Efforts to unify categorical programs for low-achieving elementary school students must address instructional validity issues (including similarities/differences between learning disabled and remedial students in instructional levels, learning rates, and learning styles) and political validity issues (including protection and equitable…

The authors focus on the need for administrators to deal with the problem of teacher burnout as it relates to the implementation of Public Law 94-142 (the Education for All Handicapped Children Act). (Author)

A study investigated the effectiveness of a general education/special education collaborative teaming process on six elementary students, three with severe disabilities and three academically at-risk. Consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom…

The transition challenges discussed are to ensure that (1) students have access to the full range of curriculum options and learning experiences; (2) high school graduation decisions are based on meaningful indicators of learning; (3) students have access to postsecondary education, employment, and independent living options; (4) student and…

A survey of chairpersons of 35 postsecondary schools of education in New York State found that less than one-third of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education. (Author/JDD)

For over a decade, University of Florida researchers worked with middle schools in a large urban and suburban south Florida district, as they developed and then worked to sustain inclusive reform. One middle school, Socrates, was notably successful, having built its inclusion model on a foundation of previous reform and a school culture…

This study evaluated the transition components of the individualized education programs (IEPs) of 94 high school students with disabilities between the ages of 18 and 21. Results indicated that although most of the transition components complied with mandates of the Individuals with Disabilities Education Act, they lacked many of the essential…

Curriculum beliefs and practices were surveyed with 341 Colorado elementary and secondary special education teachers. Findings include: training in curriculum development occurs mostly on the job; teachers want training in teaching compensatory and life skills; teachers believe that individualized education plans constitute the curriculum for…

This study evaluated an in-class service model for third graders at risk of school failure in 13 schools. The model included collaborative consultation, cooperative teaching, parent involvement, and strategic and adapted instruction. Significant effects were found on writing scores for students at risk (but not students with learning disabilities)…

This article examines the theory, research, and social policy relating to family and individual life-cycle transitions for people with disabilities in the United States. Examples from the Individuals with Disabilities Education Act and the Developmental Disabilities Assistance and Bill of Rights Act illustrate both promising and inadequate policy…

The use of coaching to bring research-based teaching practices into general education classrooms to improve reading instruction for students with learning disabilities is explored. Twelve elementary teachers were trained and mentored by consultants and two special education coaches. Special and general educators conceptualized teaching differently…

Iowa young adults with learning disabilities (n=737), behavior disorders (n=59), and mental disabilities (n=142), all graduates of resource room programs, were surveyed concerning adult adjustment. Results are reported in terms of marital status, living arrangements, competitive employment, unemployment, postsecondary education, and comparison of…