Efforts to integrate students with special needs and regular students are becoming very controversial. This publication is the product of a discussion and debate participated in by regular and special education teachers and representatives of the educational research and policy, practice, teaching, and advocacy group communities. They examined practices that lead to the successful inclusion of students with special needs in regular education classrooms. Three papers present the policy perspective on what works from the view of parental, teacher stakeholders, local, and state. In addition, three papers present the research perspective on how to create quality in schools and classrooms. (63 pages, ERIC Document Reproduction Service No. ED 353 708; cost varies by document)

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Integration of Visually Handicapped Students in Industrial Education Classes: An Overview. Journal of Visual Impairment & Blindness, 78(7)
McConnell, J. (1984, September).
New York: American Foundation for the Blind.

Many issues need to be addressed in order to successfully integrate students with visual impairment into industrial education classes. These issues include attitudes of teacher and student, teachers' familiarity with visual Impairments, orientation and mobility training, class size, safety provisions, curriculum modification, acquisition of and training with adaptive equipment, and educational resource support. The author stresses the importance of inservice training as it can provide educators with an explanation, experiences, and understanding of visual impairments, teaching techniques, available aids, and resources. (4 pages)

Address:
Publications and Information Services Department
American Foundation for the Blind
49 Sheridan Ave
Albany, NY 12210
(800) 877-2693

Nasty Girls, Thugs, and Humans Like Us: Social Relations Between Severely Disabled and Nondisabled Students in High School
Murray-Seegert, C. (1989).
Baltimore, MD: Paul H. Brookes Publishing Co.

The goal of this book is to enhance the understanding of events that occur when teenagers with disabilities attend a regular high school. The author describes the experience of a participant-observer in an inner-city high school of the San Francisco Unified School District and documents how a school's integration program affected student relations and teacher practices. The author presents the results of an ecological analysis of the school's social system and relates these results to quality education, student diversity, and social inequality. The book provides a historical and theoretical perspective on the special education work at an inner-city high school, describes the school's social and physical environment with a concentration on the interaction between disabled and nondisabled students (and the students' understanding of those contacts), and analyzes the school's social ecology speculating about future research and educational practice. (216 pages, $22.00)

Address:
Paul H. Brookes Publishing Co.
P.O. Box 10624
Baltimore, MD 21285-0624
(410) 337-9580
(800) 638-3775
Fax: (410) 337-8539

Promoting Effective Educational Practices Through Public School and University Partnerships: A Tale of One City's Response to Full Integration
Tompkins, F. M. (1992, April).
Green Bay: University of Wisconsin-Green Bay.

This paper presents a report on a three-year integration project In progress in an elementary school located in Green Bay, Wisconsin. The report is intended to describe the first year's activities and findings and outline plans for the next two years. Three questions were the focus of the study: (1) What are the current integration practices employed within the school?, (2) What evidence do we have to show that integration results in academic success for students with exceptional educational needs?, and (3) What are the current perceptions of teachers, parents, and students regarding the current integration practices implemented in the school? The results shed some light on the perceptions teachers hold on full integration. Also included is a listing, based on a relevant literature review, of essential elements for effective integration practices. (27 pages, no charge)

Address:
Francine M. Tompkins
University of Wisconsin-Green Bay
2420 Nicolet Drive
Green Bay, WI 54311-7001
(414) 465-2003

Report Card to the Nation on Inclusion in Education of Students with Mental Retardation
Davis, S. (1992, October).
Arlington, TX: The ARC.

To determine the extent to which children with mental retardation are being educated in inclusive settings, The Arc analyzed the latest data on educational placements of students with mental retardation contained in the Fourteenth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (1992). The report summarizes data for the 1989-90 school year reported by all states to the federal government regarding children receiving special education and related services.

