A survey of 23 specialist and 49 mainstream Scottish teachers, 22 with experience of autism, 27 without, investigated attitudes towards inclusion. A minority of mainstream respondents believed children with autism should be integrated where possible. Mainstream teachers with experience of autism showed more confidence. Specialist teachers were…

Presents an argument for the collaboration of science educators and special educators based on a new collaborative model that recognizes the critical importance of the science context in determining appropriate pedagogy for students with disabilities. Contains 11 references. (JRH)

When the Ronald Yuill was told by his administration that there were not enough aides to help the special education students in the classes, he suggested placing all the students requiring special assistance into one class. His idea was to teach all of the special education children at the same time with the assistance of an aide or two. However,…

The perspectives of general and special education teacher educators, who are nationally recognized for their work in the areas of learning disabilities, inclusive education, and teacher education, were explored. Study participants were asked to reveal how the inclusion of students with learning disabilities has impacted their professional lives in…

Elementary school teachers (N=109) were surveyed regarding their use of pretesting to determine individual student instructional needs prior to teaching units of the regular curriculum. Teachers varied in their amount of teaching experience and possession of specialized endorsements--33 teachers had an endorsement in gifted/talented education and…

By policy of the Federal Republic of Germany, compulsory school attendance applies to exceptional children as well as to children in regular classroom environments. This policy also allows for children with disabilities, whenever possible, to have joint instruction in regular classrooms. Part 1 of this report summarizes the current special school…

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The paper provides a seven point definition of successful mainstreaming and reviews the literature on the role of special…

The implications of noncategorical approaches toward exceptional children are explored as they relate to learning disabled children. (BA)

Described are efforts of Augustana College to integrate special and regular teacher education programs in Project P.R.E.P. (Preparing Regular Education Personnel for Mainstream Programs). Noted are double majors in Elementary Education and Special Education, the physical proximity of both departments, cooperation with other human service…

A Connecticut school's interdisciplinary team approach toward maintaining black handicapped students in the mainstream of a secondary school is described from the point of view of individual team members. The team consists of a social worker, a guidance counselor/psychologist, special education teacher, and reading specialist. The special…

Two papers report results of an investigation of the attitudes of public school teachers regarding two topics: the mandates of P.L. 94-142, the Education for All Handicapped Children Act and mainstreaming of educable mentally retarded (EMR) students into elementary classes. The first paper discusses the development and field testing of an…

The handbook on the successful mainstreaming of visually impaired students provides a description of four mainstreaming programs, a discussion of principles and practices derived from the four programs, and practical suggestions for classroom teachers who will have a visually impaired student for the first time. Part I examines four successful…

Reported are results of a 1970 survey of 1,996 public elementary and secondary schools, representative of the nation's 81,000 local public schools, to determine the numbers of professional staff serving the following groups of handicapped pupils: speech impaired, learning disabled, mentally retarded, emotionally disturbed, hard of hearing, deaf,…

The author describes cooperative role responsibilities for vocational and special educators in meeting the needs of handicapped students, along with some appropriate teaching techniques. (MF)

In 1836, a young Swiss physician, Johann Jacob Guggenbuhl, introduced a residential setting for a handicapped child and attempted to develop a well-designed program and philosophy for the local retarded population. Some of the same problems that he faced are still being discussed. Here the costs of such programs are considered in terms finance,…