described and a strategy for conducting consultation is offered. (SBH)

The author considers the role of the special education teacher as consultant to the regular teacher serving the handicapped student in the regular classroom. (SBH)

The article examines the roles of special educators in providing a variety of support services in mainstream settings including as support facilitator, specialist, professional peer collaborator, as part of a mainstream/teacher assistance team, and in cooperative teaching. (DB)

This article presents a description of current practices in educating students with mild intellectual disabilities in regular schools in Jordan. The data were obtained using several methods, including interviews with special education staff at the Ministry of Education, summaries of documents and published research related to resource rooms and…

General education and special education teacher candidates lack experience in collaborating with each other as colleagues; however, upon graduating and entering their own classrooms, most are expected to know how to provide services to students with disabilities in the general classroom. This study describes the efforts of two professors, one in…

Significant numbers of children with emotional and behavioral disorders receive services in settings other than general education, but it is expected they will return to a less restrictive environment. Reintegrating these students once they have completed treatment is a significant problem. Students can demonstrate improved behavior and…

Appropriate teacher education for special education teachers in Sweden must take into account the following concepts: one handicap often causes a second (often social or psychological); education must begin where the child is, focusing on strengths rather than weaknesses; and team units should be used which are comprised of both ordinary and…

Provided in the handbook for special teachers of elementary level visually handicapped students are guidelines for changing negative attitudes of school personnel, parents, and students to assure positive integration of visually handicapped children in the regular school setting. The handbook is said to have resulted from an institute that focused…

The study examined perceptions and attitudes of 27 teachers of deaf high school students in a mainstreaming setting and 18 teachers of deaf students in self-contained classes. Questionnaire responses showed general support for mainstreaming but needs for better communication between special and regular educators and more administrative support.…