Staff (N=40) at a residential facility for 67 children with severe mental retardation rated their most- and least-preferred children on a list of child characteristics. Traits that distinguished the two groups included physical attributes, mood, behavior, and social qualities. Small children were more preferred than large children, and some…

This paper examines studies on the interface of culture, parental beliefs, and childhood disability. The literature review indicated that parental beliefs about the nature and causes of disability reflected both biomedical and sociocultural views, and these beliefs on the nature and causes of disability affect beliefs about treatment and…

A survey of 289 special and regular educators examined perceptions of ability to positively affect students, understanding of inclusion, self-efficacy in inclusive settings, the need for inservice training, and availability of supports to promote inclusion. Special educators rated their efficacy, ability, understanding, and resources higher than…

Presents information to facilitate ideal family involvement in early intervention. Strategies for conducting family assessments while building collaborative partnerships with families are presented. Characteristics which produce effective collaborative partnerships are reviewed, and the reality of working with families is presented through two…

Discusses and evaluates four different approaches used to study special educational needs: the Difference Model, the Developmental Model, the Ecological Model, and the Discursive Model. The need for adopting a multiple approach to the study of special educational needs is urged. (CR)

Discusses play in children with severe and profound disabilities. The focus is on toys and play material and the role of adults, such as parents, caregivers, and teachers. Theoretical aspects of children's play are also briefly described. (Author/CR)

The theory of planned behavior was used to examine the relationship between the attitudes and behavior of 188 children (ages 8-12) toward peers with physical disabilities included in regular education. Children's attitudes and perceived behavioral control were significant predictors of their intentions to interact with a child with physical…

Discusses curriculum-based measurement as an alternative to both standardized and teacher-developed reading tests. Oral Reading Fluency, a curriculum-based measure of reading is presented as an accurate indicator of both general reading ability and reading comprehension, and as a means of monitoring reading progress towards functional literacy.…

A study of 55 Chinese-American students (ages 7 to 13) with limited English proficiency who were classified as having learning disabilities found that the students fell behind academically and that their pattern of performance was similar to that of English-speaking peers with learning disabilities. Discrepancies between verbal IQ and performance…

This paper discusses assessment of autistic and deaf-blind children with such severe difficulties in communication that they are often labeled as untestable and subsequently misdiagnosed as severely to profoundly mentally retarded. It urges nonintrusive assessment and appropriate intervention as the most relevant procedures for helping this…

This study compared the speech of five children (ages 5 and 6) with Down syndrome across single word samples elicited from tests and connected speech samples elicited during play. Analysis indicated that connected speech samples provided fewer total words and word tokens and sometimes failed to target certain later developing phonemes. Clinical…

This study attempted to increase the quantity of social interaction with peers in classroom settings between children (aged 5 to 9 years) with cerebral palsy who were using augmentative and alternative communication (AAC) systems. The multifaceted 15-week intervention was directed at communication partners and was found effective in increasing…

This paper reviews the literature on empowerment as a psychological construct and as an outcome of disability service provision. Key components of empowerment are identified, such as self-efficacy, sense of control, and participation/collaboration. Models of empowerment and allied constructs, including locus of control and power/powerlessness, are…

Presents a definitional framework of self-determination as an important educational outcome for students with disabilities. It identifies essential characteristics of self-determination and discusses developmental aspects of self-determination. Implications for educational intervention during the early childhood, elementary, and secondary years…

Reviews the existing research on the role of grandparents in the lives of children with disabilities. Although parents and grandparents report a wide range of supportive activities and involvement, grandparents may also be an additional burden. Clinical and educational professionals are urged to facilitate the role of grandparents as a resource…