This response to "Deception of Inclusion" (Chesley and Calaluce) takes issue with the negative characterization of parents of students with disabilities and discusses the benefits of heterogeneous groupings, the social development of all students in inclusive settings, and the consultative role of the special education teacher. (CR)

Discusses the impact of the troubles in Northern Ireland on the psychological and social well-being and school lives of youth. Although some have suffered great trauma, recent research highlights the resilience of young people exposed to the stress of political conflict. For the majority of youth growing up in Northern Ireland, the future may be…

This article highlights three teachers who were actively involved as friendship facilitators by illuminating their use of a friendship-facilitator framework with three students with moderate/severe disabilities. The framework includes three strategies: finding opportunities to bring children and youth together, acknowledging individual strengths…

Explores the associations between romantic relationship status and intimacy development during students' (N=297) first semester of college. Examines the relationship of intimacy development to psychological well-being and discusses implications for interventions. (EMK)

Discusses the goals of early intervention for infants born with a cleft or craniofacial anomaly, which include facilitating feeding, counseling the family regarding expectations for growth and development, and identifying the nature and extent of family resources required. Program features of effective intervention are described. (Author/CR)

Often forgotten is the extent to which cultural beliefs and norms play a role in social and emotional development through interpretation of the acceptability of individual characteristics, and types and ranges of interactions and relationships that are likely or permissible. This article introduces a special journal issue devoted to examining…

Middle schools represent challenges that strongly affect how much energy and focus students bring to academic learning. Kids must develop skills to resist inappropriate sexual behaviors and analyze stressful social situations. Schools should encourage students to develop certain developmental assets: appreciation, belonging, confidence,…

The early development of self-injurious behavior (SIB) in 16 young children with developmental disabilities was tracked over an 18-month period. Naturalistic observations in each child's classroom found a significant association between early SIB and low levels of social contact, which may be considered as a risk marker for SIB exacerbation.…

A study involving 170 British Columbia students with autism found that the majority received technology for educational participation while a smaller number received voice output communication aids; some students received both types of technology. The primary goals for the technology use were related to writing, expressive communication, and…

With passage of several recent laws, the California State legislature intended to end social promotion, replacing it with a system of prevention, intervention, and retention. The "strategic schooling" approach depends on three elements: targets (both students and content), continuous feedback via assessments, and organizational and…

Identifies the dual development of independence and interdependence as a template for thinking about social and emotional education for children. Suggests integrating social, emotional, and academic learning to foster the child's individuality. Discusses Montessori's belief that personal freedom and responsibility are built on a foundation of…

Focuses on the nature of peer relationships of attention-deficit/hyperactivity disorder (ADHD) children, including relationship problems that are commonly manifested in the areas of academic, conduct, and social problems. Finds that children with ADHD experience numerous peer difficulties and may benefit from specially designed intervention. (SD)

Examined influence of parental affective behavior and control behaviors on children's classroom acceptance. Videotapes of kindergartner/parent dyads and ratings of child social acceptance indicated that parents' expressed positive and negative affect were related to acceptance in kindergarten and in first grade. The most powerful and consistent…

A study assessed social skills development in children aged 8-13 with attention deficit/hyperactivity disorder after they attended a residential summer camp. Questionnaires returned by parents of 12 such campers reported increases in age-appropriate behavior, independence, self-esteem, connection with peers, and participation in group activities.…

Service learning, which combines community service with curriculum objectives, has several components: preparation, collaboration, service projects, curriculum integration, and reflection. Although opponents of mandatory programs criticize service learning as detracting from academics, studies indicate positive effects on academic achievement and…