ABSTRACT
Many students with developmental disabilities receive educational services in their neighborhood public schools. Although there are dispa rate views concerning the practice, rationale, and effectiveness of “in clusive education” (Fuchs & Fuchs, 1994), federal law mandates that children who have “special needs” are entitled to a free and appropriate public education (FAPE). To meet this challenge, a public school sys tem must institute effective instructional methods that are adapted to its special education population. In cases where students also display be haviors that interfere with learning or cause disruption to others, school personnel must provide intervention to ameliorate those problems (Drasgow, Yell, Bradley, & Shriner, 1999).
