The purpose of this paper is to propose a format to implement an integrated team concept, the basic premises involved, the composition of the team, a training procedure, and finally, to share some of the results of such a program with handicapped clients at a rehabilitation facility. (Author)

Describes an undergraduate chemical engineering course which has been taught by a self-paced instructional method at Howard University, Washington, D.C. The instructional method, course description, and students' grades are also discussed. (HM)

The author addresses the problems of P.L. 94-142 (the Education for All Handicapped Children Act) which hinder efforts to provide programs for handicapped students. Considered are problems in child identification, student placement, mainstreaming, individualized education programs, in-service education, and attitudes of teachers and…

A national survey of parents (n=240) newly referred to Parent to Parent programs was conducted. These programs match an experienced parent of a special needs child in a one-to-one relationship with a newly referred parent. Newly referred parents preferred a wide range of supports, with the child's age and severity of disability affecting the need…

This paper describes the program of a special school in British Columbia for youth with behavior disorders and either learning disabilities or intellectual impairments. Program components (behavior therapy, activity-based learning, and attachment development) and program sequence (assessment, formulation and implementation of a Growth and…

A case study is used to demonstrate the effects of mild traumatic brain injury on educational efforts. Discussion covers factors complicating school reintegration, ways to facilitate school reintegration, identification of cognitive and behavioral consequences, minimization of educators' discomfort, reintegration program design, and family…

This brief article responds to a previous article on guidelines developed by professional associations for developmentally appropriate early childhood special education practices. The importance of individualization in the application of practices is emphasized, and sample criteria are offered for evaluating the practices. (DB)

Academically talented high school students (n=239) evaluated a three-week individualized, flexibly paced precalculus summer course as more challenging than their ensuing school placement course. Results support the use of such courses, followed by appropriate placement, as a means of meeting the special academic needs of talented students. (DB)

This article examines the role of assessment in developing Individual Family Service Plans (IFSP) under Part H of the Education of the Handicapped Act. Emphasis is on determining eligibility, collecting assessment data for describing developmental performance, and establishing desired outcomes. (PB)

Curriculum differentiation for students with special educational needs is examined in the context of Great Britain's move toward a market system for education and its impact on policy and practice. Issues considered include the vulnerability of particular groups, the ideals of entitlement and empowerment, values inherent in governmental policies,…

Two individualized, mentor-paced programs for elementary school students who are extremely talented in mathematics are described--the Julian C. Stanley Mentor Program and the Investigation of Mathematically Advanced Elementary Students. The paper discusses eligibility, level of instruction, mentor selection, student evaluation, and other program…

Discusses programmatic and curricular modifications often needed for students included in public school settings who are deaf or hard of hearing, such as adapting the mode/flow of classroom communication, linguistic-level changes, and adapting the listening and physical environment. Possible curricular modifications are suggested for…

This paper reviews the Supreme Court's Zebley decision which expanded the definition of disability in young children by including functional equivalence; compares regulations and practices under the Social Security Administration and Part H of the Individuals with Disabilities Education Act; and offers guidelines concerning the intent of the law,…

This study examined the moderating effects of peer social avoidance on responses of six autistic children to an inclusive classroom treatment model. Peer social avoidance (but not mental age or language level) predicted variations in outcomes for subsequent peer avoidance and language use. Results have implications for matching child…

The purpose of this review is to present factors that impede and promote successful transition to kindergarten, with a focus on the specific needs of students with problem behavior. The review addresses competencies that teachers report are critical for success in kindergarten, traditional transition practices, and challenges in implementing…