This article describes the inclusion model implemented at two elementary schools in Minnesota and the educational experiences of a second grader and a sixth grader. One school's locally developed model focused on an alternative phonetic reading program for students at risk or with disabilities; the other school focused on team teaching. (DB)

This response to five case studies of inclusive practices for elementary students with learning disabilities (LD) finds that the consistent result was to diminish and subordinate the role of the special education teacher, reduce the potential effectiveness of special education as a specialized instructional effort, and remove the academic press…

This response to five case studies of inclusive practices for elementary students with learning disabilities identifies problems inherent in inclusive education (e.g., coteaching and logistics) and suggests that fundamental school reform offers an alternative that meets recognized best-practice standards and requires the trained skills of learning…

Pennsylvania's instructional support initiatives for secondary students with special needs include collaboration, curriculum-based assessment, learning strategies, and instructional adaptations. A learning strategies model for low achievers is described, followed by one school's experience using instructional supports in regular English classes…

Special education (n=52) and general education (n=54) students who attended an Apache Indian reservation high school were interviewed 0 to 4 years after graduating or leaving school. Both groups reported that they found mathematics and English most helpful and that they wished for more computer, business, and office skills training. (DB)

Six instructional design principles are recommended to enable students with learning disabilities to comprehend and compose expository materials. The instructional principles are illustrated using the compare/contrast text structure. Charts provide examples and clarification of the strategies. (SW)

This commentary offers authors' reflections on their case-study approach to examining the application of categorical and noncategorical special education (EC 612 095). The reflections address why the authors decided to study this issue, how case study methodology assisted in the study, and implications of the study. (SW)

This article considers how principles of whole-theme constructivism, which integrates multiple learning sources and activates learners' creativity, are used in the University of Alabama's teacher training program, the Multiple Abilities Program. The program centers on the whole-themes of diversity, empowerment, and authenticity. The way these…

This paper discusses whole-theme constructivism as the theoretical framework for the Multiple Abilities Program (MAP), a program at the University of Alabama that prepares teachers to work with students of varying abilities. Whole-theme constructivism, which integrates multiple learning sources and activates learners' creativity, is discussed in…

This exploratory research describes results of a thematic literature-based unit in an upper elementary, self-contained class for students with learning disabilities. Social and collaborative activities included reading, writing, and speaking on the topic of friendship. Literacy outcomes are illustrated in three case histories. (DB)

A pyramidal training procedure was implemented with staff working with two adults who had developmental disabilities and self-injurious behavior, aggression, and disruption. Little change occurred following inservice training, but improvements in direct care and staff behaviors and decreases in clients' inappropriate behaviors followed a…

A discussion of the unique academic advising needs of special populations (honors, undeclared majors, first-year students, ethnic and cultural minorities, students with disabilities, and professional students) draws on the experience of advisors in these areas and is intended for faculty advisors who feel underprepared in those situations.…

Provides an overview of projects developed for preservice teacher education in Iowa that used the Iowa Communications Network and a Star Schools grant to train preservice faculty in distance education techniques. Highlights include praxis, self-evaluation, interactive video, science experiences for students with disabilities, and national…

Reports on the second year of a supplementary reading program. Notes the program was successful with nonreading or delayed-reading students from regular and special education classrooms in grades one through eight. Argues that labels such as at-risk, learning disabled, and dyslexic are excuses for not initially teaching children how to read. (SR)

Results of placing a computer in eight special education classrooms and providing the teachers with a four-month practicum on integrating the computer into instructional programs indicated that teachers viewed the computer as not only a powerful motivating and reinforcing tool but also as a generally useful tool for themselves and their students.…