This article presents a comprehensive approach to identifying and addressing issues of disproportionate representation of minority students in special education. Specifically, a list of questions are suggested for evaluating which issues and factors of disproportionality exist in a school. Strategies to address the needs of students from…

This article reviews the literature on the perceptions and experiences of parents of children with and without disabilities concerning inclusive educational programs. Findings suggest that attitudes appear to be varied, complex, and multidimensional, and affected by a variety of interacting variables. Implications for inclusive educational…

A review of research on inclusive programs found the impact of inclusion programs on the academic performance and social development of students with disabilities has been mixed, inclusion does not interfere with the academic performance of students without disabilities, and teachers' responses to inclusion programs are shaped by multiple…

Examines the evolution of a cooperative teaching effort between a general and a special education teacher who team taught kindergarten students with disabilities in a general education classroom. The obstacles they faced and their successes are recounted through excerpts from an open-ended, non-directed journal each kept, accompanied by interviews…

Discusses the different roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms, including facilitating instruction for second language learners. The observations of a bilingual special educator who worked as part of a cooperative teaching team are…

This article offers guidelines for increasing the homework completion rates of students with mild disabilities: (1) vary the amount and type of homework assignments; (2) provide motivating acts so that students complete their homework; (3) use peer-mediated strategies; and (4) involve parents in the homework process. (Author/DB)

This article identifies cultural, linguistic, and economic factors that educators should consider in designing services to meet the needs of families of culturally and linguistically diverse exceptional children. Additionally, strategies are suggested for involving these families in educational programs. (Author/DB)