This article explores the current status in the United States of support to families who care for children with disabilities at home. It summarizes essential program features, program effects, and outstanding issues (such as, ensuring family involvement in policy formation, sufficient funding, and system collaboration). (DB)

The article discusses conceptual principles which underpin development of consultation-based programing for students with mild disabilities, proposes informal standards for ecological evaluation of specific formats, and identifies factors (such as administrative support and participatory planning and decision making) that maximize the potential…

A national agenda for the education of gifted students should focus on three areas of unmet needs: the educational needs of the underserved gifted, including underachievers, young gifted, and culturally diverse gifted; a program quality support network, emphasizing research, development, demonstration, and leadership training; and collaborative…

Special education categories for mildly handicapped students are not reliable nor valid as indicators of particular forms of education. Their use is expensive and inefficient, causing disjointedness in school programs. A program of pilot projects is recommended in conjunction with regular educators to redesign categorical programs and policies.…

This position paper proposes an expanded definition of transition, based on common components of early childhood and secondary perspectives. It advocates for a seamless model of transition service delivery for students with disabilities, including program planning, from birth through age 21. The model addresses curriculum, location of services,…