A study explored how six childcare providers who have included children with special needs are able to provide care on a daily basis. Factors included the providers' commitment, finding the balance between resources and needs, problem-solving with parents, access to emotional support and technical assistance, and access to other supports.…

A study of 41 students who had special education histories and who were recommended for expulsion found most students exhibited additional emotional and behavioral risk factors or were experiencing stressful family circumstances. Conduct problems that accompanied disabling conditions were likely to lead to full expulsion hearings or dismissal from…

A study investigated the effectiveness of an instructional strategy in teaching 10 elementary-aged students with moderate intellectual disabilities how to shop for groceries. Following the intervention, which consisted of in vivo training using constant time delay and simulation training using a pictorial storyboard, six students achieved…

This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. Results from a field test indicate students (N=40) receiving instruction from teachers using the model attained…

A study investigated the ways that six general and special education teachers and five school staff worked to identify and solve their concerns about children with disabilities in their classrooms. Educators collaborated to resolve concerns about children with disabilities by following problem-solving steps somewhat similar to traditional…

Results of two studies indicate the Acceptance Scale for Kindergartners was reliable with a sample of minority, low socioeconomic status children and that children exposed to all of the components of an intervention designed to promote acceptance of young children with disabilities had short-term and long-term gains in acceptance. (Contains…

Two studies involving adolescents with disabilities examined secondary and transition practices. Findings indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized…

A study involving 117 children with and without mental retardation in grades 1 through 5 found children with mental retardation had difficulty recognizing benign intention social cues that accompanied a negative event, had difficulty varying their social strategies to fit the social conflict, and often suggested appealing to authority. (Contains…

A study involving 156 first-year special education teachers examined the frequency and perceived effectiveness of the mentoring they received, the characteristics of the mentors, and the teachers' plans to remain in special education. The perceived effectiveness of the mentoring was significantly correlated with plans to remain in special…

A national sample of kindergarten teachers (N=3595) were surveyed regarding their use of transition practices for children with special needs. The most frequently reported transition practices were sending letters to parents and arranging visits to first grade classrooms. Least frequently used practices were home visits and meetings to discuss the…

One-year versus two-year outcomes were compared for a school-based prevention project for 82 children at risk for emotional disturbance. Matched pairs of children were assigned to either Parent Teacher Action Research (PTAR) teams or a control group. Significant differences favoring the PTAR group were found, especially following year two. Results…

Representatives from 34 local interagency coordinating councils were interviewed about interagency agreements for the legally required transition from the infant/toddler to preschool service delivery system at age 3. Results indicated that most communities included the majority of legal transition requirements in their agreements. Policy issues…

This article analyzes how Kentucky and Maryland have addressed basic issues in developing alternate assessment for students with disabilities who cannot be included within regular state and local district education assessment and accountability measures. Issues include why they chose the formats, standards, and implementation systems they did and…

This study compared performance of 181 students with learning disabilities (LD) and 184 students without LD on tests under four conditions (standard, extended time, large print, students reading aloud). Students with LD profited differentially from reading aloud but not from extended time or large print. The assessment based on data predicted…

Factors that either facilitated or inhibited development of inclusive preschool programs were identified through interviews with 201 direct service and administrative personnel in four U.S. geographical regions. Key personnel were identified as the strongest facilitators of inclusion. Other important influences were provision of training, external…