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Intended for both regular and special educators, the book outlines ways to promote integration between students with severe handicaps and their peers. The first of five sections includes an overview about students with severe handicaps as well as background information on the integration of severely handicapped students. Three chapters in section II address interactions in integrated settings, with separate attention to providing opportunities for interaction, assessing those opportunities, and promoting interactions. Section III concerns ways to educate nonhandicapped students about individual differences and includes discussion of the rationale, assessment procedures, and a model for educating nonhandicapped students. Section IV consists of two author contributed papers on training social and other skill areas in severely handicapped students to facilitate their interaction. A final section provides three papers on additional information useful to classroom teachers in promoting the positive integration of students both in the classroom and the community. (CL)

This book discusses the inclusion of students with disabilities in general education classrooms and describes strategies that enhance the social success and educational achievement for all students. Section 1 provides an introduction to inclusion and contains the following chapters: "Rationale for Inclusive Schooling" (Anastasios Karagiannis and others); "Historical Overview of Inclusion" (Anastasios Karagiannis); and "Inclusion as a Force for School Renewal" (John O'Brien and Connie Lyle O'Brien). Section 2 discusses basic strategies and includes: "Ten Crucial Elements for Creating Inclusive and Effective School Communities" (C. Beth Schaffner and Barbara E. Buswell); "MAPS, Circles of Friends, and PATH: Powerful Tools To Help Build Caring Communities" (Marsha Forest and others); "Practical Strategies for Communicating with All Students" (Maureen Smith and Diane Lea Ryndak); "Administrative Strategies for Achieving Inclusive Schooling" (Daniel D. Sage); and "What Do I Do Monday Morning?" (Mary A. Falvey and others). Section 3 focuses on collaboration and contains: "Friendships as an Educational Goal: What We Have Learned and Where We Are Headed" (Jeffrey L. Strully and Cindy Strully); "Facilitating Friendships" (Kathryn D. Bishop and others); "Student Collaboration: An Essential for Curriculum Delivery in the 21st Century" (Richard A. Villa and Jacqueline S. Thousand); and "Collaboration, Support Networking, and Community Building" (William Stainback and Susan Stainback). Section 4 discusses curriculum considerations and includes: "Curriculum in Inclusive Classrooms: The Background" (Susan Stainback and William Stainback); "Learning in Inclusive Classrooms: What About the Curriculum?" (William Stainback and others); "Designing Inclusive Curricula Right from the Start: Practical Strategies and Examples for the High School Classroom" (Cheryl M. Jorgensen); "Choosing Options and Accommodations for Children (COACH): Curriculum Planning for Students with Disabilities in General Education" (Michael F. Giangreco); "Celebrating Diversity, Creating Community: Curriculum That Honors and Builds on Differences" (Mara Sapon-Shevin); and "Community Learning in Inclusive Schools" (Michael Peterson). Section 5 describes behavioral considerations and includes: "Strategies for Managing an Inclusive Classroom" (Annette Iverson); "Support and Positive Teaching Strategies" (Wade Hitzing); "A Functional Approach to Dealing with Severe Challenging Behavior" (David P. Wacker and others); and "Some Notes on Positive Approaches for Students with Difficult Behavior" (Herbert Lovett). The final section contains: "Inclusion and the Development of a Positive Self-Identity by Persons with Disabilities" (Susan Stainback and others); "Gaining and Utilizing Family and Community Support for Inclusive Schooling" (Lynne C. Sommerstein and Marilyn R. Wessels); and "Concluding Remarks: Concerns about Inclusion" (Susan Stainback and William Stainback). (Each chapter includes references.) (CR)

This book discusses how the curriculum can be designed, adapted, and delivered in general education classrooms that are attempting to promote inclusive communities. Chapters include: "Toward Inclusive Classrooms" (Susan Stainback et al.); "Celebrating Diversity, Creating Community: Curriculum that Honors and Builds on Differences" (Mara Sapon-Shevin); "Inclusive Education: Making Sense of the Curriculum" (Alison Ford et al.); "Using Curriculum to Build Inclusive Classrooms" (William Stainback et al.) "Using a Collaborative Approach to Support Students and Teachers in Inclusive Classrooms" (Janet L. Graden, and Anne M. Bauer); "Integrating Support Personnel in the Inclusive Classroom" (Jennifer York et al.); "Student Collaboration: An Essential for Curriculum Delivery in the 21st Century" (Richard A. Villa and Jacqueline S. Thousand); "Support and Positive Teaching Strategies" (Wade Hitzing); "It's Not a Matter of Method: Thinking About How to Implement Curricular Decisions" (Dianne L. Ferguson and Lysa A. Jeanchild); "Measuring and Reporting Student Progress" (Brian Cullen and Theresa Pratt); "Quality in Our Schools: A Parental Perspective" (Jeff Strully et al.); "Community-Referenced Learning in Inclusive Schools: Effective Curriculum for All Students" (Michael Peterson, et al.); "Extracurricular Activities" (Mary Falvey, et al.); and "Curriculum in Inclusion-Oriented Schools: Trends, Issues, Challenges, and Potential Solutions" (Michael F. Giangreco). Contains 397 references. (PB)

