The context of Special Education is a privileged space to study participation. Most professionals and teachers have long assumed the participation and collaboration with families as a central tenet of their interventions. On the other hand, parents with children with Special Educational Needs (SEN) have also been described as being permanently…

Conductive education, originating in Hungary, teaches children with neurological disorders basic aspects of living and preschool skills. Speech, movement, and function are never separated, and speech use in a regulative function is a distinctive characteristic of the method. Task series teach movement and coordination of speech and movement. (MSE)

A study of fourteen countries in UNESCO's five regions looked at teacher training for mainstream education, teacher education and curricula for special education, and teacher attitudes toward mainstreaming. Results are presented and conclusions about similarities and differences are drawn. (MSE)

The history and current state of educational support services in regular education for students with visual impairments in West Germany is outlined, drawing on a literature review and national survey. Conclusions are drawn from practical experiences and corresponding research. (MSE)

As special needs children are integrated into regular education, new needs in teacher training have become apparent. Focusing on the United Kingdom, this paper discusses the training of special education teachers and the preservice education and inservice training of all teachers. (Author/JDD)

This paper analyzes a project approved by the Spanish government in 1985 to integrate special needs children into regular education. Outlined are characteristics of the Spanish educational system, parameters of practice in the integration project, and plans for the systematic evaluation of the integration project. (Author/JDD)

The study found seriously inferior educational services for mentally handicapped students in special care schools administered by social services authorities in Northern Ireland when compared with special schools for similar children in England and special schools for other children with disabilities in Northern Ireland. (Author/DB)

Studies of the child-adult interaction with children or adolescents with severe handicaps demonstrated the importance of analyzing correctly the interaction modalities and knowing which are means used spontaneously by the child before introducing technical aids for communication. (Author/DB)

A series of four consultative meetings between the Local Education Authority of Derbyshire, England and voluntary organizations representing various disabilities is described. Major issues which emerged during discussions included resources, the role of special schools in integration, the 1981 Education Act and Multi-professional Assessment, and…

The status of the integration of students with mental retardation into regular schools in four European countries (Italy, West Germany, Switzerland, and England) is described, and possible variables influencing the change of systems are identified. (MSE)

This review of effective teaching research in special education focuses on the need for planning, high expectations of student performance, monitoring student progress and providing feedback, establishing classroom routines, grouping, optimizing the level of academic learning time, and using incentives and rewards. (Author/JDD)

The paper summarizes the research literature on educating children with severe learning difficulties in ordinary schools, describes individual integration schemes, and presents an organizational model for integrating British children with severe learning difficulties into ordinary schools. (Author/JDD)

The paper compares current practices of identifying students with special educational needs in Australia and Scotland. Noted are problems generated by the abandonment of a category-based approach to such children. Australian and Scottish practice are also compared to United States' experience in light of Public Law 94-142. (Author/DB)

The study compared three word recognition abilities (analysis, phonics, and context analysis skills) with 75 elementary and 75 high school reading disabled students. The two groups had significant differences in their ability to use the three skills. Results have implications for minimum competency testing in reading. (Author/DB)

The study compared 10 special schools for pupils with moderate learning difficulties in England and Wales using interview data and curriculum documentation. Strong differences among schools were found in such categories as use of objectives, specification of curriculum intention, monitoring of pupil progress, and curriculum evaluation. (DB)