The relationship between students' living in poverty and academic underachievement challenges schools across the nation. Poverty is particularly prevalent among children with disabilities. One detrimental condition of poverty that directly affects student development and academic achievement is food insecurity and hunger. With the increasing…

The purpose of this study was to investigate whether a social skills program, "Connecting with Other: Lessons for Teaching Social and Emotional Competence," would enable students with disabilities in inclusive classrooms to develop skills to facilitate socialization with peers with and without disabilities. Students' growth was measured only in…

Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices…

Nine studies reporting child change data for nonhandicapped children participating in integrated preschool settings were analyzed in terms of methodology and specific classroom practices. The studies suffered from methodological weaknesses common to many early intervention efficacy studies. Documentation of child progress is only one measure of…

Four groups (elementary principals, special education administrators, classroom teachers, and special education teachers) were surveyed concerning attitudes toward mainstreaming, focusing on the effects on academic, social, emotional, and behavioral development of handicapped students and effects on nonhandicapped peers, teachers, and…

PASS IT seeks to address a compelling need in higher education by developing a corps of trainers to facilitate professional development workshops in the implementation of Universal Design (UD) and Universal Instructional Design (UID) in higher education. UID, an adaptation of the architectural concept of Universal Design, is a relatively new model…

The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003)…

The preliminary report presents first year findings of a 5-year study on the training and employment experienced by Los Angeles high school students with disabilities and their post-high school employment and other activities. This report presents baseline data against which future annual reports will be compared. The study group consists of 945…

The National Longitudinal Transition Study-2 (NLTS2) provides the first national picture of the involvement of families in the educational development of their secondary-school-age children with disabilities. NLTS2 has a nationally representative sample of more than 11,000 students who were ages 13 through 16 and receiving special education…

A new model of service provision for college students with disabilities is proposed. The model focuses on the campus as an environment where all can be empowered to assist students in meeting their own disability-related needs. Suggestions for making the transition to such an environment are offered. (MSE)

The report summarizes findings and recommendations of a California Task Force on Program Effectiveness in Special Education. The 30 Task Force members ("stakeholders" in special education) were divided into committees to address four goals: (1) identify the mission of special education and describe the context in which special education…

Two models of service delivery to college students with disabilities are compared: the traditional model, in which student personnel staff are responsible for providing services, and a student development model, in which student and staff work together, with the student more often than not taking primary responsibility for making things happen.…

Science and social studies have much to offer to all learners--including those with disabilities. However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics. As we demonstrate in this paper, science and social studies help students attain skills,…