A survey of 125prospective undergraduate special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States. The attitudes toward inclusion were rather critical. The Estonians were the most critical group; the Finns, the least critical. The findings suggest that prospective special educators 'perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that perceptions about a person with a disability are connected with possible actions toward this person.

This study aimed to standardize the Cognitive Abilities Screening Test (CogAT) Form Seven for identifying gifted and talented children ages five-eight years in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers' nomination for gifted students. The results indicated significant and high reliability correlations for the total score of the two-time administration (r = .927) and highly significant internal consistency reliability correlations where Alpha coefficients were .941 for the subtest scores and .962 for the total score and split-half reliability was .904 for the subtest scores and .927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r = .434) between the Arabic version of CogAT Screening Test results and teachers' nomination of gifted students.

The movement to integrate special education students into normal school classes started to develop in Finland in the 1960s. At the same time, the number of students labeled "special" in the Finnish comprehensive school system exploded from 2% to 17% of all school children. Presently, 84% of all special education placements are part-time placements. Special schools and special classes comprise 15% of all special education placements, while full inclusion is only 1% of all special education placements. Some factors affecting the current integration of special students and the development of integration are discussed.

This article aims to review the concept of Inclusive Education (IE) within the Jordanian legal framework for persons with special needs since its inception in 1964 and to the present day. It reviews in depth laws' articles that relate to the concept of IE. This study evaluates the current practices in Jordan in terms of the extent of IE on the ground, responsible parties for its implementation, and follow-up mechanism. It provides suggestions for future development of the law with regard to the IE and the foundations of its implementation and supervision.