Recag/C4_21 · Datasets at Hugging Face

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Then there is Memphis' pick that is top-eight protected. The Grizzlies tied for the seventh-worst record in the NBA along with Dallas and New Orleans.
If the Grizzlies land outside the top eight in the lottery, the Celtics gain possession of the pick, but it might be favorable for Boston to miss out on Memphis' pick since there are less protections involved if it doesn't convey in 2019.
With that being said, the Celtics will add at least one lottery talent and a pair of solid college players at the back end of the first round.
PJ Washington was the best player on the Kentucky roster this season, and he would provide an extra body off the bench in the paint.
Nickeil Alexander-Walker didn't receive a ton of hype at Virginia Tech with Justin Robinson stealing the show, but he is a decent perimeter shooter who can provide backcourt depth.
Goga Bitadze is an intriguing international prospect, and he would be a good selection for the Celtics because they would not have to bring him over right away from Europe.
Williamson is the star of the draft class, but two of his teammates could join him in the top five.
No matter which team wins the lottery, Williamson will go No. 1 barring an unexpected set of circumstances.
Williamson is an elite talent with raw athletic ability that we haven't seen out of most prospects coming from the collegiate level.
Barrett is likely to be selected with the No. 3 pick, which if form holds in the lottery would belong to the Cleveland Cavaliers.
Barrett may not be an ideal fit for the Cavaliers with Collin Sexton already on the roster, but he is the best of the remaining prospects on the board behind Williamson and Ja Morant.
While Williamson and Barrett appear to be clear-cut top-three picks, there's more debate surrounding the draft prospects of Cam Reddish.
Reddish has all the physical gifts to make it at the NBA level, but there may be better fits for other squads in the lottery, including Texas Tech's Jarrett Culver and Virginia's De'Andre Hunter.
U2‘s Bono has called the song ‘Seasons (Waiting On You)’ by Future Islands “a miracle”.
U2 recently hinted that they may tour new album ‘Songs of Innocence’ by playing two gigs in each city they visit, one acoustic and one “loud and explosive.” Adam Clayton said: “There is talk of doing two different kinds of shows.” The band previously said they’ll be touring their new album in 2015 with a series of indoor arena shows planned.
U2 and Apple ‘gifted’ 500 million iTunes users with their new album in September. Following complaints over the unconventional release, Apple released a tool to allow its customers to remove ‘Songs Of Innocence’ from their devices with just one click.
RENO – Nevada has gotten used to playing without all-conference center Dominic Green this season.
Green, who injured his ankle against San Jose State, won’t play on Saturday (1:30 p.m., ESPN) when the Pack meets New Mexico in the second annual New Mexico Bowl at University Stadium.
Kenny Ackerman, who relieved Green in the San Jose State game and started the regular-season finale against Louisiana Tech, will get the starting nod against the Lobos.
Josh Catapano, who started the first four games of the season when Green was out with a broken foot, becomes the back-up.
“I’m very excited and ready to go,” said the 6-foot-5 290-pound Ackerman prior to Tuesday’s practice. “Absolutely it helped that I started that game. I got all that nervous stuff out of the way.
“I played pretty well that day, and I know I can do it. I graded out 79, and that’s going above and beyond.” The Pack beat Louisiana Tech 49-10, running for 237 yards.
There are positives and negatives anytime a change is made for whatever reason, and this is no exception.
“Without Dominic, we lose the sheer surge at the point of attack,” Nevada line coach Chris Klenakis said. “Being a bit undersized, Kenny has to rely on his movement and athleticism.
New Mexico, with its 3-3-5 defense, will be a handful for the Pack offensive linemen.
• According to an Associated Press report, New Mexico running back Rodney Ferguson won’t play against Nevada after being declared academically ineligible by the university.
Reserve running back Mike Love was also found academically ineligible.
Ferguson, a junior, ran for 1,177 yards and 13 TDs this season en route to all-Mountain West Conference honors.
Junior Paul Baker, who gained 298 yards on the ground and caught six passes for 84 yards, will start in place of Ferguson.
“They will not be able to practice or participate in bowl activities,” UNM coach Rocky Long told the Albuquerque Journal. “If they have a good spring semester, they will be eligible next fall.
Nearly 80 animals die in barn fire in Springfield Twp.
Nearly 80 animals perish in barn fire, including ducks, chickens, rabbits and cats on Burnison Road in Springfield Township.
SPRINGFIELD TOWNSHIP - Don and Vicky Varvel lost 65 chickens, a couple of ducks, 5 to 10 rabbits and four cats in a fire early Tuesday morning at their barn on Burnison Road.
"(Vicky) was up. It was between 4 and 4:30 (a.m.). She saw the orange glow through our window blinds and she looked out and saw it," said Don Varvel.
"They don't know the cause," he said from outside his home at 1491 Burnison Road.
Don Varvel went down and tried to get the animals out of the barn.
The couple said the barn, built in 1937, was in really good shape. "It was a big barn," he said.
At 9 a.m. firefighters remained on the scene fighting hot spots as the barn continued to smoke.
Firefighters planned to get a backhoe to make sure the fire remained out, the homeowner added.
"There's 35 tillable acres here," said Don Varvel, who could look over his semi-frozen pond and see the remnants of his barn, down a lane from his house.
"We never ate any of our chickens," Don said. "I found people to give them to."
