Little is known about how the expansion of state pre-kindergarten (pre-k) programs affects low-income children with disabilities in Head Start. Using almost 30 years of administrative data of all Head Start programs and a differences-in-differences design, this study tests the possibility that, as state pre-k differentially draws relatively more…

Evidence-based programs will be useful to the extent they produce benefits to individuals on a socially significant scale. It appears the combination of effective programs and effective implementation methods is required to assure consistent uses of programs and reliable benefits to children and families. To date, focus has been placed primarily…

Fifty-six residential school adminstrators responded to a questionnaire on governance and policy issues. Results suggested seven conclusions, including that local school districts are the major source of referrals, there are no appreciable differences regionally in admissions policies, and parents are involved in placement, Individualized…

The article delineates the special education laws and timetable of events in Minnesota which led to public school acceptance of responsibility for the education of hearing impaired infants in 1968. (Author)

Educational trends in state programs and community involvement in educational programs for handicapped children are explored. (CB)

Ohio's Handicapped Education Learners Planning System, a computer based information management system, is discussed in terms of its development and use in special education settings. (CL)

The article highlights major findings of a national survey of current policies, resources, and services for the education of gifted and talented children. (SBH)

Results of a survey of state education agencies indicated that many states emphasize intelligence in the definition and diagnosis of mental retardation and deemphasize or exclude adaptive behavior. The rationale for a renewed emphasis on adaptive behavior and IQ in the identification and education of the mentally retarded is discussed. (Author)

The article advocates extension of "permanency planning" in out-of-home placements to include children and youth with developmental disabilities. Though some states currently operate programs according to the principles of permanency planning, significant changes in existing federal policy are recommended to require permanency planning…

A survey of administrators, paraprofessionals, and teachers was undertaken to study the impact of Kansas' statewide training program for special education paraprofessionals. Results revealed that a large number of paraprofessionals and supervisors were not aware of the training program, despite a general feeling that inservice paraprofessional…

A study examined the rate of participation of Hawaiian students with disabilities in state-wide assessments in grades three, six, eight, and ten. Results found that roughly 64% of all students with disabilities were assessed in 1995. Most students who were excluded from testing were those with severe disabilities. (Author/CR)

As a result of a report on the shortcomings of education for gifted and talented youth throughout the country, the U.S. Office of Education established a National Leadership Training Institute for the Gifted and Talented, designed to train teams of five leaders each from every state. (SBH)

Questionnaires completed by 51 state administrators of exceptional students indicated few programs being planned or in existence to compensate regular class teachers for additional responsibilities in mainstreaming. A chart depicts state responses in terms of additional pay, compensatory time, lower pupil-teacher ratio, lower adult-student ratio.…

A study examined data from annual reports to Congress regarding placement practices for students with learning disabilities over the past six years. Results found that students with learning disabilities are being educated in increasingly less restrictive settings, although placement practices differ considerably from state to state. (Author/CR)