This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning…

This final report discusses the outcomes of a study that examined how charter school developers have used the opportunities provided by their charters to serve students with disabilities. Between March 1998 and June 1999, 32 public charter schools in 15 states were visited and 151 parents of students with disabilities, 196 teachers, and 164…

A study examined five teachers' perspectives in a ninth grade class that included students with disabilities in regular classes. Teachers who supported inclusion of a student with Down syndrome differed in their expectations of him and the other students with and without disabilities. Variable standards for classroom attendance were a primary…

Describes BRIDGE (Being Responsive to Individual Differences in General Education), a partnership between university faculty and two elementary schools that focuses on the collaborative practices and programs in general and special education. The program centers on four initiatives: teacher collaboration, family liaisons, teacher research and…

The 50th anniversary of the "Brown v. Board of Education" decision provides a critical opportunity to reflect on "Brown's" importance, impact, and the lessons it provides on achieving racial desegregation and its relationship to the progressive inclusion of students with disabilities into public schools across the United…

Despite increases in the number of middle school using interdisciplinary team teaching, many are struggling to articulate a clear defense of their teaming work in light of confounding and conflicting public demands. This compilation examines teaming in middle schools--its characteristics, knowledge base, current concerns and future adaptations.…

Argues importance of a flexible approach to educating physically and developmentally disabled children, one that allows children to learn and play with attention to age, stages, temperaments, personalities and individual needs. Notes that staff attitudes and willingness to adjust schedules, plans, room arrangement, curriculum, and expectations are…

This paper addresses the intersection between the inclusion of students with special needs and those with cultural/linguistic differences. Using data from a qualitative study in a rural secondary school in Spain, the author found that school personnel effectively distinguished between cultural needs and cognitive deficits. However, a one-way model…

A survey of 408 elementary school principals found about 1 in 5 had positive attitudes toward inclusion while most were uncertain. Positive experiences with students with disabilities and exposure to special education concepts were associated with positive attitudes toward inclusion and more positive attitudes were related to less restrictive…

Classroom observation and interviews with key people evaluated the participation and learning of 23 children with visual impairments in 17 mainstream primary schools in Britain. Resulting recommendations included: (1) provision of adequate additional support; (2) inclusion in the main learning processes taking place in the classroom; and (3) good…

Students with autism have needs during physical education that resemble their needs throughout other parts of the day. Many students with autism work with a structured and consistent routine, visual boundaries, and reduced negative sensory stimulation. Meeting these needs requires much effort on the part of physical educator because the physical…

Examines the perceptions of middle school faculty, staff, and students during the restructuring of their school for the fuller inclusion of students with special needs. Describes the philosophy of inclusion, steps in the change process, and the evolution of "schools within a school" made up of teams from each grade level. (JPB)

Data on the placement of over 3,389 English and Welsh children with Down syndrome (born between 1980 and 1992) were collected over the 12-year period studied. Analysis showed an increase in the proportion of children attending mainstream schools and a disproportionate number of boys in special schools. (Author/CR)

This article discusses some of the Government's current agendas for schools that appear to be in direct conflict with each other. For example, the positive effects of Every Child Matters, personalised learning, inclusion and collaboration are seen as complementary, but their implementation is viewed as being held back by the current regime of…

This paper focuses a sociological lens on what two early years Australian school boys labelled as having attention deficit hyperactivity disorder (ADHD) and an early years teacher have to say about social relations within informal play environments. The boys participated in separate semi-structured interviews where they predicted the likely…