This program describes a program at one Minnesota elementary school that works to optimally include 32 students with emotional and behavioral disorders. The three special classes involve increasing amounts of time spent in mainstream settings with decreasing amounts of additional support. Key program characteristics include philosophy, goals,…

Discusses how information referenced testing using Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM) test scoring procedures in conjunction with diagnostic and placement multiple-choice examinations can be used to enhance the effectiveness of academic support services for special action admissions such as student athletes…

A self contained behavior management classroom, an intensive program for children with multiple behavior impairments, is described. The classroom is designed to transfer the student back to the special education classroom for severely and trainable mentally impaired and autistic children. Typical behavior problems are considered, along with…

Looking at the emotional and academic needs of the chronically disruptive student, the author proposes a temporary alternative class, emphasizing self-esteem development and individualized instruction, as the best programmatic solution. (SJL)

This bulletin describes a first-grade "readiness program" developed at the Aumsville (Oregon) School District to help children who have been found to be at risk in a standard first-grade program. These students attend a readiness first grade designed to assist their development emotionally, socially, physically, and academically and only…