Family support is essential for academic success and the creation of resilient learners. Support is a complex and contested terrain that is variously described based on disparate philosophical lenses through which it is viewed. It cannot be denied that learners are bound to encounter several challenges during their educational expedition that…

This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different…

A study was made of six special units for children with special needs in secondary schools with emphasis on the relationship of the units to the main school and the organizational and curricular issues which arise in promoting integration. Staff and pupils benefit from the units, and students with varied disabilities are better integrated as a…

The review of the "Rainbow Connection Instructional Guide" stresses the guide's purpose in assisting the development of model transitional services for preschool handicapped students moving into less restrictive educational environments. Noted is the guide's attention to preparation of parents, roles of training and collaboration, and…

Until transition classes were added to the general education curriculum in 1983-84, few alternative programs directly addressed student's developmental and remedial needs. The Nashville metropolitan schools' transition program, a welcome alternative to grade retention, provides, during the transition-1 (T-1) program, additional time for the…

Analyzed the impact of clustering a first-year seminar with an English composition course on new students' retention rates at a small, independent college in the northeast. Found no statistical difference in retention rates between students taking the clustered first-year seminar and students taking a non-clustered first-year seminar. (EV)

Suggestions presented for special education teachers evaluating or preparing mildly or moderately disabled students for integration into mainstreamed classes include: training students to understand the difference between the resource and mainstreamed classes (directions, group activities); meeting with the regular classroom teacher; and teaching…

The Special Opportunities Program (SOP) at the Kendall Demonstration Elementary School in Washington, DC, serves hearing impaired students (two to 14 years old) who have special learning problems on additional handicaps, including developmental disabilities. The SOP is also integrated with the regular program, which eases mainstreaming. (SEW)

The Bridges Program of the Wyandotte Comprehensive Special Education Cooperative in Kansas works to have students with chronic aberrant behavior in alternative school settings function successfully in a self-contained setting in the student's home school. The program works to create an environment which will address the curriculum needs and…

A self contained behavior management classroom, an intensive program for children with multiple behavior impairments, is described. The classroom is designed to transfer the student back to the special education classroom for severely and trainable mentally impaired and autistic children. Typical behavior problems are considered, along with…

In activities designed to educate them about similarities and differences between disabled and nondisabled, disabling conditions in general, and a particular autistic child, six preschool children were compared to 12 control children on incident reports to teachers about the autistic child and in sociometric ratings concerning the child.…

First-semester college students completed college transition courses which incorporated information on emotional, communication, and critical thinking skills. Their ability to understand, regulate, and harness emotions, and their retention rate, were higher than students completing a transition course lacking the emotional skills component. (EV)

In response to the problems of nonpromotion, a school district near Rochester, New York introduced the transition class (TC) as a placement alternative after kindergarten for students not ready for the grade one program. Follow-up evaluation investigated the effects of four treatment conditions over a six-year period. (Author)

This study used the Harter Self Perception Profile for Adolescents and an interview technique to study the self- concept of 25 gifted adolescents during the transition year in a congregated (grouped) classroom for high ability students in secondary school. Test results indicated improved self- concepts, and interviews indicated the students…

The paper describes a case-by-case reintegrating strategy for transfer of special education students to less restrictive environments (RLE) stressing "transenvironmental programming" (TP), student-directed interventions, and collaborative consultation. Implementation involved 10 experimental subjects and 10 controls who were elementary grade…