One of the most important strategies for stopping school decline is recognizing its signs early on and promptly applying appropriate interventions. In this article, the author identifies 11 indicators of school decline that are associated with inadequate and inappropriate responses to the challenges of budget cuts, state and federal mandates, loss…

This resource conveys policies, procedures, and guidelines that support the delivery of special education services in British Columbia's (Canada) public schools. It was originally published in 1995 (ED414703), following an extensive provincial Special Education Review (1993-94). The purpose of this manual is to provide a single point of reference…

Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese)…

Authentic assessment is a growing alternative to conventional testing. This research-to-practice article describes a framework for implementing authentic assessment. The R-E-A-L framework shows how roles, equipment, assessment tools, and location can be incorporated into early childhood practices.

This data sheet presents statistics relating to education of students with disabilities. Statistical highlights indicate that the number of students participating in federal programs for children with disabilities increased each year between 1977 and 1992, despite a decrease in elementary and secondary enrollment during the late 1970s and…

An annotated bibliography cites 33 instruments for stuttering appraisal. All tools are readily available and in frequent use. Each citation includes the author's name, title of instrument, where it may be obtained, and approximate price. A descriptive summary of each instrument is given along with suggested uses. (CB)

Results of surveying of 41 teachers who had experience with learning disability preassessment teams (intended to focus on regular classroom intervention prior to comprehensive evaluation) suggested that teachers were pleased with preassessment team members but did not agree that the teams' intervention recommendations were successful in correcting…

A comparison of students on a standardized behavioral checklist and follow-up observations examined underidentification of behavioral disorders in preschoolers attending licensed daycare settings. (Author/CL)

Presents the results of a study of English and Nigerian adolescents' conceptions of the causes, effects, rehabilitation, and interaction of handicaps. Cognitive maturity (related to age) proved to be the greatest factor influencing accuracy of perception. Samples of questions and anecdotes are included. (JDH)

Verbal and nonverbal measures of higher cognitive functions were used to examine the degree of difference between the thought processes of culturally deprived and learning disabled children. Four groups of 20 subjects (ages 8-10) were studied. Results of both traditional and qualitative scoring differentiated between the two populations. (JW)

The author affirms the benefit of appropriate special education programing for behaviorally disordered students, particularly those with accompanying academic achievement problems, but cautions that problems with roots in other environments than the school may be best addressed by non-school agencies. (CL)

Performance of 136 kindergarteners on five language screening tests was compared with performance on a diagnostic criterion language measure consisting of the Test of Language Development, Test for Auditory Comprehension of Language, and Carrow Elicited Language Inventory. The Language Identification Screening Test for Kindergarten was highly…

Several studies indicate that many disabled children in New Zealand regular classes whom teachers and parents believe require special educational services are not being referred. Possible reasons for nonreferral and strategies for locating preschool and school-aged children are considered. (Author/CL)

Early intervention in France begins with compulsory screening of all infants at birth, nine months, and at two years. Problems remain, especially in the availability of adequate support and of services for the handicapped child. Interdisciplinary teams operate from "early medico-social activity centers" to provide a variety of…

The author reviews research to show that the Wechsler Scales (the Wechsler Intelligence Scale for Children, the Wechsler Intelligence Scale for Children-Revised, and the Wechsler Adult Intelligence Scale) can be grossly unrepresentative of the general population in identifying mental retardation. (CL)