The relationship between special education and general education is constantly changing. In the past 10 years, responsiveness to intervention has become a mandated process in the United States. Many general education teachers are still unaware of this. Also, practices have changed in early intervention and early childhood special education. The…

In this article, the author discusses her investigations into the connection between the values of Swedish society and Swedish classroom practices by way of the early childhood special education system. She describes Swedish educational policies and the challenges surrounding moving from policy to practice, and also uncovers themes regarding…

Early childhood educators are facing the challenge of creating quality educational programs for young children from an increasingly diverse mix of racial and cultural backgrounds. Programs that, in the past, have largely ignored the diversity of their participants must re-examine approaches that emphasize the universality of linear lists of…

Analyzes issues related to integrating handicapped children into regular classroom settings--particularly staff development and preparation of normal as well as handicapped children. (MS)

Argues against the current popular educational practice of mainstreaming which is based on the child's chronological age, and suggests a system called Developmental Placement in which, through the use of standardized tests, the developmental level of every school beginner is evaluated and used as a basis for grouping. (Author/MP)

Maintains that teachers trained to nurture children and to educate the whole child successfully integrate handicapped children into a classroom with other normally developing children. (Author/DB)

Examines the implications of the Americans with Disabilities Act (ADA) and the role of developmentally appropriate practice when insuring the safe inclusion of children with disabilities in play environments. Discusses four principles that should guide the creation of safe, inclusive play environments: safety; developmentally appropriate practice;…

As children with disabilities participate more fully in community education and recreation programs, educators face special challenges in helping families deal with the special needs of disabled children. Support for parents who have a child with a disability must be based on the parents' perceived needs. (MDM)

The influx of children prenatally exposed to drugs represents a heightened challenge to early childhood education programs. Efforts are needed for establishing developmentally appropriate practices, administrative supports, access to special education services, and personnel preparation programs. Guidelines and suggestions relating to these…

Suggests that Public Law 99-457 raises questions about the play of children with special needs. Discusses topics which include (1) the developmental nature of play; (2) play of special needs children; (3) strategies for teaching play skills, and (4) implications of research for teachers' practice. A direct approach to teaching children about…

Provides suggestions for preschool, elementary, and middle grade teachers on mainstreaming students with physical and medical difficulties. Suggestions focus on parent involvement, peer interaction, environment and training considerations, and instructional adaptations. Discusses topics, such as emergency care plans, that relate to making the…

Reviews six books covering topics of (1) creativity and play in the early childhood curriculum; (2) the involvement of families in middle school education; (3) nonverbal communication; (4) developmentally appropriate classrooms for kindergarten through third grade; (5) schools' role in teaching respect and responsibility; and (6) the practice of…

Reviews research about parental perceptions of and experiences with mainstreaming and discusses implications for practice. The literature reviewed focuses on parental perceptions of the effect of mainstreaming on children, families, and communities. Suggestions for developing successful mainstream education programs are offered. (TJQ)

Examines the use of behavioral strategies in inclusive early childhood education settings, focusing on positive reinforcement. Notes that developmentally appropriate practice does not preclude the use of reinforcement as incentives. Describes different types of reinforcers and answers frequently asked questions about reinforcement strategies.…

Claims that long-term benefits of quality preschool programs include increased IQ scores; decreased time spent in special education classes; reduced education costs, crime and delinquency, and teen pregnancies; and improved socialization. Discusses definitions of integration, inclusion, mainstreaming, and LRE (least restrictive environment) and…