This study examined the number of articles published in 29 journals from 1999-2001 on priority topics related to curriculum access as identified in a recent survey of senior staff from 16 general and special education associations. These results were compared to articles published in these journals on a nonpriority topic related to curriculum…

This article summarizes published research on vocabulary instruction involving students with learning disabilities. Nineteen vocabulary studies that comprised 27 investigations were located. Study interventions gleaned from the review included keyword or mnemonic approaches, cognitive strategy instruction (e.g., semantic features analysis), direct…

This article presents a profile of early career special educators' (n= 1,153) working conditions, induction support, and career plans using data from the Study of Personnel Needs in Special Education (SPeNSE). The majority of respondents are Caucasion and female, and 80% are certified for their main assignments. Most respondents reported receiving…

This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an…

This article discusses risk factors that influence the development of educational problems in children and protective factors that foster resilience. It reviews three aspects of risk and protective factors: early in-child signs, families, and schools. The effect of instructional programs, curriculum, and teachers' perceptions and expectations are…

This article traces the history of transition programs for adolescents with disabilities and the role that transition plays within current reform efforts. Best practices are discussed and strategies for school programs are provided, including individualized planning, involvement of family and support networks, a focus on community outcomes, and…

The consulting teacher model may improve educational service in the mainstream to mildly handicapped children and other children at risk but should be implemented only with sufficient attention, resources, and planning. Potential problems include ineffective caseload management, inadequate training of regular and special educators, and…

Examination of the impact of two California court cases and the Education for All Handicapped Children Act on identification of and programing for educable mentally retarded students indicates that minority students are not being well served. The movement toward educational excellence has further jeopardized marginally achieving students.…

The authors focus on the need for administrators to deal with the problem of teacher burnout as it relates to the implementation of Public Law 94-142 (the Education for All Handicapped Children Act). (Author)

The article describes the scope of vocational education, the low enrollment of handicapped students in vocational education courses, and benefits for handicapped students from vocational student organizations (VSO). Also discussed are previous barriers to VSO membership and ways vocational and special educators may attract handicapped students to…

Factors effecting the success of preschool early intervention programs for children birth through age five are discussed. Specific issues covered include building a high quality program, maintaining quality instruction, integrating related services, providing the least restrictive environment, identifying participants, designing the delivery…

Behavioral assessment methods for measuring the social development of exceptional children include teacher nominations, rankings, rating scales, and checklists. Use of direct observation procedures in analogue (simulated) and naturalistic settings can pinpoint antecedents and consequences of social behavior and provide goals for intervention. (CL)

Educable mentally retarded children who are mainstreamed are likely to have social problems due to personological concerns (maladaptive behavior, labeling) and environmental concerns (teacher attitudes and expectancies, peer attitudes). (CL)