Summarized are results of a survey of past participants in the American Chemical Society's program for disadvantaged high school students (Project SEED). Results from 355 to 939 mailed surveys indicate a number of positive aspects in terms of academic and career guidance. (CS)

The authors answer questions regarding due process procedures, particularly in relation to P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

Describes the goals and status of developmental courses at Lewis and Clark Community College as they were when the college changed from a private to a public two-year college and relates present goals and status. Discusses growth in remedial enrollment, program expansion, and the importance of student evaluation and placement. (DD)

The subject of this opinion forum is the problem of student teacher placement into increasingly recalcitrant school systems. (LH)

Available from: Slippery Rock State College, Department of Special Education, Slippery Rock, Pennsylvania 16057.

This study compared 41 students with severe behavioral disorders (attending either day or residential programs) on language measures. No significant differences were found between groups; both groups showed receptive and expressive language deficits. However, teachers rated students in the day program higher on conversational skills. Also,…

Reintegration of 23 elementary-age students with mild disabilities who had been in special education pull-out programs into general education classrooms for reading instruction was evaluated using curriculum-based measurement. Results indicated that, on average, reintegrated students made academic gains comparable with their general education…

Discusses the use of disaggregation, or dividing students into groups based on performance levels, to help schools determine overall student achievement and causes of poor performance. Describes reasons for using disaggregation and provides answers to six common questions related to its implementation. Indicates that disaggregation can help all…

Examines ways in which the home schools of 287 gifted students credited students' participation in accelerated high school courses sponsored by university summer programs. After program accreditation, the number of positive responses by the students' schools increased significantly, including giving course credit, appropriate placement within the…

This comment on "Extending the 'Comfort Zone' To Include Every Child" (Giangreco) defends research on teachers' comfort levels with young children with disabilities. The importance of asking teachers about their concerns regarding inclusive placements in order to meet teachers' needs for information, training, and support is emphasized. (CR)

Examines the implementation and utility of the blocked longitudinal growth method (BLGM) to understand math course placement practices in junior high schools in one district. Found that movement away from a conventional and normative approach to a more flexible approach based on growth in math skills seems to be supported. (Author/MLF)

Introduces a special issue on inclusion of children with disabilities into general education classrooms. Different definitions and views on inclusion are presented. The topics and findings of the concept papers and research studies that follow in the journal issue are then described. (CR)

A study examined the effects of social setting on the friendship formation of 333 preschool children (120 with disabilities) enrolled in inclusive early childhood programs. Typical children in specialized classrooms had significantly more friends. In child care settings, however, there were no statistically significant differences in number of…

Describes Mills College's graduate-level teacher credential program, addressing the appropriateness of student teaching placements in relation to the aims and ideology of the teacher education program and examining the four dimensions of fieldwork as a learning context (nested learning, blending principles, safety, and reflective focus).…