The article examines a different methodology, i.e., qualitative research, as a way to broaden the research perspective in special education. Qualitative research is defined and compared to quantitative research. Subsequently, areas in which qualitative methodology could make a contribution to research in special education are discussed. (Author/CL)

The authors examine some of the underlying problems in the current organizational structure of the schools that hinder regular classroom teachers from being able to adapt their instruction to meet diverse student needs and suggest modifications needed in the traditional structure. (Author/CL)

The authors respond to comments on their earlier article in which they proposed the merger of regular and special education. They address the following issues: (1) willingness and capabilities of regular educators; (2) regular and special educator differences; (3) handicapism; (4) adovocacy; (5) service availability; and (6) reality. (CL)

The article provides a rationale for the merger of special and regular education into one unified system structured to meet the unique needs of all students. Two major premises (lack of need and inefficiency of operating a dual system) are discussed, and some possible implications of merger are considered. (Author/CL)

The authors warn against placing too heavy a burden of responsibility on building-level administrators for service delivery approaches tailored to the individual needs of all students. Given the goal of meeting individual needs through combining regular and special education resources, there is no reason for maintaining a dual system. (JW)

This article suggests strategies to make classroom curricula adaptive, flexible, and challenging to all students, including those with disabilities. Descriptions of eight sample learning activities illustrate the multiple adaptations possible. Principles such as the importance of the team approach, peer involvement, development of functional…

Possible strategies to integrate severely disabled students into regular classrooms are offered. Suggestions are given for promoting support among school personnel and parents, designating a support facilitator, developing networks of support, providing instruction naturally, promoting respect, and integrating personnel and resources as well as…

Results of a case study designed to test the hypothesis that acting-out students would exhibit less disruptive behavior when grouped with "well-behaved" peers than when grouped with disruptive peers indicated that placement with well-behaved peers significantly reduced disruptive behavior, suggesting that grouping is an effective and nonintrusive…

The article presents a checklist for determining the extent of integration of severely handicapped students into regular school environments. The 14 item list is explained to be useful in identifying environments (such as the cafeteria, assembly programs, recess, and school hallways) in which integration of severely handicapped students should be…

Specific suggestions to help teachers structure the classroom to prevent disruptive behaviors are offered in the areas of physical arrangement and "traffic rules" time management, assignments, grouping practices, classroom atmosphere, and professional demeanor. (DB)

This article suggests specific strategies to prevent rejection and isolation and encourage interactions when students with disabilities are integrated into general education classes. Teachers are encouraged to foster proximity, teach peer support and friendship skills, foster respect for individual differences, and provide a positive model. (DB)

Teachers can provide opportunities within a school for the interaction of severely handicapped and nonhandicapped students at all educational levels through cooperative work projects, prearranged play sessions, and human differences training. (DB)