Both big animal lovers, the couple said they have lived at the property almost 40 years and will miss their animals who all got along well together.
"The rabbits had just had babies this week," he said.
Vicky said she painted that barn many times.
Springfield Township fire Chief Ron Henry said the cause of the fire may never be known.
"It was one of those old bank barns with the earth banked up to the main floor," Henry said.
"The call came in at 4:29 a.m. and barns burn fast," he said.
"Thank goodness it wasn't cold like last week, but the fog made it hard to get there. It probably slowed down response just a smidge. Humidity made the fog low and the barn was back a long lane," he said.
Mutual aid was provided by Shelby fire, Madison, Franklin and Jefferson-Crawford County township fire departments and Galion, he said.
SHAWSVILLE, VA.--When Toni Mills started school three years ago, she rode a bus more than an hour each day to a special-education class in a nearby town. The classroom was a quiet setting where some children, like Toni, were mentally retarded, and others could not walk or talk, Toni's mother recalled recently. By the time Toni got home after another long bus ride in the evening, it was almost time for bed.
Today, at age 9, Toni attends the same elementary school as her nondisabled neighbors and cousins. Her classroom is a bustling place with bright-colored walls and pictures and noisy 3rd graders. There are children here who are willing to coax her down from the monkey bars when she balks or to help her with a classroom assignment.
"She's learning so much more than I ever anticipated,'' Ms. Mills added.
What has made the difference for Toni, Ms. Mills and educators here at Shawsville Elementary School said, has been the opportunity to go to school with "regular kids.'' Toni is here because school officials in this rural Virginia county three years ago launched an ambitious effort to open up regular classrooms across the district to all students with disabilities. Now, nine of the district's 10 elementary schools, like Shawsville, are fully integrated and efforts are under way to do the same in the middle and high schools.
The campaign has put this tiny hamlet at the center of a national movement toward "full inclusion'' of disabled students in regular classrooms. Fueled by court decisions, parental demands, new research, and the success of other educators, more schools are putting disabled children back into regular classrooms.
Some experts in the field have expressed concern that the movement could dilute special-education services and jeopardize legal protections. But others hail it as a major step forward for disabled children.
Federal special-education law states that, to the "maximum extent appropriate,'' children with disabilities should be educated with nondisabled peers.
But common practice, evolving from an era when people with disabilities were routinely shut away in institutions, has been to teach many such children in separate classrooms, or to pull them out of their regular classrooms for special help in nearby resource rooms. Students are typically "mainstreamed'' for only a few subjects a day, such as art or physical education.
According to a recent analysis by The ARC, a national advocacy group, only 6.7 percent of students with mental retardation spend the better part of their school days in regular classrooms.
In contrast, the full-inclusion movement puts the emphasis on the regular classroom. Students in fully integrated schools are not pulled out for special help elsewhere. The assistance they need comes to them in the regular classroom.
For the special-education field, the momentum the movement is now gaining marks a sea change in opinions on the issue.
Just six years ago, for example, Madeleine C. Will, then the U.S. Education Department's assistant secretary for special education and rehabilitative services, proposed a "regular-education initiative'' urging schools to teach all mildly disabled students in regular classrooms.
The proposal created a bitter controversy in the field. Some special educators said their students needed more intensive help, and parents and advocates worried their children would lose hard-won rights to special-education services.
While some of those feelings still exist in the field, the issue assumed a lower profile after Ms. Will left office. Her successor, Robert R. Davila, himself a product of special schools for the deaf, presented a more moderate stance on the issue. He said regular-classroom placement should be an option for all students along with other kinds of placements, such as resource rooms and special classes and schools.
The department, however, has continued to pump funds into research and demonstration projects for full inclusion across the country, awarding a total of $63 million in grants over the past three years. States and school districts, moreover, have begun experimenting on their own with the idea.
At the same time, a new federal law has prodded more states to provide special-education services for disabled preschoolers, noted Frank Laski, a lawyer who often handles special-education cases for the Public Interest Law Center in Philadelphia. Many of those programs are housed in regular preschools.
Parental demands led to a spate of successful lawsuits around the country in recent years. The best known of those cases involved Rachel Hollan, a moderately mentally retarded girl whose parents sued the Sacramento, Calif., school system to get their daughter a place in a regular classroom. Her parents initiated the lawsuit after observing that their daughter seemed to blossom in a summer day camp with nondisabled children but did poorly in a special-education class.
In the New Jersey case, which involved a young boy with severe disabilities, the federal judge who decided the case endorsed full inclusion in ringing tones.
"Inclusion is a right, not a special privilege for the select few,'' he wrote.