This report provides an analysis of national and state data on the following questions: (a) To what extent are children with mental retardation being educated in the same classrooms as their nondisabled peers?, (b) To what extent are states using resource rooms to educate students with mental retardation?, (c) To what extent are students with mental retardation being educated In separate classrooms?, (d) To what extent are students with mental retardation being educated in separate schools?, and (e) What percentage of students with mental retardation receive their education in separate classrooms and separate schools? The paper concludes by providing a summary of major findings, a discussion, and a call to action. (28 pages, single copy, no charge)

Address:
Tammy Fortune or Rickie Gallmon
Division of Adult Education and Literacy Clearinghouse
400 Maryland Avenue, SW
Washington, DC 20202-7240
(202) 732-2396

Secondary Programs for Students with Developmental Disabilities
McDonnell, J., Wilcox, B., & Hardman, M. L. (1991).
Needham Heights, MA: Allyn & Bacon.

Critical issues in the design and implementation of secondary programs for students with developmental disabilities are addressed in this book. Current research on best practices in secondary programs is presented, as well as goals that may be used to guide program operation. Strategies are included for individualized education and transition planning development procedures, the design of community and classroom instructional programs, and the promotion of the full integration of students with developmental disabilities into the school and community. Procedures are outlined for carrying out employment training, conducting training on personal management and leisure activities, and supporting the involvement of parents in the educational program. Each of the chapters includes practical guidelines and forms to be used by classroom teachers. (315 pages, $34.50)

Address:
Allyn & Bacon
160 Gould Street
Needham Heights, MA 02194-2310
(800) 852-8024

Social Integration and Severe Disabilities: A Longitudinal Analysis of Child Outcomes. The Journal of Special Education, 25(3)
Cole, D. A., & Meyer, L. H. (1991).

The goal of social integration is shared across disciplines and espoused as a universal value in today's society; however, considerable controversy exists regarding the process most likely to result in the attainment of this goal for persons with severe disabilities. Proponents of traditional rehabilitation-remedial models propose delivery of intensive services in segregated environments especially designed to meet individual needs. Conversely, proponents of full inclusion models maintain that services be provided in the mainstream of school and society. In the current study, the effects of integrated versus segregated schooling upon the educational and social competence of children with severe developmental disabilities were examined across a two-year time period, using both classroom observation and standardized child-assessment measures. Children in integrated learning environments spent less time with therapists, equal time with special education teachers, more time with teaching assistants, more time with children with and without handicaps, and less time alone than did children in segregated learning environments. No differences were found on a traditional measure of developmental skills; however, on a measure of social competence, integrated children progressed, whereas segregated children regressed. Implications of these results are discussed in the context of public attitudes toward disability and educational reform in the mainstream of America's schools. (12 pages)

Address:
The Journal of Special Education
c/o Pro-Ed Publishers
8700 Shoal Creek Boulevard
Austin, TX 78757-6897
(512) 451-3246

Techniques for Including Students with Disabilities:
A Step-by-Step Practical Guide for School Principals
Shinsky, E. J. (1992).
Lansing, Ml: MPI School and Instructional Supplies.

This guide is designed for use by school principals, teachers, district directors, school improvement teams, directors and supervisors of special education, superintendents and boards of education. Its purpose is to assist educators in organizing a school environment that is accepting, responsive, and accountable, when striving to include students with disabilities throughout the school.

The first four chapters focus on essential components for effectively including students with disabilities. The remaining chapters address specific areas identified by building-level staff, principals, and parents as needing attention in facilitating the successful inclusion of students with disabilities in the school setting. In addition to the content, each chapter includes the following Information: building checklist, suggested ways to enhance the school environment, goal development and plan of action. (377 pages; $59.95, plus $2.50 shipping and handling)

Address:
MPI School and Instructional Supplies
1200 Keystone Avenue
P.O. Box 24155
Lansing, Ml 48909-4155
(800) 444-1773
Fax: (517) 393-8884

Transitions to Least Restrictive Environments: A Guide to Transition (Rev. Ed.)
Beninghof, A. M. (1991, July).
Windsor, CT: Capitol Region Education Council.

