The author examines some of the basic tenets involved in meeting the educational needs of culturally different children. (LC)

The special education classroom teacher can make important contributions toward changing the American educational system to accommodate the needs of multicultural children. (LC)

The author reviews the literature to show a disproportionate number of minority group children are being placed in special classes because of linguistically and culturally biased placement tests. (LC)

The Assistant Secretary for the Office of Special Education and Rehabilitative Services of the U.S. Department of Education, Madeleine Will, discusses problems in educating children with learning difficulties, notes reasons for needed changes, and comments upon the importance of early identification, curriculum based assessment, and parent…

Meta-analysis techniques were employed to integrate statistically the findings from 74 studies on early intervention with handicapped preschoolers. Findings indicate that early intervention produces positive sizeable effect size; that longer, more intense programs are associated with efficacy; and that little support was found for commonly held…

Nine handicapped and nine nonhandicapped preschoolers were observed in three settings that differed in grouping, supervision, and teacher direction. Handicapped children spent less time on-task and interacted more frequently with adults and less frequently with peers than did nonhandicapped children. Furthermore, handicapped and nonhandicapped…

The article presents results of a study on effects of peer and administrative support on stress reported by three samples of special education teachers (Ns = 365, 371, and 371). A majority of group comparisons indicated stronger and more frequent stress levels for nonrecipients of supervisory support than for recipients. (Author/CL)

Parental responses (N=125) to scaled items in home interviews were factor analyzed and family environment dimensions were employed as predictor variables. Parents of proficient readers were characterized as adapted to their children's deafness, involved in the deaf community, and permissive rather than overprotective. High achievers had parents…

Schedules of 844 mildly handicapped elementary school students were analyzed to describe the degree of appropriateness of mainstreaming practices. School variables were then investigated in relation to appropriate scheduling. Data analysis revealed that very few students had appropriate mainstreaming schedules but that "good" scheduling was found…

The authors refute L. Heshusius's 1982 article which asserts that the holistic paradigm is more useful in special education than a more data-based accountable framework. (CL)

The author responds to criticism of an earlier article advocating the holistic view of special education rather than a more mechanistic approach. (CL)

A study of 156 K-3 classrooms revealed that the Adaptive Learning Enviornments Model, an educational approach that accommodates, in regular classes, a wider-than-usual range of individual differences, can be implemented effectively in a variety of settings, and that favorable student outcome measures coincide with high degrees of program…

The article examines a different methodology, i.e., qualitative research, as a way to broaden the research perspective in special education. Qualitative research is defined and compared to quantitative research. Subsequently, areas in which qualitative methodology could make a contribution to research in special education are discussed. (Author/CL)

Some specific guidelines and procedures for developing and implementing successful mainstreaming programs are provided. Factors discussed include: developing criteria for mainstreaming; preparing handicapped students; preparing nonhandicapped students; promoting communication among educators; evaluating student progress; and providing inservice…