That decision is also on appeal.
Parents who are pressing school systems for inclusion said their efforts are born of common sense.
"If a child has a speech difficulty, how can putting him in a class with six other kids with speech difficulties help him?'' asked Margaret Dignoti, the executive director of The ARC of Connecticut.
Ms. Dignoti's organization and parents and other advocacy groups have filed a class action aimed at forcing Connecticut schools to serve more children with mental retardation in regular classrooms.
Full inclusion also became a potential civil-rights issue with the 1990 passage of the Americans with Disabilities Act, which bans all forms of discrimination against the disabled. Although none of the cases have cited the law, advocates say it has raised the national consciousness about the rights of disabled people.
"It makes it hard to defend keeping a kid apart from nondisabled kids when he's going to be integrated as an adult,'' Mr. Laski said.
Martha Snell, a University of Virginia education professor who is studying inclusive classrooms, said education reform also has played a role in the movement's new prominence.
In Shawsville, however, the impetus to bring students like Toni back home to their neighborhood schools came from within the district itself. Prompted by parents and the need to plan for the future of special education, the district formed a committee to study the issue.
The task force recommended a five-year plan to phase in fully integrated schools districtwide. Special-education administrators spent the first year providing workshops on the subject for all teachers and administrators and integrating preschool programs.
"Then, we sat back and waited for volunteers,'' said Johnna Elliot, a special-education consultant who works with district schools moving toward integration.
Mr. Margheim visited some of the special schools attended by children such as Toni and observed the students who lived within his school's attendance area.
"I came back and told the teachers, 'I have some youngsters I'd like to bring back here and, by the way, I'd like to do away with self-contained classrooms,' '' he said.
Now, more than 30 of the school's 300 students are children who would otherwise have been in separate schools or classes.
Some have significant impairments. Jason Dudley, for example, who is legally blind and can utter only a few words, is in a regular 1st-grade class with 16 other students.
And, in the 3rd-grade classroom next door to Toni's, Billy Moss is able to remain in a regular class only with the help of a full-time aide. Labeled developmentally disabled, he has trouble concentrating, sitting still, and forming social relationships. The aide must continually keep him on task and give him 15-minute breaks every hour to walk around and release some of his excess energy.
The school obtained waivers from state regulations to allow special-education teachers to work with wider ranges of disabled pupils and with nondisabled pupils who were having trouble in class. It closed down its special-education classrooms, converting them to computer labs and storage space.
Special-education teachers and aides were dispersed among classrooms according to the needs of the disabled students in those rooms. The teachers either team-teach classes, rotate teaching assignments, or work individually with children or small groups of students.
The school also began working with Ms. Elliott, who coaches regular-education teachers, observes the children, and suggests strategies for helping disabled pupils succeed in their regular classrooms. She also meets weekly with the teachers of significantly impaired students to review the past week's lessons and plan for the coming week.
Shawsville's parents gave a mixed reception to the idea at first.
Billy's mother, Rosa Bowles, said she was enthusiastic because she remembered how it felt to be singled out as "different'' as a special-education student.
Other parents, however, only reluctantly went along, voicing concern their children would be teased by classmates.
But those fears were never realized, the parents said. Ms. Elliott visited each classroom to talk about the special needs of the disabled classmates and the importance of forming a "circle of friends'' to help the less able children.
Now, parents and educators said, nondisabled children are enthusiastic about helping their disabled classmates.
"I've learned that she's not much different than anybody else,'' said Anne Ryan, one of Toni's nondisabled classmates.
Parents of nondisabled students, on the other hand, said they worried at first whether the new arrangement would put too much of a burden on teachers.
"I felt like our school was already overcrowded and, if they were going to be including all the special-education kids, that would make the classes that much larger,'' said Ellen Ryan, who was the president of the P.T.A. at the time.
Ms. Ryan's concerns were allayed, however, because the new arrangement reduced the ratio of educators to children in the classroom.
In Toni's class, for example, a special-education teacher was added, as well as a full-time aide who spends much of her day working with Toni.
When the rest of the class takes a 15-word spelling test, Toni will practice printing five of those words. When the class writes in journals, Toni makes sentences by working with an aide and choosing words written on index cards. When the class listens to a novel and then must predict what happens next, Toni might be asked who the main character was.
"If it looks different from what everyone else is getting, she won't do it,'' said Kerri Tahane, the teacher's aide.
Educators at Shawsville have found, in fact, that the motivation disabled students get from working alongside their nondisabled peers has been a powerful learning tool.
In the end, educators at the school said, the new arrangement has benefited all students.

