Over the years, the benefits of categorically identifying and labeling students with disabilities have been debated on many grounds, particularly when it comes to labeling African-American children who many argue are over-labeled or disproportionately represented in selected categories such as learning disabilities. In this article, the authors…

The stated mission of the Council for Children with Behavioral Disorders (CCBD) includes ''supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families'' (http:// www.ccbd.net/About/OurMission). The stated goal of CCBD's journal "Behavioral…

"Response-to-Intervention" (RTI) refers to a framework for providing support to struggling learners in the general education setting. To date, RTI models have focused primarily on reading intervention and typically utilize a three-tier approach. RTI models are designed to provide high-quality instruction using evidence-based best…

Sutherland and Singh (2004) focus on the relationship between students' inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for…

Describes how a third-grade teacher worked with a child in her class who had attention deficit disorder. The child was easily distracted and frustrated and had low self-esteem. The teacher's sensitivity to his ups and downs and her flexibility in modifying lessons helped the child succeed. (SM)

This paper examines the increased risk for substance abuse faced by students with emotional disturbances, behavior disorders, and learning disabilities. The paper discusses approaches to substance abuse prevention in regular education, application of such programs for special populations, and suggestions for expanding programs to address specific…

The students in Ms. Thomas' classes are struggling with poverty, learning disabilities, behavioral disorders, transience, and home languages other than English. Ms. Thomas is struggling to understand how they are going to meet the same standards as students who don't face such difficulties. In this artilce, Ms. Thomas expresses her opinions on…

Increasing evidence shows that fetal exposure to alcohol, cocaine, phenylcyclidine hydrochloride (PCP), and other drugs results in infants with abnormal neurologic findings. This suggests the need for longitudinal studies to determine whether such findings will translate into a significant number of children with learning and behavioral problems.…

Reviews the continuing overrepresentation of African-American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities. Uses a critical-theory model to examine how basic assumptions, world views, beliefs, and epistemologies serve to perpetuate…

Problems of mainstreaming and racial integration in American schools are analyzed by a Japanese observer. The individualized educational program ideology is seen often to prevail over the principle of mainstreaming. A "separate but equal" approach contradicts the spirit of the Federal Handicapped Education Act. Synthesis of togetherness,…

The authors of EC 604 295 examine their developing interest in teachers' perceptions of their peers' effectiveness in teaching difficult students, consider questions raised after seeing results of their study, and outline implications of this line of research in the future. (JDD)

A recent report of the British Mental Health Foundation identified key issues in service provision for children with learning disabilities and severe challenging behavior. Recommendations addressed issues such as definitions of challenging behavior, early intervention, implications for educational services, residential education, and…

Results of professional development programs for elementary through secondary teachers are described, with attention to improving practices for teaching students with learning disabilities and behavior disorders in general education. Four professional development programs explored effective formats and content, and three subsequent programs…

Offers a conceptual model for students who manifest symptoms of both learning disabilities and emotional/behavior disorders. The model is based on six functional domains: cognitive processing, social/emotional adjustment, behavioral functioning, academic performance, language functioning, and executive functioning. The model is applied to critical…

This booklet presents excerpts from interviews with siblings (ages 10-28) of persons with a range of handicaps, including Down Syndrome, cerebral palsy, learning disabilities, deafness, autism, seizure disorder, genetic disorders, and mental retardation. It is arranged in order from the youngest person interviewed and continues through…