In this comment to a paper by S. Braaten (EC 210 835), in which the Regular Education Initiative (REI) was described as a "patent medicine" for students with behavioral disorders, it is argued that such students are not misidentified or inappropriately placed and that the REI has been misinterpreted and may work. (JDD)

This rejoinder to EC 230 272 defends the original paper (EC 210 835) and argues that the critique reflects a misunderstanding of the nature of the Regular Education Initiative, the inclusion of students with behavioral disorders in reform proposals, the seriousness of the problems of these students, and the nature of patent medicine. (JDD)

The Teaching Research Transition Planning Project (Oregon) is implementing and evaluating the development of school/community teams to facilitate transition of handicapped students into the community. Preliminary evaluation results support the value of an outside stimulus to encourage collaboration, locally generated plans, and policy decision…

A review of the literature on Individualized Education Programs (IEPs) from 1975 to 1989 identifies three phases (a normative phase, an analytic phase, and a technology reaction phase), and reveals a history of IEPs' inadequacies and passive compliance, in contrast to the original intent of Public Law 94-142. (Author/JDD)