The transition of special education students to less restrictive environments or from school to work stresses the importance of planning and communication during the entire process, from initial plans through implementation and follow-up. Section one of this guide consists of a transition process checklist to aid in the organization and follow through of transition activities. Section two consists of answers to commonly asked questions about each of the following steps in the transition process: Individualized Education Plan (IEP) design, placement, change in living arrangements, assessment, timing, instruction, staff identification, staff needs assessment, staff training, visits by staff to the current placement, visits by staff/parents to the new placement, visits by the student to the new placement, the transition team, IEP modification, the student schedule, peer "sensitization," informing regular education parents, curriculum and evaluation modification, plant modification and equipment, transportation, coordination of related services, communication systems, students' records, medical services, transition, the student support group, support activities for family and siblings, the follow-up support team, and monitoring and modification. Appendices include a sample ecological inventory, a transition timeline, a listing of topics related to the least restrictive environment, and a student checklist. (68 pages, ERIC Document Reproduction Service No. ED 337 939, cost varies by document)

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ERIC Document Reproduction Service
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(800) 443-3742

Untracking and College Enrollment: Research Report 4
Mehan, H., Datnow, A., Bratton, E., Tellez, C., Friedlaender, D., & Ngo, T. (1992).
Santa Cruz: University of California at Santa Cruz.

Preliminary results of a program which was administered as an alternative to compensatory education are presented in this study. Advancement Via Individual Determination (AVID) is an untracking program developed by the San Diego school system. The program places low-achieving students in college preparatory classes and provides them with a strong system of social and academic supports. This research report examines the educational consequences of the AVID untracking program as measured by students' college enrollment. Preliminary results demonstrate that AVID students are enrolling in college in percentages that exceed local and national averages. (25 pages, ERIC Document Reproduction Service No. ED 351 403, cost varies by document)

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Why Ability Grouping Must End: Achieving Excellence and Equity in American Education
Braddock, J. H., & Slavin, R. E. (1992, September).
Baltimore, MD: Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University.

This review of research focuses on policies and practices that result in placing students in groups that are more or less homogeneous with respect to academic performance. Braddock and Slavin's recent analysis of data from the National Education Longitudinal Study of 1988 provides the largest and best-controlled multi-year study of ability grouping ever conducted. The outcomes of scores of studies have been similar, and these outcomes are discussed in the following categories: (1) opportunities to learn; (2) ability grouping and achievement; (3) ability grouping and segregation; (4) ability grouping and intergroup relations; (5) ability grouping, self-esteem, and feelings of inferiority; (6) ability grouping, delinquency, and dropouts; and (7) alternatives to ability grouping. The research proves how ability grouping must end because it is ineffective, harmful to many students, and damaging to interracial relations and democratic society. Effective and practical alternatives exist. Public schools must provide more equitable access to learning opportunities that develop reasoning, inference, and critical thinking skills. Major school restructuring will be necessary to develop the needed alternatives. (24 pages, ERIC Document Reproduction Service No. ED 355 296, cost varies by document)

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Winners All: A Call for Inclusive Schools
National Association of State Boards of Education Study Group on Special Education. (1992, October).
Alexandria, VA: National Association of State Boards of Education.

Dual special education/general education bureaucracies that exist today in most states have hindered collaboration between special and general educators. This report presents the result of the National Association of State Boards of Education Study Group on Special Education's two-year study on the state of special education. The study group recommends the creation of an inclusive system that strives to produce better outcomes for ALL students. In such a system, special educational services are provided as a support to students who need them in order to achieve the outcomes expected of all students, and general education and specialized services complement and support each other.

To create this new system, the group recommends that state boards (1) provide leadership in creating a new belief system and vision for education in their states; (2) foster collaborative partnerships and joint training programs between general educators and special educators; and (3) work with state departments of education to revise funding, placement, and labeling. (44 pages; $10, including postage and handling)

Address:
National Association of State Boards of Education
1012 Cameron Street
Alexandria, VA 22314
(703) 684-4000
(703) 836-2313

PUBLICATIONS

Professional Development

Collaborative Teaming for Inclusion-Oriented Schools: A Resource Manual
Kansas State Board of Education. (1992, December).
Topeka: Author.

