The author spends a lot of time thinking about good professional learning vs. typical professional development. Based on her 20-plus years of experience, as well as a bit of inspiration from Reuben Duncan, assistant superintendent in School Administrative Unit 29 in Keene, N.H., she shares what she considers to be the ten best ways to waste…

Over the past decade, the Gurian Institute has trained more than forty thousand teachers in more than two thousand schools and districts, both coed and single-sex. The institute's trainers have worked with public and private schools, Montessori schools, and a variety of charter and independent schools in fifteen countries; it has therefore been…

The article critiques some of the flaws of mainstreaming, such as grade-level curriculum demands, reporting systems, standardized tests, teacher training, and the individualization of instruction. (Author/SBH)

This position statement of the National Joint Committee on Learning Disabilities identifies factors necessary for effective educational services for students with learning disabilities in general education classrooms; problems related to providing these services; and recommendations for actions required at the state, school district, and school…

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…

The authors describe the development and use of a structured, data base approach to developing individual education programs for special education students. The components of the "Data-Based Program Modification" (DBPM) approach are described to include five decision areas: problem selection; program selection (least restrictive yet most…

A questionnaire survey canvassed the views of 72 New Zealand educators, in order to identify gaps or deficiencies in services and to establish priorities for development. Respondents were asked to comment on special education system strengths, growing points, desirable policy directions, and special interests. Four issues emerged as central to…