The article explains that conclusions from a needs assessment study of 474 teacher educators were used by Project RETOOL, an in-service educational program, to design five models for in-service special teacher education. (PHR)

The SALT (Society for Suggestive-Accelerative Learning and Teaching) remedial reading program was utilized with 18 elementary grade learning-disabled students. Gain scores were high on the Spache oral and silent reading subtest, less so on the word recognition subtest. (SBH)

The effect of focused or preorganized instruction on the mental operations of 64 learning disabled (LD) children (8 to 12 years old) was examined. Results indicated focused instruction had a positive effect on cognitive functioning. (Author)

A procedure involving repeated readings of the same passage combined with the programing evaluation procedure caused 16 learning-disabled secondary students' reading attitudes to change significantly. Feedback to the student was provided by charting the record of faster times and number of word errors. (SBH)

Summarizes the major achievements of the supported employment initiative for individuals with mental retardation and other significant disabilities from 1986 through 1993. Focus is on the number of program participants, consumer characteristics, reduced dependence on Social Security income maintenance, participant earnings, and program…

Examines the effects of a dyadic peer-mediated treatment, Peer-Assisted Learning Strategies (PALS), on first-grade children's mathematics development. Results indicated that treatment implementation was strong; teachers judged PALS to be effective and generally feasible; and students with and without disabilities, at all points along the…

This paper reacts to testimony on early childhood special education research before the President's Commission on Excellence in Special Education (EC 632 080). It notes the real technical and practical difficulties of developing valid assessments and research on the effectiveness of interventions. It urges greater attention to identifying…

Describes and evaluates parents of young handicapped children. Presents a rationale for the involvement of parents in the education of their children and argues that parents can acquire basic teaching skills to work effectively with their children at home. (JOW)

A study examined the extent to which the Wisconsin Youth Reentry Specialist (YRS) program was effective in the transition of youth with handicapping conditions from an institutional school into special education programs. Results showed that the YRS position increased the likelihood for a successful transition. (Author/JOW)

This survey compared and contrasted the aims, resources, programs, and effectiveness of 40 British organizations involved in the training of people with disabilities in new technology skills. Findings included training concentrated on information technology-related occupations rather than other technology aspects; training was predominantly…

Describes the Robert Wood Johnson Foundation National Program in Self-Determination, a program facilitating change through the support of "learning community" grants to self-advocacy organizations and others. Local implementation is demonstrating creativity in establishing new tools of self-directed management of resources, listening to…

Surveys reactions and preferences related to a support program for siblings (N=40) of children with disabilities. Results identified the benefits participants received from the program and the different components participants preferred, such as favored recreational activities. Suggests the clinical utility of the program for school personnel…

Two experiments with 15 individuals having profound mental retardation found difficulties in identifying reinforcers that were actually effective in treatment of chronic training needs. Research needs in evaluating training alternatives for people with profound multiple disabilities who move very little or who respond with very long latencies are…

Assesses the impact of a group therapy program designed for first-time DWI (driving while impaired) offenders identified as alcohol disabled. Since completing treatment, 24% of the control group, identified as nondisabled (n=113), received subsequent DWI convictions, compared to only 11.6% of the experimental group, identified as disabled (n=33).…

A pre-test post-test control group design examined the effects of extending transition services beyond graduation on the employment earnings of vocational students (N=62) with disabilities. Youth receiving the extended services had higher earnings and were more likely to be employed or in a training program at 2- and 5-year follow-up. (Contains…