This resource manual focuses on the development and enhancement of student program planning teams in schools oriented to inclusive education of students with disabilities. First, the terms "inclusion," "integration," and "mainstreaming" are clarified. Then, the challenge of developing instructional and behavioral plans that allow students to learn together is emphasized, outlining the need for administrative support, shared ownership of all children, collaborative teams, year-round transition and program planning, access to consultation and technical support, staff development, and school and home collaboration. The manual defines a "team" as a set of interpersonal relationships structured to achieve established goals. Members of the student planning team are listed. Essential elements of effective teams are discussed, including positive interdependence, face-to-face interaction, individual accountability, development of collaborative skills, and group processing. Appendices provide team activities, various team forms, a team member checklist, and a team self-evaluation checklist. (44 pages, no charge, ERIC Document Reproduction Service No. ED 359 742)

Address:
Education Service Center
P.O. Box 189
Girard, KS 66743
(316) 724-6281
Fax: (316) 724-6284

Developing Effective Vocational Programs for Mentally Retarded Persons: Cooperative Planning Between Rehabilitation and Education. Journal of Rehabilitation, 52(2)
Langone, J., & Gill, D. H. (1986, April/May/June).
Alexandria, VA: National Rehabilitation Association.

Techniques for improving the effectiveness of the Individualized Education Plan (IEP) as a management plan are presented in this article. The authors mentioned six specific strategies which included identifying appropriate vocational program goals, identifying potential employment opportunities, assessing present levels of vocational performance, translating program goals into performance objectives, identifying needed support services, and establishing evaluative criteria. The importance of a meaningful, working relationship between rehabilitation specialists and educators is stressed as it leads to improvement in the employability of persons with mental retardation. (5 pages)

Address:
National Rehabilitation Association
633 S. Washington Street
Alexandria, VA 22314
(703) 836-0850

Educating All Students in the Mainstream of Regular Education
Stainback, S., Stainback, W., & Forest, M. (Eds.). (1989).
Baltimore, MD: Paul H. Brookes Publishing Co.

Methods for integrating special and regular education classes are based on the premise that the educational norm for all students is to be educated in the mainstream of regular education. The authors note that students cannot be truly mainstreamed without the integration of teachers' resources and the systems of special and regular education. The book is divided into six main sections: (1) an overview of educational integration; (2) educational equality in practice; (3) strategies to promote merger; (4) educational practices to meet diverse student needs; (5) family and community support; and (6) final considerations. (304 pages, $34.00)

Address:
Paul H. Brookes Publishing Co.
P.O. Box 10624
Baltimore MD 21285-0624
(410) 337-9580
(800) 638-3775
Fax: (410) 337-8539

Effective Mainstreaming: Creating Inclusive Classrooms (2nd Ed.)
Salend S. J. (1994).
New York: Macmillan.

Intended for use by educators in teaching mainstreaming, this text provides readers with numerous strategies for creating inclusive classrooms for all students. Utilizing a crosscultural orientation, the text establishes an effective mainstreaming model. A new chapter in this revised edition is devoted to modifying classroom behavior and the classroom environment. Also new to this edition is an introductory chapter that reviews current legislation and litigation concerning persons with disabilities. (618 pages, call for institution rates)

Address:
Simon and Schuster
200 Old Tappan Road
Old Tappan, NJ 07675
(800) 223-2348
(800) 223-2336 for orders

The Exceptional Student in the Regular Classroom (5th Ed.)
Gearheart B. R., Weishahn, M. W., & Gearheart, C. J. (1992).
New York: Macmillan.

This book is designed for the preservice and inservice education of teachers who will be or are now teaching students with disabilities and students who are gifted and talented in regular classrooms. The first four chapters concentrate on information that is applicable for all exceptionalities such as legislation and effective instruction, while the remaining chapters examine eight specific exceptionalities individually. New features included are discussions on collaborative consultation and teacher assistance teams; how to handle students with health impairments, including students afflicted with HIV virus and students with behavioral disorders; and needs of the adolescent student. (475 pages, $42.00)

Address:
Simon and Schuster
200 Old Tappan Road
Old Tappan, NJ 07675
(800) 223-2348
(800) 223-2336 for orders

A Guide for Educating Mainstreamed Students (4th Ed.)
Mann, P. H., Suiter, P. A., & McClung, R. M. (1992).
Needham Heights, MA: Allyn and Bacon.

