A study investigated perceptions of five junior high general-education teachers and three special education teachers participating on a collaborative inclusion team. Both general and special-education teachers were positive about the inclusion and the teaming and believed the arrangement provided a rich learning environment for students with…

A study of a 6-year-old child with autism concluded that the most important factors for assisting the student in becoming a valued member of his regular education classroom were a teacher with intrinsic knowledge that grew out of her commitment to meeting individual students' needs, and classmates with accepting attitudes. (Author/CR)

Examines the utility of visual cues as a form of antecedent management for promoting task engagement and lessening the effects of severe and challenging behavior among children with autism. Specific guidelines for designing and implementing activity schedules are described, and a case study is presented. (Author/CR)

The Wechsler Intelligence Scale for Children III (WISC-III) Intelligence Quotients (IQs) of 49 students (ages 7-16) referred for a three-year reevaluation were analyzed. Correlations of WISC-III IQs to WISC-III IQs three years previously were high for the Full Scale, Verbal, and Performance IQs. Even so, IQs dropped a statistically significant…

Urges transition teams to have stronger interaction with school counselors, who possess expertise in assessment and planning for success in post-school domain. A Transition Intervention Model for School Counselors is provided that offers possible systemic alternatives that facilitate access to counselor expertise within transition-team structures.…

Reviews the pros and cons of labeling within the classroom, including the effects on self-concept and peer relationships. Argues that integration can be successful, if implemented by an effective and prepared instructor and that activities which are accommodating may allow integration to be successful. (Author/CR)

A survey of 44 students (grades 4-10) with behavior disorders, 14 special educators, and 15 teacher assistants evaluated the social validity of level systems (behavioral management interventions applied to shape students' social, emotional, and academic behaviors to pre-established levels). While students were the most negative group, they…

Discusses the release of a British government Green Paper supporting the principle that children with special needs should, wherever possible, be educated in mainstream schools. Notes concern that the Green Paper will actually threaten children's legal rights to the provision required to meet their needs. (CR)

Considers the practice implementations for teachers, schools, and local education authorities of the recent British Green Paper, "Excellence for All Children: Meeting Special Educational Needs," published in October 1997. Discusses the Green Paper's emphasis on inclusion, early intervention, target setting, and parental choice. (CR)

Criticizes the process of making statements of special educational needs for students with disabilities. Statementing is argued to have led to schools' demands for special resources for activities seen as outside of the ordinary and to have increased the number of children with statements of special needs. (CR)

Considers the terms "integrated therapy" and "inclusive education" as indicators of emerging philosophies in education and therapy, explores the links between them, and assesses the extent of their success in practice. Emphasizes the need for programs to be devised in partnership with each individual family. (CR)

A survey of 114 British headteachers investigated relevant qualifications of teachers and intending teachers, in schools and units for pupils with moderate-to-profound learning difficulties. Results found a discrepancy between the relatively high percentage of teachers with specialist qualifications and headteachers' apparently pessimistic view…

Discusses the results of a survey in England of 89 local education agencies (LEAs) and 89 social service departments (SSDs), that investigated the audiological support to young children with hearing impairments. Results indicated interagency collaboration and that LEAs were more likely to provide separate services for children with hearing…

A study of 713 former special education students investigated the background characteristics associated with an elevated quality of life after leaving high school. Esteem, independence, and support were correlated with geo-economic, family, personal, and school program characteristics. Competency was found to be a primary quality-of-life factor.…

This study compared the effects of comprehension fostering strategies on science and social studies texts with 54 eighth-grade students with learning disabilities. Strategies included text-structure-based strategy, paragraph-restatement strategy, and traditional instruction. Text-structure-based reading strategies had a significant effect on…