A descriptive study concerning educational service delivery for limited English-proficient disabled students was conducted in 145 California school districts. Results provided both quantitative and qualitative information concerning proportional representation, screening, identification, evaluation, re-evaluation, school-family interactions,…

A literature search identified 39 studies assessing modality preferences and modality teaching. The studies, involving 3,087 disabled and nondisabled elementary/secondary level subjects, were quantitatively synthesized. Subjects receiving differential instruction based on modality preferences exhibited only modest gains. (Author/JDD)

After viewing videotaped vignettes of classroom situations, 155 teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Ratings indicated significant multivariate differences between regular/special education teachers and disruptive/nondisruptive behaviors, with regular educators being less tolerant and…

Three groups of adolescents (n=82) who received treatment for emotional disturbances as children were compared on four predictive indicators: organic problems, family problems, conduct disorders, and academic problems. Using childhood treatment data, significant differences were found between the aggressive group and one or both of the comparison…

Thirteen learning disabled and 15 remedial high school students were taught reasoning skills using computer-assisted instruction and were given basic or elaborated corrections. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on the post- and maintenance tests and on a transfer test assessing…

This study analyzed user manuals and technical supplements of 27 aptitude and achievement tests to determine whether disabled children were included in development of the tests' norms, items, reliability indices, and validity indices. Most test developers provided scant evidence that their tests were valid for use with disabled students. (JDD)

Balance sheets comparing yearly income and expenses were developed for three disabled worker situations: no earned income, half-time minimum-wage job, and full-time minimum-wage job. Net disposable income was comparable for part-time and full-time disabled workers, since eligibility for Medicaid, Food Stamps, and Supplemental Security Income was…

The economic, educational, and community adjustment difficulties of youth with handicaps are reviewed in the context of historical antecedents and of the U.S. Office of Special Education and Rehabilitative Services' transition initiative. The conceptual and organizational frameworks for the University of Illinois' federally sponsored Transition…

The article describes the Utah Community-Based Transition Project, a federally funded project on transition planning for severely disabled youth. The planning process is aimed at facilitating coordination and expansion of community services for each graduate. Barriers facing states as they attempt to implement effective transition planning models…

This article describes an instructional model designed to teach handicapped secondary students generic employment adaptability skills. The model includes four major components: decision making, independent performance, self-evaluation, and adjustment. (Author/DB)

The study of Oregon's secondary special education programs for the mildly disabled surveyed 143 administrators, 323 teachers, and 279 parents. Among results were that few districts used written interagency agreements to involve community agencies; that teachers wanted more and better parent involvement; and that follow-up of previous students was…

The article describes the model Structured Training and Employment Transitional Services (STETS) demonstration program for retarded young adults funded by the U.S. Department of Labor. Evaluation of STETS focused on five issues: participants' subsequent labor-market behavior, use of school and training programs, public-transfer dependence, life…

The improvement of transition services for handicapped youth through effective management strategies in service planning and coordination is proposed. Current barriers include conflicting policy goals, eligibility criteria, and funding patterns. Needed are consistent policy development, formulation of effective management strategies, and…

The Teaching Research Transition Planning Project (Oregon) is implementing and evaluating the development of school/community teams to facilitate transition of handicapped students into the community. Preliminary evaluation results support the value of an outside stimulus to encourage collaboration, locally generated plans, and policy decision…

The article presents a cooperative interagency approach for assessing effectiveness of programs and services to facilitate the transition of handicapped students from school to adult community living. Features of the model include cooperative planning at the policy level, implementation level, and direct service level; and collaboration by state…