A step-by-step approach for organizing and managing a school's special education program is provided in this guide. It supplies readers with current developments in learning theory, educational technology, and instructional alternatives. Included in the guide are practical tips, procedures, checklists, and worksheets. The twelve chapters address the following topics: (1) Disorders of Learning and Behavior; (2) Theoretical Foundations; (3) Neurobiology of Learning; (4) Behavior Management; (5) Assessment: Rationale and Management; (6) Assessment Devices and Procedures; (7) Organization and Management for Instruction; (8) Language Development; (9) Language Arts: Reading, Spelling, and Written Language Expression; (10) Gross Motor-Body Image and Fine Motor Handwriting; (11) Mathematics and Arithmetic; and (12) Science, Social Studies, Study Skills, and Vocational Education. (634 pages, $34.95)

Address:
Allyn and Bacon
A Division of Simon & Schuster, Inc.
160 Gould Street
Needham Heights, MA 02194-2310
(800) 852-8024

Helping Students Succeed in the Regular Classroom: A Guide for Developing Intervention Assistance Programs
Zins, J. E., Curtis, M. J., Graden, J. L., & Ponti, C. R. (1988).
San Francisco: Jossey-Bass.

School psychologists, guidance counselors, and other special services professionals can develop programs that allow teachers to help students with special needs in the regular classroom in order to avoid the costly and often ineffective process of placing those students in special education classes. Through intervention assistance programs, school psychologists, guidance counselors, and social workers consult with teachers to help students with mild learning or behavior problems function effectively in regular classrooms. (273 pages, $26.95)

Address:
Jossey-Bass Inc., Publishers
350 Sansome Street
San Francisco, CA 94104-1310
(415) 433-1740

Integrating Deaf Students into Technical Classes. School Shop, 47(7)
Skobjak, B. L., Till, R. J., & Raco, T. G. (1988, February).
Ann Arbor, Ml: Prakken Publications.

This article provides insight for vocational/technical educators on how they can provide access in their classes for students who are deaf, as well as what educators should know about deafness. In addition, the article dispels many myths associated with deafness. The authors submit that utilizing a combination of communication and instructional strategies and further knowing students' characteristics contributes to the success of an accessible vocational/technical program for students who are deaf. (2 pages)

Address:
Prakken Publications, Inc.
P.O. Box 8623
Ann Arbor, Ml 48107
(313) 769-1211

Grouping students by ability is one of the most common and controversial practices in education. This article discusses the challenge and methods of utilizing ability grouping in ways that will benefit all students. The author cites research conducted by Slavin which recommends the following ways to effectively use ability grouping in classrooms: (1) group students for only one or two subjects, with students remaining in heterogeneous classrooms for most of the day; (2) assign students to groups based on their demonstrated needs and abilities, not on IQ or previous performance; (3) group students for instruction only when It will help them learn new material; (4) use ability grouping to teach specific skills; (5) when grouping students, vary the level and pace of instruction to meet students' levels of readiness and understanding; and (6) reassess grouping assignments frequently. These techniques are offered to all educators to make sure ability grouping is properly being used to benefit all students in their classroom. (3 pages)

Address:
Scholastic, Inc.
411 Lafayette
4th Floor
New York NY 20003
(212) 505-4900

The McGill Action Planning System (MAPS): A Strategy for Building the Vision. The Journal of the Association for Persons with Severe Handicaps, 14(3)
Vandercook, T., York, J., & Forest, M. (1989).
Seattle, WA: The Association for Persons with Severe Handicaps.

