Interviews with parents of 14 students with disabilities examined the support parents received during their child's transition to an integrated educational placement. Parents consistently expressed satisfaction with integration and professional and personal support received. Parents stressed local school district commitment, an individualized…

Descriptive data on the initial employment patterns of mildly disabled individuals (N=66) who participated in a postsecondary transition program indicated participants (1) obtained entry level positions with varying employee benefits, (2) benefited from ongoing support to maintain employment, and (3) requested continued but minimal support to…

The survey of 1,826 special education teachers and administrators in North Carolina found: that teachers perceived their schools' career education programs more positively than did administrators; that female and male perceptions of personal impact on students were different; and that neither inservice workshops nor college courses are preparing…

Naturalistic observation procedures examined the use of time by 230 elementary students with disabilities in four special education placements--regular class, resource room, special class, and special school. The least restrictive alternatives, particularly the resource room, made more in-class learning time available. (Author/DB)

The study assessed elementary students' (N=680) preferences concerning special instruction for learning difficulties. Results of student interviews indicated children's preferences for in-class and pull-out services were affected by the service delivery model they experienced though most children preferred to receive additional help from their…

The article documents an intervention approach with learning disabled students which combines the effectiveness of Direct Instruction and mastery learning with the efficiency of technology (videodiscs and computers). Examples are given of effective technology use to teach earth science/chemistry, fractions, health, reasoning skills, and…

The study examining the validity of statistical conclusions of 49 early intervention studies found that 4 percent had adequate power to detect medium intervention effects and 18 percent to detect large intervention effects. Low statistical conclusion validity has practical consequences in program evaluation and cost-effectiveness determinations.…

The article advocates extension of "permanency planning" in out-of-home placements to include children and youth with developmental disabilities. Though some states currently operate programs according to the principles of permanency planning, significant changes in existing federal policy are recommended to require permanency planning in…

The study evaluated the influence of collaborative skill instruction on the social interaction behaviors of moderately/severely handicapped and nonhandicapped students participating in group science activities. Data revealed that students receiving the instruction interacted more positively than those who did not receive the instruction.…

The study compared the behavioral ratings of regular classroom and special education teachers of the problem behavior and adaptive functioning of 31 adolescents with serious emotional disturbances. Results are discussed in terms of the literature on teacher tolerance of problem behavior and the effects of classroom setting upon teacher judgments.…

The Assistant Secretary for the Office of Special Education and Rehabilitation examines the achievements of special education, looks beyond the traditional services to the disabled and recommends collaboration among human service delivery systems. Barriers to progress in special education are discussed and solutions proposed. (Author/CL)

The article proposes a three-dimensional model for conceptualizing problems in the functioning of interdisciplinary team's for handicapped students: (1) as a developing and changing entity, (2) as a set of subsystems, and (3) as a function unit. Each dimension is described and examples of a team dysfunctions within each dimension are provided.…

Parents (N=243) surveyed on their satisfaction regarding their handicapped child's individualized education program staffing reported four variables significantly affecting their satisfaction: (1) adequate time, (2) multidisciplinary input, (3) parent involvement, and (4) lack of blame attribution to the parents. Preparation for the staffing made…

A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach suggested that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeded the resource room in attaining desirable classroom processes, student attitudes, and student achievement in basic…

To examine the effects of placing young nonhandicapped children in classes primarily containing handicapped children, 16 nonhandicapped children were assigned to integrated special education preschool classes. Placement of nonhandicapped children in integrated special education classes, where the majority of peers were handicapped, did not appear…