Then there is Memphis' pick that is top-eight protected. The Grizzlies tied for the seventh-worst record in the NBA along with Dallas and New Orleans.

If the Grizzlies land outside the top eight in the lottery, the Celtics gain possession of the pick, but it might be favorable for Boston to miss out on Memphis' pick since there are less protections involved if it doesn't convey in 2019.

With that being said, the Celtics will add at least one lottery talent and a pair of solid college players at the back end of the first round.

PJ Washington was the best player on the Kentucky roster this season, and he would provide an extra body off the bench in the paint.

Nickeil Alexander-Walker didn't receive a ton of hype at Virginia Tech with Justin Robinson stealing the show, but he is a decent perimeter shooter who can provide backcourt depth.

Goga Bitadze is an intriguing international prospect, and he would be a good selection for the Celtics because they would not have to bring him over right away from Europe.

Williamson is the star of the draft class, but two of his teammates could join him in the top five.

No matter which team wins the lottery, Williamson will go No. 1 barring an unexpected set of circumstances.

Williamson is an elite talent with raw athletic ability that we haven't seen out of most prospects coming from the collegiate level.

Barrett is likely to be selected with the No. 3 pick, which if form holds in the lottery would belong to the Cleveland Cavaliers.

Barrett may not be an ideal fit for the Cavaliers with Collin Sexton already on the roster, but he is the best of the remaining prospects on the board behind Williamson and Ja Morant.

While Williamson and Barrett appear to be clear-cut top-three picks, there's more debate surrounding the draft prospects of Cam Reddish.

Reddish has all the physical gifts to make it at the NBA level, but there may be better fits for other squads in the lottery, including Texas Tech's Jarrett Culver and Virginia's De'Andre Hunter.

U2‘s Bono has called the song ‘Seasons (Waiting On You)’ by Future Islands “a miracle”.

U2 recently hinted that they may tour new album ‘Songs of Innocence’ by playing two gigs in each city they visit, one acoustic and one “loud and explosive.” Adam Clayton said: “There is talk of doing two different kinds of shows.” The band previously said they’ll be touring their new album in 2015 with a series of indoor arena shows planned.

