This study evaluated ease of learning 5 visual symbol sets (photopictorial, rebus, Blissymbolics, orthography, and Premack-type tokens) with 4 autistic students (ages 7-13). A second article describes the development of instructional procedures for the students, noting the contribution of behavioral, cognitive developmental, and information…

This study evaluated the "I Found a Solution" computer-assisted social skills intervention program with 87 mildly mentally retarded students (ages 10-18) in 2 Israeli special schools. Following training, teachers rated trained students as demonstrating better task orientation and less aggression and behavior difficulties. The second…

This survey found that teachers (n=775) are willing to have mainstreamed students in their classrooms if students do not exhibit emotional or behavioral problems. They are willing to make interactive adaptations but not spend time conducting preplanning or postplanning. Elementary teachers were more likely to make planning adaptations. Barriers to…

This paper reviews research relating child temperament (social, emotional, and attentional characteristics) to educational process and outcome for exceptional children with different diagnoses. The paper presents a model of temperament effects on educational outcome, mediated by effects on parents, peers, and teachers and by the child's academic…

These comments on EC 604 103, concerning child temperament effects on the special education process and outcomes, focus on how the author became interested in the topic, reasons for the paucity of research in this area, the relationship between child temperament and parental temperament, and ways in which teachers can apply the research. (JDD)

The authors of EC 606 783 examine the background of instructive feedback stimuli either related or unrelated to target behaviors, devised for students with disabilities. Issues discussed include the selection of feedback stimuli, presentation of feedback stimuli, and unique applications of instructive feedback. (DB)

Unstructured comments of 509 parents of students in regular, resource, and self-contained classrooms regarding homework, tests, and grades revealed 8 broad themes: complaints, traditional beliefs about education, alternative beliefs about education, communication issues, beliefs about involvement, stress factors, involvement dependent on child…

This reflective commentary by the author of EC 607 584 points out that discussion about inclusion of students with severe disabilities should focus on how it may address the contextually complex variables that support effective instruction for all students. Teachers should be given the flexibility to implement curricula that result in different…

The author of EC 607 585 discusses how parent comments on a survey concerning homework, tests, and grades of their children in regular or special education classes can reflect deeper meanings behind their forced choices. Excerpts from several surveys indicate parents' definitions of homework, the need for communication between parents and…