This paper proposes the twin themes of prevention and intervention as components of a conceptual framework for determining special education research priorities and developing a coherent research program. Brief descriptions of ongoing programs of research on prevention and intervention from three different research groups are used illustratively,…

The purpose of this study was to determine the proportion of empirical studies published in the last 5 years in a sample of special education peer-reviewed journals that: (1) assessed the effects of reading and math interventions with group designs and; (2) used random assignment to treatment conditions to test those interventions. A hand search…

This survey examined experiences and beliefs regarding homework of primary-grade children (n=809), of whom 91 were in resource room programs and 17 in special education classrooms. Overall, results indicated that children in the resource rooms were experiencing the greatest amount of difficulty in doing homework and had acquired the most negative…

This study describes validation data for qualitative and quantitative writing measures useful with a full range of students, including special education students, in grades three through five. The study looked for consistent administration and scoring, sensitivity in differentiating groups of students, relation to other accepted assessments, and…

Discusses the reasons for the gap between educational research and educational practice and suggests how research and practice may be bridged. An example is provided of researchers and educators working together to implement Peer-Assisted Learning Strategies using a three-stage process of pilot research, formal evaluation, and scaling up.…

Sixty-four general secondary education teachers provided data on 32 test adaptations for students with disabilities. Data included awareness, use, integrity, effectiveness, and ease of use. Results suggest that teachers are likely to use modifications that they perceive to maintain academic integrity, be effective, and require little…

A study of four bilingual special education settings found teachers chose different approaches for teaching writing: interactive journals, Optimal Learning Environment (OLE), Writer's Workshop, and a combination of journal writing, brainstorming-planning, and spelling practice. One year later, only participants in OLE demonstrated significant…

Multiple probe and comparison group designs were used to evaluate effects of teacher training in learning strategy instruction and subsequent performance of academically diverse students in six middle school social studies classes. Teacher involvement in strategic instruction was greater after training. Performance of nondisabled students was…

This article presents a comprehensive model for assessment of secondary students with disabilities. The model is intended to comply with the Individuals with Disabilities Education Act, which requires identifying transition needs of students in their individualized education programs. The model assists in structuring an outcome-oriented transition…

The successes and disappointments encountered in two programmatic efforts to incorporate effective instructional practices for students with learning disabilities into mainstream classroom activities are highlighted. The lessons learned from these two examples lead to implications for researchers and practitioners interested in improving…

Group interviews with 26 special education teachers, 25 general education teachers, 8 Chapter 1 teachers, and 15 teachers of the gifted revealed that the majority of teachers had strong negative feelings about inclusion. Teachers identified factors affecting the success of inclusion, including class size, resources, extent to which all students…

Special-education teachers (N=673) rank-ordered recommendations for improving communication between teachers and parents concerning homework for students with disabilities. Results support the importance of general educators and parents monitoring homework, provision of opportunities for parents and teachers to communicate, exploration of…

A survey of 859 school psychologists who indicated prior experience conducting bilingual psychoeducational assessment identified 36 factors used to comply with provisions in the Individuals with Disabilities Education Act relating to assessing bilingual or limited-English-proficient students. Seventeen additional factors that were overlooked and…

Co-teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an additive effect of the special education teacher on the…

This article describes implementation of a project which facilitated the collaboration of 26 elementary general education teachers and 5 resource teachers by providing time during the school day for structured interaction and inservice training in a collaborative problem-solving process. Pretesting and posttesting with the Resource Teacher-General…