Factors associated with antisocial and aggressive behaviors in the schools are considered. Past practices are contrasted with emerging approaches to opposing aggression, including primary, secondary, and tertiary prevention. The need for comprehensive intervention, the current policy of inclusion, and changing school personnel preparation…

Pennsylvania's instructional support initiatives for secondary students with special needs include collaboration, curriculum-based assessment, learning strategies, and instructional adaptations. A learning strategies model for low achievers is described, followed by one school's experience using instructional supports in regular English classes…

The history of the least restrictive environment concept is reviewed as it relates to students with severe disabilities (moderate, severe, or profound retardation; autism; multiple disabilities; or deaf-blindness). Stages in the evolutionary process and future prospects are analyzed, with attention to physical, functional, and social inclusion.…

A peer intervention program to improve communicative interaction and social integration of preschoolers with moderate developmental disabilities is described. Children without disabilities are taught facilitative strategies which are not particularly intrusive and do not obligate responses by the disabled child. The facilitative strategies…

Describes the needs of minority children with disabilities and two peer-tutoring programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, that have been used effectively to promote the academic and social integration of minority children with disabilities into general-education settings. (Author/CR)

Reviews effective inclusive teaching techniques, including multilevel instruction, activity-based and experiential learning, student-directed learning and self-determination, cooperative learning and peer collaboration, multiaged classrooms and heterogeneous grouping, individualized and adaptive instruction, teaching as facilitating student…

Describes the case of Hartmann v. Loudoun County Board of Education, a case that was the first inclusion litigation that involved a student with autism who presented significant behavioral challenges. The court's decision upholding the student's placement in a special program is explored. (CR)

This paper discusses psychometric aspects of the functional analysis model in planned intervention with mainstreamed students having emotional/behavioral disorders. Discussion focuses on reliability and validity of clinical analysis of behavior and functional and structural analysis in the classroom. (DB)

Tips are provided for implementing successful inclusion programs for students with disabilities, including providing continuing, consistent support with structured staff-development activities; eliciting parental collaboration in all aspects of the inclusion effort; enhancing peer involvement, and facilitating classroom diversity by making…

Discusses the failure of schools to prepare students with disabilities, their peers, the faculty, or the environment before placing a student with a disability in the general-education classroom. Components of a quality program for students with disabilities are described, including an appropriate curriculum and specific successful classroom…

Examines the rationale for implementing a "responsible inclusion" model for students with emotional/behavioral disorders, and discusses critical components for such a program's development. A checklist of supports is presented, along with a process chart for depicting levels of commitment toward responsible inclusion. (CR)

A survey of nine special educators and nine general educators in three Texas schools found that inclusion for students with emotional/behavioral disorders was being implemented due to administrative impetus and was not carefully planned, and that both special- and general-education teachers believe they need training related to inclusion and…

Provides an overview of assistive technology for students with disabilities in inclusive settings and legal considerations regarding assistive technology. Recommendations are given to help teachers maximize assistive technology to facilitate instruction, including finding the lowest technology solution and collaborating with other teachers and…

Examines the legal basis for inclusion and presents four federal circuit court decisions that have addressed school districts' responsibilities to include students with disabilities in regular education classrooms. Recommendations are offered for educators and school administrators to follow to determine the least restrictive environment for…

Presents strategies for building resilience in students with disabilities in inclusive classrooms. Suggestions are provided for promoting social competence, problem-solving skills, autonomy, and sense of purpose. A checklist for resilience is included, along with two stories of children with disabilities who gained resilience. (CR)