The review of the literature describes services available or recommended for students with learning disabilities at community colleges and traditional four-year colleges. Although a wide variety of services are now available, there is little empirical evidence on the effectiveness of those services. (Author/DB)

The article criticizes a previous article (EC 212 323) on the play behavior of hearing-impaired children in integrated or segregated settings. It notes the use of terminology suggesting author bias against special class or school placement and failure to consider such variables as level of auditory function and availability of manual communication…

The article responds to a criticism (EC 221 612) of a previous article by the authors (EC 212 323) and suggests the criticism is biased. They note the fallacy of value-free research, reject the allegation that their bias guided their research, and identify points of agreement and disagreement with the criticism. (DB)

The article examines trends at the United States Office of Special Education and Rehabilitative Services. Problems facing the new leaders include separation from some constituencies and high turnover in the leadership. The agency is encouraged to re-establish partnerships and recruit new leadership. (DB)

The Executive Director of the Council for Exceptional Children reviews national and organizational efforts in gifted education, and recommends the elimination of arbitrary student placement criteria and hit-or-miss programing and a renewed focus on the individual student, whether gifted or disabled. (DB)

The article discusses conceptual principles which underpin development of consultation-based programing for students with mild disabilities, proposes informal standards for ecological evaluation of specific formats, and identifies factors (such as administrative support and participatory planning and decision making) that maximize the potential…

The article proposes more consideration of preventive services as a viable alternative to current service delivery models for special education services. Primary, secondary, and tertiary prevention services are described. Reasons for more preventive service delivery systems are identified and the research on risk and child development is reviewed.…

Analysis of the sociometric ratings and status of 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) indicated that the pairs did not differ significantly in assigned status to their peers but did differ significantly in acceptance and rejection received from their shared…

The triadic model of consultation service delivery for students with ties is expanded to include a problem-solving approach including 11 variables within 3 domains: (1) the people involved, (2) their interactional process, and (3) the implementation of specific procedures. The professional literature is reviewed within each domain. (Author/DB)

This descriptive study examined the impact of special education policy on three disadvantaged, rural students with severe disabilities. Findings revealed a school day with little or no instruction and limited opportunities for peer interaction due to such factors as personnel shortages and lack of positive service examples. (Author/DB)

A local education agency administrator offers philosophical and practical perspectives on the issue of the regular education initiative. She stresses the importance of timing in implementation, concerns about service delivery and legal requirements, keeping all options open for each child, and keeping the debate open. (DB)

In response to Byrnes (EC 221 791), the article stresses that the regular education initiative challenges educators to reorient their thinking and to reevaluate their identification, instructional, and placement policies and practices involving all categories of at-risk children and to more actively involve parents in educational choices. (DB)

The article critiques a 1987 (Kavale and Forness) meta-analysis which concluded that research does not support modality-based instruction. The study is faulted for its selection criteria as well as its failure to consider demographic differences, achievement level differences, multiplicity of preferences, definitions of terms, effect-size…

This response to Dunn (EC 221 793) reaffirms the conclusions of a meta analysis on modality-based instruction, through elaboration of the study's selection criteria and methodological factors. Although modality-based instruction is seen to be intuitively appealing, educators are encouraged, instead, to apply instructional methods of proven…

This paper examines the issue of individuals with disabilities being able to develop a positive self-identity within the integration/inclusion movement and outlines how the development of self-identity can be enhanced through formation of purposeful access groups, which involve planned opportunities for people who share common characteristics to…