Argues that assumptions of the empirical-analytic paradigm that social-science research is objective may be flawed, and researchers need to be aware of the political and ideological influences in research on special-needs education. An alternative model is offered which challenges the "normalization" approach to teaching students with special…

A followup study on nine British children with moderate learning difficulties who were transferred from a special school to their neighborhood comprehensive schools reports that eight of the children appear reasonably well adjusted to the comprehensive school. (DB)

Questions are addressed to the British Secretary of State for Education concerning: conflicts between the national curriculum and testing program and abilities of the disabled, the potential for the increased segregation of emotionally or learning disabled children, and the pattern of special education services 10 years from now. (DB)

This article describes an Irish video program that prepares mainstream students to meet incoming peers with severe, profound, and multiple disabilities, finding that students reacted positively to the video and found it helped relieve their anxieties at the prospect of contact. Implications for further development of structured contact sessions in…

The article focuses on administrative policy issues related to reintegration of students with emotional and behavioral difficulties from special into mainstream schools in England. Based on the results of interviews with administrators and teachers, readiness factors are discussed and administrative guidelines to prepare for reentry are outlined.…