The definition of various handicapping conditions is a major source of professional concern. Discusses what constitutes a disability and in what way(s) it impairs academic, social, or occupational functioning changes in relation to several variables. (Author)

Raises the questions of where school psychologists fit into school reform and whether they have the organizational knowledge and skill to contribute to this comprehensive process. Critical to success of programs is the use of a collaborative problem-solving consultative model, which incorporates a four-stage process: problem identification,…

In light of the Education for All Handicapped Children Act (P.L. 94-142), the article explores some training alternatives for both parents and professionals who are involved in the process of developing individualized education programs for handicapped children. (DLS)

This document briefly examines the concept of "teacher centers," citing several definitions of the term based on functional emphases and preferences. A rationale for the existence of teacher centers includes the views that (1) fundamental reform in education must come from those charged with basic policy, and from teachers, (2) teachers…

Outlines the skills necessary (objectivity, effective parental involvement, assessment preparation, implementing a least-biased assessment, analyzing the information) for a multidisciplinary team to make appropriate educational assessments of minority students as mandated by the Education for All Children Handicapped Act (Public Law 94-142).…