Richard Simpson is professor of special education at the University of Kansas (KU). Dr. Simpson's duties at KU have included roles of staff psychologist, teaching associate, assistant professor, project director, associate professor, professor, and chairperson for the Department of Special Education. He has directed numerous University of Kansas…

Effective teams are essential components of successful interventions and programming for troubled and troubling youth. This article draws from literature that can inform our practices about team effectiveness and team learning to maximize positive outcomes.

Public schools have historically embedded mechanisms for control within their policies and procedures through a variety of means. This article investigates a moderately sized integrated public school system in an upscale to low socioeconomic Big Ten university community in Illinois. Through descriptive measures, the author examines the racial…

Examples of three emotionally disturbed children whose behavior deteriorated in regular class placements are cited to support the author's contention that the least restrictive environment principle may err in the direction of underserving and underprotecting handicapped children. Also questioned is the violation of individual differences by…

Reviews problems involved in disciplining disabled students with behavior problems as a result of the Education for All Handicapped Children Act. The case of "Honig V. Doe" has reached the Supreme Court but may be declared moot. Urges school administrators to warn parents of disabled students that the police will be called if students…

The authors suggest that by regulatory exclusion inherent in P.L. 94-142, the Education for All Handicapped Children Act, some students with behavior disorders may not receive adequate education. (CL)

Reviews case law related to disciplining handicapped students, highlighting two 1975 landmark cases ("Wood v Strickland" and "Goss v Lopez") involving suspensions and one seminal case ("Stuart v Nappi") involving expulsion. Although specially protected, handicapped students are neither immune from a school's…

The author argues that a simplistic insistence on equality through mainstreaming (as mandated in P L 94-142, the Education for All Handicapped Children Act) violates the rights and needs of some behaviorally disturbed children to be different. (Author)

The article points out the risk of erroneous classification and inequitable treatment for students who are difficult to teach and manage. Analysis of child count data highlights variability in identification and referral processes and suggests that attempts to tighten eligibility standards, especially for mildly handicapped students, is…

Reviews current legal interpretations regarding discipline of handicapped students. Proposes a model for fostering compliance with legal mandates when considering disciplinary procedures for such students. Principals should employ behavior management options (such as time-out techniques, use of school counseling and social workers, in-school…

The placement of learning disabled and behaviorally disordered children in the least restrictive setting requires consideration of both environmental conditions and psychological factors which contribute to the handicap. (DB)

Hyperactive behavior emerged as a medically defined social problem during the 1960's. The structural (social, political, economic and legal) antecedents of this social problem and the consequent educational policy transformations which shaped the identification and management of school children are considered here. Classroom management strategies…

Since the passage in 1975 of Public Law 94-142 with the intent of "mainstreaming" handicapped students, more students are moving from regular classrooms into special education rooms. Identifies and discusses eight disincentives to mainstreaming handicapped students. (MD)

Examines guidance services for young children with emotional and behavioral problems in school. A longitudinal study followed the children (N=527) from preschool screening through grade three, and found that over one quarter of the children had used guidance services. Differences emerged between children with transitory and persistent problems.…

Individualized instruction is an old concept that has been newly mandated by the Education for All Handicapped Children Act of 1975. Although neither widely used nor well-defined, individualized instruction is particularly relevant for students who fall outside the norms, behaviorally or academically. It has particular value for ghetto students…