U2 and Apple ‘gifted’ 500 million iTunes users with their new album in September. Following complaints over the unconventional release, Apple released a tool to allow its customers to remove ‘Songs Of Innocence’ from their devices with just one click.

RENO – Nevada has gotten used to playing without all-conference center Dominic Green this season.

Green, who injured his ankle against San Jose State, won’t play on Saturday (1:30 p.m., ESPN) when the Pack meets New Mexico in the second annual New Mexico Bowl at University Stadium.

Kenny Ackerman, who relieved Green in the San Jose State game and started the regular-season finale against Louisiana Tech, will get the starting nod against the Lobos.

Josh Catapano, who started the first four games of the season when Green was out with a broken foot, becomes the back-up.

“I’m very excited and ready to go,” said the 6-foot-5 290-pound Ackerman prior to Tuesday’s practice. “Absolutely it helped that I started that game. I got all that nervous stuff out of the way.

“I played pretty well that day, and I know I can do it. I graded out 79, and that’s going above and beyond.” The Pack beat Louisiana Tech 49-10, running for 237 yards.

There are positives and negatives anytime a change is made for whatever reason, and this is no exception.

“Without Dominic, we lose the sheer surge at the point of attack,” Nevada line coach Chris Klenakis said. “Being a bit undersized, Kenny has to rely on his movement and athleticism.

New Mexico, with its 3-3-5 defense, will be a handful for the Pack offensive linemen.

• According to an Associated Press report, New Mexico running back Rodney Ferguson won’t play against Nevada after being declared academically ineligible by the university.

Reserve running back Mike Love was also found academically ineligible.

Ferguson, a junior, ran for 1,177 yards and 13 TDs this season en route to all-Mountain West Conference honors.

Junior Paul Baker, who gained 298 yards on the ground and caught six passes for 84 yards, will start in place of Ferguson.

“They will not be able to practice or participate in bowl activities,” UNM coach Rocky Long told the Albuquerque Journal. “If they have a good spring semester, they will be eligible next fall.

Nearly 80 animals die in barn fire in Springfield Twp.

Nearly 80 animals perish in barn fire, including ducks, chickens, rabbits and cats on Burnison Road in Springfield Township.

SPRINGFIELD TOWNSHIP - Don and Vicky Varvel lost 65 chickens, a couple of ducks, 5 to 10 rabbits and four cats in a fire early Tuesday morning at their barn on Burnison Road.

"(Vicky) was up. It was between 4 and 4:30 (a.m.). She saw the orange glow through our window blinds and she looked out and saw it," said Don Varvel.

"They don't know the cause," he said from outside his home at 1491 Burnison Road.

Don Varvel went down and tried to get the animals out of the barn.

The couple said the barn, built in 1937, was in really good shape. "It was a big barn," he said.

At 9 a.m. firefighters remained on the scene fighting hot spots as the barn continued to smoke.

Firefighters planned to get a backhoe to make sure the fire remained out, the homeowner added.

"There's 35 tillable acres here," said Don Varvel, who could look over his semi-frozen pond and see the remnants of his barn, down a lane from his house.

"We never ate any of our chickens," Don said. "I found people to give them to."

Both big animal lovers, the couple said they have lived at the property almost 40 years and will miss their animals who all got along well together.

"The rabbits had just had babies this week," he said.

Vicky said she painted that barn many times.

Springfield Township fire Chief Ron Henry said the cause of the fire may never be known.

"It was one of those old bank barns with the earth banked up to the main floor," Henry said.

"The call came in at 4:29 a.m. and barns burn fast," he said.

"Thank goodness it wasn't cold like last week, but the fog made it hard to get there. It probably slowed down response just a smidge. Humidity made the fog low and the barn was back a long lane," he said.

Mutual aid was provided by Shelby fire, Madison, Franklin and Jefferson-Crawford County township fire departments and Galion, he said.

SHAWSVILLE, VA.--When Toni Mills started school three years ago, she rode a bus more than an hour each day to a special-education class in a nearby town. The classroom was a quiet setting where some children, like Toni, were mentally retarded, and others could not walk or talk, Toni's mother recalled recently. By the time Toni got home after another long bus ride in the evening, it was almost time for bed.

