This commentary offers 10 critical characterizations of contemporary special education and 5 major implications for the future of the field. It urges special educators to turn their attention unambiguously and forcefully to empirical research to generate reliable common knowledge of effective instruction of students with disabilities. (Author/CR)

This brief introductory article addresses the inclusion of students with emotional and behavior disorders in regular schools and general education classrooms, and questions whether inclusive environments are the best settings for students with these types of disabilities. The advantages and disadvantages of inclusion are reviewed. (CR)

This concluding article summarizes the findings in previous articles on the inclusion of children with emotional and behavior disorders in general education. Findings indicate that there exists a population of students with emotional or behavioral disorders for whom a general education classroom or school is not the least restrictive environment.…

Children traditionally labeled learning disabled, mildly emotionally disturbed, and educable mentally retarded are considered within a behavioral rather than a categorical framework. (Author/SBH)

Presented is the rationale, development, and application of a mathematical formula for the assessment of special education teacher effectiveness. (Author/DB)

Thirty-four elementary and 22 secondary teachers were assessed on teachers' expectations regarding students' behavior and the types of problems for which they require technical assistance. Results are analyzed in terms of differences between special and regular education teachers, and teacher dimensions of experience, demandingness,…

Papers by Lloyd Dunn and Evelyn Deno are analyzed for their ideas about merging special and general education, labeling, and blaming students' failure to learn solely on teachers. Development of a culture of disability that uses the distinctive characteristics of persons with disabilities to develop a positive identity through congregation,…

This paper reviews research on observational learning, including model characteristics and observers' responses, vicarious reinforcement as implicit punishment, vicarious effects on students with problem behavior, observers' other characteristics and vicarious effects, and aggression and vicarious processes. Regular class placement of students…

The Regular Education Initiative is presented as a flawed policy initiative that focuses on highly emotional issues (integration, nonlabeling, efficiency, and excellence), thereby distracting attention from deeper analysis; lacks the support of critical constituencies; rests on illogical premises; and reflects a cavalier attitude toward…

The rejoinder to responses to a 1989 article (EC 221 675), the original author defends his criticism of the Department of Education's Regular Education Initiative and responds to specific concerns including teacher specialization in specific disability areas and the importance of the spirit of the times in shaping educational reform. (DB)

The authors, asserting that proponents of integration have often built their arguments on mistaken assumptions, proceed to discuss these assumptions with regard to emotionally disturbed/behavior disordered children and present arguments for segregation and an appropriate procedure for reintegration. (Author)

Eight key areas (philosophy, goals, definition of population, entry criteria and procedures, curriculum materials and methods, exit procedures and criteria, evaluation and operational procedures) are considered necessary for a well conceptualized program description. (Author/CL)

Behaviorally disordered students have been the most underserved population in special education. Scientific research and bureaucratic regulation are used unwittingly to avoid recognition of deviant child behavior. Strategies for nonrecognition of deviance include dissociation of the student from the problem, invalidation of the referral source,…

The paper discusses the Regular Education Initiative as a conceptual revolution, as a political strategy, and as a flawed policy initiative. It argues that the REI focuses on a small number of highly emotional issues, such as integration, nonlabeling, efficiency, and excellence, which distract attention from deeper analysis. (Author/JDD)