This position paper reviews federal efforts to improve transition opportunities for youth with disabilities, including the School-to-Work Opportunities Act of 1994. It supports the value of school-to-work concepts and principles but stresses the necessity of providing adequate safeguards and supports in state plans and local programs and…

This article reviews transition planning requirements specified in the Code of Practice on the Identification and Assessment of Special Educational Needs in Great Britain and the effectiveness of the requirements. The Code's emphasis on social and independent living skills is discussed, as is the need for schools to balance process and procedure.…

A survey of 100 student teachers in Great Britain investigated attitudes toward children with severe learning disabilities. Results found that the attitudes of the student teachers were not affected by completion of a special education course; however, previous experience with such children did have a positive effect on attitudes. (CR)

The U.S. Secretary of Education describes the Department of Education's READ*WRITE*NOW! Initiative which aims to increase literacy rates by encouraging early and frequent reading as well as summer reading for children and youth, including those with learning disabilities. The need for a closer relationship between research and practice in reading…

A survey of 164 Pennsylvania general and special education teachers and 1,430 elementary educators nationwide examined their attitudes concerning supports needed for the successful inclusion of students with disabilities. Teachers perceived a need for training, help from personnel outside the classroom, and in-class help such as paraprofessionals.…

The importance of alternative access to computers for persons with developmental disabilities and the ways in which speech recognition technology has been used to reach this goal are discussed. Illustrative studies of the use of speech recognition by persons with disabilities are reviewed, and implications for the effective application of this…

This article summarizes findings from the Macomb Project's 15 years of research and provision of model demonstration computer application services to young children with disabilities, their families, and service delivery staff. Staff training, administrative support, technology assessments, family involvement, and transition services are all…

This article describes the Advanced Language Structures program, a language program for students in grades K-12 who are gifted or gifted/at-risk or who have dyslexia/learning disabilities. The program emphasizes prefixes, suffixes, and Latin/Greek roots to provide students with strategies for reading and spelling higher-level words and developing…

Overviews the current status of special education programs in Mexico in general and in Ciudad Juarez (Chihuahua) and surrounding rural areas. Two special education administrators employed in the Ciudad Juarez school system discuss problems associated with teacher training and lack of administrative support, and the importance of parental and…

Outlines the legal issues surrounding the provision of school support services and assistive technology for children with disabilities. The definition of assistive technology and related services is examined, with findings from relevant case law provided. Information is provided on interpretation of Section 504 of the Rehabilitation Act of 1973…

This article reports results of interviews with 46 British Further Education (FE) students with learning difficulties and/or disabilities. The students' views on their learning needs, access to FE, and evaluation of the support they have received are examined. Discussion focuses on developing assessments, teaching and learning within colleges, and…

Examined the academic achievement and use of various academic support services among 125 university students with learning disabilities. Independent variables, such as advisement contacts, were examined separately for their relationship with the dependent variable of academic advisement. Results generally supported the effectiveness of university…

This study examined the role of staff development in implementing full inclusion in three rural kindergartens. Participant interviews, observations, and document reviews over seven months indicated that staff development must be closely linked to teacher concerns regarding inclusion, and teachers must perceive the interventions as providing things…

One-hundred-nineteen educators and school administrators responded to a social suitability scale used with preservice special education teachers. Preliminary validity analysis supported the use of the scale. Factors such as showing enthusiasm for the field, respecting others, interpersonal responsiveness, and communication skills were rated the…

Questioned Ontario college students and administrators regarding their opinions on standards of practice for postsecondary special needs programs. Respondents indicated strong support for most suggested practices. Fewer administrators, however, supported practices that required enhanced funding, staffing, and resources, and fewer students…