The overarching goal of this special issue is to consider peer victimization involvement and corresponding interventions for youth with disabilities from a social dynamics perspective that situates risks for being a victim, perpetrator, or both within a person-in-context framework. The focus here is not on a specific age range or type of…

The effort to make schools more inclusive, together with the pressure to retain students until the end of secondary school, has greatly increased both the number and educational requirements of students enrolling in their local school. Of critical concern, despite years of research and improvements in policy, pedagogy and educational knowledge, is…

Arguably, the most important outcome measure for services to people with intellectual disabilities is quality of life. Quality of life has been defined in numerous ways and may consist of many aspects, including physical, material, and emotional well-being, as well as interpersonal relationships, personal development, self-determination, social…

Trilhos Alternativos (Alternative Paths) is a community-based program that aims to integrate African-Portuguese urban youth from low-income families into Portuguese society. This article describes the first year of the program and presents formative data about effectiveness of the program. The motivation system seems to be an indirect variable…

Offers a rationale for social skills instruction and integration for students with, or at risk for, learning and behavior problems. It examines the social skills needed in various settings and describes a three-step process for integrating academic content with social skill development. (DB)

Two adults and two children with severe disabilities and challenging behaviors participated in the Lifestyle Development Process, in which a planning process was implemented to develop a vision of a quality life, remediate barriers to participation, and develop intervention strategies. All participants increased their number of preferred,…

The Yes I Can Social Inclusion Program fosters the development and maintenance of social relationships of students with and without developmental disabilities by helping them to overcome negative behaviors and increase interpersonal skills. A sample lesson plan is included. Two case studies illustrate the program's effects on socially isolated…

Describes a model of comprehensive individualized support for young children (ages 24 to 48 months) with severe developmental disabilities, including autism, based on a triad of essential elements: (1) development of functional communication skills; (2) supported participation in socially inclusive environments; and (3) multifaceted family…

This handbook describes an alternative educational setting to prepare secondary students (usually ages 12 to 14) with behavior disorders or problems for full integration into regular secondary school programs in Peterborough (Ontario). In the program, the student's time is highly structured and closely monitored. Students receive individual…

These two newsletters focus on two issues concerning full inclusion for young children with disabilities: the debate over developmentally appropriate practice (DAP) in inclusive preschool classrooms, and optimal classroom environments for inclusive early childhood settings. The first newsletter includes: a review of three articles addressing DAP;…