Today, at age 9, Toni attends the same elementary school as her nondisabled neighbors and cousins. Her classroom is a bustling place with bright-colored walls and pictures and noisy 3rd graders. There are children here who are willing to coax her down from the monkey bars when she balks or to help her with a classroom assignment.

"She's learning so much more than I ever anticipated,'' Ms. Mills added.

What has made the difference for Toni, Ms. Mills and educators here at Shawsville Elementary School said, has been the opportunity to go to school with "regular kids.'' Toni is here because school officials in this rural Virginia county three years ago launched an ambitious effort to open up regular classrooms across the district to all students with disabilities. Now, nine of the district's 10 elementary schools, like Shawsville, are fully integrated and efforts are under way to do the same in the middle and high schools.

The campaign has put this tiny hamlet at the center of a national movement toward "full inclusion'' of disabled students in regular classrooms. Fueled by court decisions, parental demands, new research, and the success of other educators, more schools are putting disabled children back into regular classrooms.

Some experts in the field have expressed concern that the movement could dilute special-education services and jeopardize legal protections. But others hail it as a major step forward for disabled children.

Federal special-education law states that, to the "maximum extent appropriate,'' children with disabilities should be educated with nondisabled peers.

But common practice, evolving from an era when people with disabilities were routinely shut away in institutions, has been to teach many such children in separate classrooms, or to pull them out of their regular classrooms for special help in nearby resource rooms. Students are typically "mainstreamed'' for only a few subjects a day, such as art or physical education.

According to a recent analysis by The ARC, a national advocacy group, only 6.7 percent of students with mental retardation spend the better part of their school days in regular classrooms.

In contrast, the full-inclusion movement puts the emphasis on the regular classroom. Students in fully integrated schools are not pulled out for special help elsewhere. The assistance they need comes to them in the regular classroom.

For the special-education field, the momentum the movement is now gaining marks a sea change in opinions on the issue.

Just six years ago, for example, Madeleine C. Will, then the U.S. Education Department's assistant secretary for special education and rehabilitative services, proposed a "regular-education initiative'' urging schools to teach all mildly disabled students in regular classrooms.

The proposal created a bitter controversy in the field. Some special educators said their students needed more intensive help, and parents and advocates worried their children would lose hard-won rights to special-education services.

While some of those feelings still exist in the field, the issue assumed a lower profile after Ms. Will left office. Her successor, Robert R. Davila, himself a product of special schools for the deaf, presented a more moderate stance on the issue. He said regular-classroom placement should be an option for all students along with other kinds of placements, such as resource rooms and special classes and schools.

The department, however, has continued to pump funds into research and demonstration projects for full inclusion across the country, awarding a total of $63 million in grants over the past three years. States and school districts, moreover, have begun experimenting on their own with the idea.

At the same time, a new federal law has prodded more states to provide special-education services for disabled preschoolers, noted Frank Laski, a lawyer who often handles special-education cases for the Public Interest Law Center in Philadelphia. Many of those programs are housed in regular preschools.

Parental demands led to a spate of successful lawsuits around the country in recent years. The best known of those cases involved Rachel Hollan, a moderately mentally retarded girl whose parents sued the Sacramento, Calif., school system to get their daughter a place in a regular classroom. Her parents initiated the lawsuit after observing that their daughter seemed to blossom in a summer day camp with nondisabled children but did poorly in a special-education class.

In the New Jersey case, which involved a young boy with severe disabilities, the federal judge who decided the case endorsed full inclusion in ringing tones.

"Inclusion is a right, not a special privilege for the select few,'' he wrote.

That decision is also on appeal.

Parents who are pressing school systems for inclusion said their efforts are born of common sense.

"If a child has a speech difficulty, how can putting him in a class with six other kids with speech difficulties help him?'' asked Margaret Dignoti, the executive director of The ARC of Connecticut.

Ms. Dignoti's organization and parents and other advocacy groups have filed a class action aimed at forcing Connecticut schools to serve more children with mental retardation in regular classrooms.