The McGill Action Planning System (MAPS) is a planning process that places primary emphasis on the integral involvement of learners with disabilities in the school community. This article provides readers with a detailed description of the MAPS process, including the structure used, content covered, and the underlying assumptions of the process. The MAPS process is one that capitalizes on utilizing nondisabled classmates, family members, and educational personnel in the planning of integrating students with disabilities into regular school life. An example of the MAPS process planning for an elementary student with severe disabilities is given. In addition, the article explains modifications to the given example for secondary age students. A section of the article details how the MAPS process complements the IEP process in at least two ways. (11 pages)

Address:
The Association for Persons with Severe Handicaps
29 W. Susquehanna Avenue, Suite 210
Baltimore, MD 21204
(410) 828-8274

The Postsecondary Student with Learning Disabilities: Issues in Identification and Integration Manual
Colorado Community College Consortium for the Learning Disabled Project. (1988).
Littleton, CO: Author.

The Colorado Community College Consortium for the Learning Disabled Project has published this manual for use in a staff development/personnel preparation course. The manual contains the definition and characteristics of a learning disability; local, state, and federal laws; socialization, emotional, and behavioral needs; implications of a learning disability on adult life; metacognitive strategies; and analysis and adaptation of instructional methods and materials.

The manual provides a list of required readings, approximate costs, participant objectives, a course outline, evaluation techniques, and sample handout and overhead materials. The course requires 30 contact hours and has been designed to be covered in ten, three-hour sessions. (500 pages; $60.00; due to a limited quantity, orders will be filled on a first-come-first-serve basis)

Address:
PST Educational Consultants
8241 W. Walker Drive
Littleton, CO 80123
(303) 932-0181

Support Networks for Inclusive Schooling: Interdependent Integrated Education
Stainback, W., & Stainback, S. (Eds.). (1990).
Baltimore, MD: Paul H. Brookes Publishing Co.

Developing each student's talents and gifts to his or her fullest capability and empowering students to help others is the primary focus of this book. The book was written for administrators, educators, parents, students, and interested citizens to be used as a tool in the development of schools into inclusive communities. It is divided into three main sections: (1) inclusive schooling and support networks, (2) classroom-focused support options, and (3) the development of caring and supportive schools and communities. These sections detail strategies for implementing inclusive education, and how classrooms can teach children to respect one another and carry that respect over into the community. (288 pages, $24.00)

Address:
Paul H. Brookes Publishing Co.
P.O. Box 10624
Baltimore, MD 21285-0624
(410) 337-9580
(800) 638-3775
Fax: (410) 337-8539

Teaching Social Skills to Hearing-Impaired Students
Schloss, P. J., & Smith, M. A. (1990).
Washington, DC: Alexander Graham Bell Association for the Deaf.

This book provides teachers and parents with a comprehensive, clearly presented, hands-on program to develop social skills in hearing-impaired children and young adults. This book will prove particularly valuable for mainstreamed students. Social competence is essential for those taking an active part in society. (203 pages; $21.95, plus $3.00 postage and handling)

Address:
Alexander Graham Bell Association for the Deaf
Publications Sales Department
3417 Volta Place, NW
Washington, DC 20007-2778
(202) 337-5220 TDD or Voice

Transition from School to Work: The Alternative Cooperative Education Handbook
Lehmann, J. P., Starck, T. J., & Carlson, L. G. (1991).
Fort Collins: Colorado State University, School of Occupational and Educational Studies.

The goal of Colorado's Alternative Cooperative Education (ACE) Program is to enhance the educational opportunities for special needs youth, maximize their abilities to live independently, and reduce their risk of dropping out. It is flexible and designed to serve both students with Individualized Education Plans and those that are economically disadvantaged. The program contains seven important elements: (1) vocational assessment, (2) educational planning process, (3) career and guidance advising, (4) occupational experiences, (5) transitional services, (6) curriculum, and (7) an advisory committee.

This manual, an extension of the Work Experience Resource Manual, provides information to individuals beginning or improving an ACE program. It describes the program history; the process used to design the manual; program components, curriculum, and resources; advice on applying for funding; and information on relevant legislation. A tool for evaluating program strengths and weaknesses is also provided. Appendices contain many useful forms, legislation abstracts, and articles. (218 pages, $25.00)

Address:
Colorado State University
School of Education
Education Building
Fort Collins, CO 80523
(303) 491-6316