A five-year project of postgraduate training in dentistry for patients with severe disabilities resulted in significant cognitive and confidence gains for the participating dentists, dental hygienists, and assistants. Over 75 percent of the graduates were found to actively apply their training, especially in academic dentistry. (MSE)

This final report describes activities and accomplishments of the Elementary and Middle Schools Technical Assistance Center, which developed and evaluated a technical assistance model using a linking agent approach in which a school district professional or team was trained and supported to implement a change process cycle to effect improved…

This monograph, one of a series on youth with disabilities and the juvenile justice system, focuses on the role of recreation in preventing juvenile delinquency and recidivism among youth with disabilities. Section 1 addresses factors involved in being at-risk for juvenile delinquency. These include exclusion from recreation activities, limited…

This paper discusses the outcomes of two intervention models designed to prevent students with disabilities from dropping out of school in Finland. The first model, the "Creating Own Career" model, is based on the main ideas of the City as School projects. The model is designed to emphasize young peoples' own motivation,…

This report presents findings of a project that identified and examined three communities where schools have successfully reduced discipline problems and improved learning and behavior of all students, including those with disabilities. Site visits by a research team and expert panels (including both lay community members and professionals) were…

This report discusses the outcomes of a South Dakota project designed to develop and validate a natural support system involving typical co-workers providing on the job training and support to individuals with disabilities. The Co-Worker Mentoring in Supported Employment (CMSE) project had the following outcomes: (1) job development activities…

This report presents an analysis of research on the state of transition, post-secondary education, and employment outcomes for youth and young adults with disabilities over the past 25 years. It identifies what has worked in the areas of transition planning, services, and supports. It also considers what should work in light of unmet needs and…

In the past decade, disappointing national outcomes have been reported regarding the transition of youth with disabilities to community and work environments. The transition outlook is even more dismal for rural youth with disabilities, in light of geographic barriers to special education service delivery, lack of jobs in rural areas, and rural…

This final report discusses the outcomes of Project STEPS (Sequenced Transition to Education in the Public Schools), an outreach project designed to provide training and technical assistance to states and territories in the development of a statewide transition system for children with disabilities, birth through 5 years of age. The focus of the…

The leaders of major national civil rights organizations give their views on the state of civil rights today and the priorities they consider most important. (Author/MJL)

A three-year study examining the effects of 15 resident camp programs on over 2,000 disabled campers ages 7-21 indicates that campers made notable achievements in both affective and recreational skills, that positive gains in personal development carried over to the home and community settings, and that increased independence was the predominant…

This keynote address to the 1996 International Early Childhood Conference on Children with Special Needs reviews progress in early intervention of the last decade and four studies which examined the effectiveness of early intervention programs and parent education programs for teen mothers. The author urges better data collection and holding state…

A study accessed the outcomes achieved by preschoolers with both severe mental retardation and autistic features who received intensive Lovass (O Ivar) behavioral treatment (n=11) and those who received minimal treatment (n=10). Results found that the intensively treated children obtained a higher mean IQ and evinced more expressive speech.…

Three studies evaluated a one-day program for training 24 paraprofessional staff in basic teaching skills for working with children with severe disabilities. All participants achieved the performance-based mastery criterion and successfully applied their teaching skills, as evidenced by skill development progress of students with severe…

Eleven seventh-grade students with mild disabilities in a general language arts classroom participated in a study that examined the effects of an instructional approach based on Gardner's theory of multiple intelligences. Results found the students were more engaged in classroom activities and that eight of the students demonstrated more…