This book of 24 papers presents divergent views on 12 issues in special education: organizational strategies, classroom service delivery approaches, maximizing the talents and gifts of students, classification and labeling, assessment, instructional strategies, classroom management, collaboration/consultation, research practices, higher education, adult services (especially employment and housing), and theoretical/philosophical orientation. Papers are: "Achieving Full Inclusion: Placing the Student at the Center of Educational Reform" (Dorothy Kerzner Lipsky and Alan Gartner); "Preserving Special Education...For Those Who Need It" (Laurence M. Leiberman); "Schools as Inclusive Communities" (Susan Stainback and William Stainback); "Preserving the Least Restrictive Environment" (Glenn Vergason and M. L. Anderegg); "The Need for a Range of Program Options for Gifted and Talented Students" (Barbara Clark); "Including All Children and Their Gifts within Regular Classrooms" (Mara Sapon-Shevin); "Labeling: A Tired, Overworked, Yet Unresolved Issue in Special Education" (M. Steven Lilly); "The Classification Problem" (Howard S. Adelman); "Norm-Referenced Intelligence Tests: What We Have and What We Need" (Jack A. Naglieri and Jeffrey P. Braden); "Special Education Decision Making and Functional/Behavioral Assessment" (Daniel J. Reschly); "Direct Instruction" (Sara G. Tarver); "Paradigm Shifts in Instructional Strategies: From Reductionism to Holistic/Constructivism" (Mary Simpson Poplin and Suki Stone); "Gentle Teaching: Its Assumptions, Methodology, and Application" (John J. McGee and Frank J. Menolascino); "Behavior Analytic Foundations of Classroom Management" (Thomas D. Haring and Craig H. Kennedy); "Continuing the Dialogue: Embracing a More Expansive Understanding of Collaborative Relationships" (Lawrence J. Johnson and Marleen C. Pugach); "A Rationale for Collaborative Consultation" (Jacqueline Thousand et al.); "Quantitative Research as the Method of Choice within a Continuum Model" (Robert G. Simpson); "Standing on Its Own: Qualitative Research in Special Education" (Robert Bogdan and Zana Marie Lutfiyya); "Unifying the Preservice Preparation of Teachers" (Marleen C. Pugach); "A Rationale for Departmentalization of Special Education" (H. William Heller); "Developmentally Disabled People Grow Up: Needs and Resources in the Post-School Years" (Marvin Rosen et al.); "Inclusive Community Living" (Steven J. Taylor et al.); "Special Education Research and the Scientific Method" (Douglas Fuchs and Lynn S. Fuchs); and "Role of Interpretation in the Human Sciences with Some Applications to Education" (Richard P. Iano). Papers contain references. (DB)

In this book, which applies the state of the art in qualitative research to special education, qualitative research is used as a generic term for investigative methodologies described variously as ethnographic, naturalistic, anthropological, field research, or participant-observer research. Chapter 1 introduces and defines qualitative research and explains how it differs from quantitative research. Chapter 2 discusses the characteristics of qualitative research and its utility in providing a holistic description of educational programs and their social validity. Chapters 3, 4, and 5 cover methodological considerations involved in designing, conducting, and reporting qualitative research. Specific points covered include: the pre-fieldwork stage, site and participant selection, researcher role, data collection, recording methods, data organization and analysis, corroboration, contents of a written report, report organization, report writing, and report dissemination. The validity, reliability, and generalizability of research findings from a qualitative theoretical orientation are discussed in Chapter 6. Chapter 7 provides guidelines for responsible use of qualitative methodology, by such means as avoiding misuse, avoiding undue claims, and considering ethical issues. (JDD)