Full inclusion also became a potential civil-rights issue with the 1990 passage of the Americans with Disabilities Act, which bans all forms of discrimination against the disabled. Although none of the cases have cited the law, advocates say it has raised the national consciousness about the rights of disabled people.

"It makes it hard to defend keeping a kid apart from nondisabled kids when he's going to be integrated as an adult,'' Mr. Laski said.

Martha Snell, a University of Virginia education professor who is studying inclusive classrooms, said education reform also has played a role in the movement's new prominence.

In Shawsville, however, the impetus to bring students like Toni back home to their neighborhood schools came from within the district itself. Prompted by parents and the need to plan for the future of special education, the district formed a committee to study the issue.

The task force recommended a five-year plan to phase in fully integrated schools districtwide. Special-education administrators spent the first year providing workshops on the subject for all teachers and administrators and integrating preschool programs.

"Then, we sat back and waited for volunteers,'' said Johnna Elliot, a special-education consultant who works with district schools moving toward integration.

Mr. Margheim visited some of the special schools attended by children such as Toni and observed the students who lived within his school's attendance area.

"I came back and told the teachers, 'I have some youngsters I'd like to bring back here and, by the way, I'd like to do away with self-contained classrooms,' '' he said.

Now, more than 30 of the school's 300 students are children who would otherwise have been in separate schools or classes.

Some have significant impairments. Jason Dudley, for example, who is legally blind and can utter only a few words, is in a regular 1st-grade class with 16 other students.

And, in the 3rd-grade classroom next door to Toni's, Billy Moss is able to remain in a regular class only with the help of a full-time aide. Labeled developmentally disabled, he has trouble concentrating, sitting still, and forming social relationships. The aide must continually keep him on task and give him 15-minute breaks every hour to walk around and release some of his excess energy.

The school obtained waivers from state regulations to allow special-education teachers to work with wider ranges of disabled pupils and with nondisabled pupils who were having trouble in class. It closed down its special-education classrooms, converting them to computer labs and storage space.

Special-education teachers and aides were dispersed among classrooms according to the needs of the disabled students in those rooms. The teachers either team-teach classes, rotate teaching assignments, or work individually with children or small groups of students.

The school also began working with Ms. Elliott, who coaches regular-education teachers, observes the children, and suggests strategies for helping disabled pupils succeed in their regular classrooms. She also meets weekly with the teachers of significantly impaired students to review the past week's lessons and plan for the coming week.

Shawsville's parents gave a mixed reception to the idea at first.

Billy's mother, Rosa Bowles, said she was enthusiastic because she remembered how it felt to be singled out as "different'' as a special-education student.

Other parents, however, only reluctantly went along, voicing concern their children would be teased by classmates.

But those fears were never realized, the parents said. Ms. Elliott visited each classroom to talk about the special needs of the disabled classmates and the importance of forming a "circle of friends'' to help the less able children.

Now, parents and educators said, nondisabled children are enthusiastic about helping their disabled classmates.

"I've learned that she's not much different than anybody else,'' said Anne Ryan, one of Toni's nondisabled classmates.

Parents of nondisabled students, on the other hand, said they worried at first whether the new arrangement would put too much of a burden on teachers.

"I felt like our school was already overcrowded and, if they were going to be including all the special-education kids, that would make the classes that much larger,'' said Ellen Ryan, who was the president of the P.T.A. at the time.

Ms. Ryan's concerns were allayed, however, because the new arrangement reduced the ratio of educators to children in the classroom.

In Toni's class, for example, a special-education teacher was added, as well as a full-time aide who spends much of her day working with Toni.

When the rest of the class takes a 15-word spelling test, Toni will practice printing five of those words. When the class writes in journals, Toni makes sentences by working with an aide and choosing words written on index cards. When the class listens to a novel and then must predict what happens next, Toni might be asked who the main character was.

"If it looks different from what everyone else is getting, she won't do it,'' said Kerri Tahane, the teacher's aide.

Educators at Shawsville have found, in fact, that the motivation disabled students get from working alongside their nondisabled peers has been a powerful learning tool.

In the end, educators at the school said, the new arrangement has benefited all students.