Collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs. Over the years, there have been a number of evolutionary incarnations of the collaborative model, each possessing various ingredients identified as important, if not essential, components of a…

This article examines the mutuality of interests between partners in a professional development school (PDS), with an emphasis on promoting inclusive classrooms and integrating special education students into the general education continuum. It highlights how delivery models that hinder inclusive practices stunt the growth of PDS partnerships. It…

Inclusive education policies have been espoused by the Ministry of Education in Brunei Darussalam since the late 1990's. In this paper, the author examines the current state of inclusion in secondary schools throughout the country. Procedures, practices and processes which directly or indirectly impede the realization of national and international…

The sustained increase in the number of children diagnosed with autism or autism spectrum disorder (ASD) has become a widespread concern throughout the US as well as globally. Federal mandates (Individuals with Disabilities Education Act [IDEA], 2004; No Child Left Behind [NCLB]) have directed state education departments and local educational…

The purpose of this study is to compare attitudes toward inclusion among general education (GE) and special education (SE) teachers. Between 1997 and 2007, many changes took place within the Individuals with Disabilities Act and in 2002 the introduction of No Child Left Behind. This meta-synthesis examines the teacher's attitude towards inclusion.…

Progress reports are given on the preparation of teachers for teaching handicapped children in the regular classroom. Discussions are presented on specific program developments in Massachusetts, competencies needed by regular classroom teachers for successful mainstreaming, the implications of Public Law 94-142, and the philosophy of…

The monograph presents 15 papers on the provision of special education services within the regular classroom. Common areas of concern of many of the authors include the following: the separation of the regular and special education systems is not educationally sound; traditional ways of labeling handicapped children are of limited educational…

A renegotiation of relationships between special education faculties and other units of colleges of education is underway in order to prepare a new corps of regular teachers who are capable of carrying out their expanded roles in serving handicapped students. The federal government has provided eighty one "Deans' Grants" funds to be used mainly…

This handbook is based on a field tested training model directed toward preparing regular and special education teachers to teach children in a mainstreamed classroom. There are four components: knowing, diagnosing, developing, and bridging. Seven modules contain the following sections: the major theme, introduction, goals, objectives,…

Johns Hopkins University and Montgomery County Public Schools, Maryland, jointly sponsor the program "SUPPORTS for Least Restrictive Environment," a graduate program in special education which supports the vision of educating all students together in the general education classroom. In the practicum phase of their program, general…

Mainstreaming is defined as the conscientious effort to place handicapped children into the least restrictive educational setting that is appropriate for their needs. The primary objective of this process is to provide these children with the most appropriate and effective educational experiences that will enable them to become self-reliant…