This article provides a unique insider perspective developing leadership at the undergraduate level. A case study approach was used to examine the efficacy of a peer mentoring program for remedial students.

Federal disabilities legislation (the "Individuals with Disabilities Education Improvement Act," or IDEIA of 2004) continued the movement of disabled ("differently-abled") persons from segregated public educational institutions to fully integrated general education classrooms, with appropriate accommodations for the…

Parents are encountering a new system that addresses struggling learners. This system is called "response to intervention" or "RTI." Schools are using this philosophy and process to direct choices about school curriculum, ongoing assessment procedures, and decisions about special education services. One positive result of the RTI system is that…

This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a single-subject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime…

Special educator stressors within the realm of administrative remedication are identified and organized under the topics of roles, resources, and relationships. Problems such as lack of role clarity, lack of time, lack of material resources, and insufficient recognition and reinforcement are examined. (Author)

Study findings are presented and discussed in terms of program characteristics, student characteristics, staff characteristics, program quality, support services, program effectiveness, and suggested developments. (Author/DLS)

The paper examines practices and procedures that are seen as contributory to disproportionate placement of Black and Hispanic students in special education programs and discusses various components of the Boston Public School's Remedial Plan. Practices and procedures critical in disproportionate placement are seen to include biased assessment,…

Describes a program at a two-year vocational-technical college which serves the unique needs of handicapped students. The three general areas are independent living skills, remedial studies, and career exploration. A summer orientation/evaluation program and a specific skills training program are also described. (CT)

Examines trends in the incidence of retention, remediation, and identification of students as handicapped in 12 New York State elementary schools across a period of high-stakes assessment and public accountability (1978-79 to 1988-89). A significant increase in the proportion of children retained in grade or identified as handicapped occurred…

After spending one day weekly during fall 1998 observing how students with disabilities are served in an Edison school, a teacher educator concludes that Nancy Zollers and Arun Ramanathan did the Seven Hills Charter School a great injustice in their December 1998 "Kappan" article. (Contains 17 references.) (MLH)

The column examines five university based child development centers and/or child study clinics which work with handicapped children. (PHR)

The concept of student motivation is discussed, with applications for facilitating competence development in special and remedial education. Consideration is given to 4 prerequisites to competence development, historical obstacles to motivational interventions, motivational systems theory (MST), and 17 MST principles for motivating students. (SW)

To some teachers, the term "differentiation" means to do different things for the students who need remediation or who have disabilities. To other teachers, differentiation refers to any provision for student differences, including for those students who are more capable than average. There are also many teachers who do not use differentiation at…

This paper describes a summer remedial program for third- and fifth-grade students administered by Valdosta State University in Georgia. The program utilizes a multi-age, multi-ability, thematic, and full-inclusion approach. Assessment of the program was based on data collected through interviews with 18 students and a survey of 28 parents. Both…

The school-linked services integration reform movement and its implications for professional practice in the fields of special and remedial education are discussed. A postmodern theoretical framework for considering the necessary methods and value orientation of the reform movement is provided. Key examples of the school-linked services…