This study shows that a placement test cannot only be examined for items that display differential item functioning (DIF) by using an item response theory, but also that the identification of potential sources for these DIF items can be attempted and short- and long-term measures to reduce DIF can then be proposed. (JL)

The General Educational Development Tests can be used to place adult basic education students for study, to measure progress achieved, to enable students to qualify for postsecondary education, and to evaluate program effectiveness. (SK)

Examined records of 137 students to determine extent to which preassessment data (teacher referral information and standardized reading test scores) could predict handicapping classifications decided on by child-study teams. Results indicated that preassessment data could successfully predict handicapped classifications of most special education…

A study involving 322 children whose individualized education programs contained goals and objectives that require vision or orientation and mobility services found that most were placed in full or part-time regular classrooms and that the most frequently reported services included ordering books and materials and Braille reading and writing. (CR)

Encourages parents and educators to apply political pressure through advocacy to make policymakers aware of special education issues concerning the Individuals with Disabilities Education Act. Discusses the importance of being familiar with current law, knowing how to obtain services, and being an advocate on a global level. Reminds individuals…

A survey of 460 parents of children with mental retardation found that perceptions of inclusion were significantly influenced by characteristics of the parent and the child as well as by factors associated with the child's placement history. Factors influencing these perceptions differed according to varying dimensions of inclusion being…

Discretion and regulatory flexibility must be managed without violating the amended, reauthorized Individuals with Disabilities Education Act. Misbehaving disabled students may be removed from their educational placements for 10 consecutive days or less--the same punishment meted out to regular students. Longer-term placements need IEP team…

This study examined effects of a child's diagnosis (autism vs. Down syndrome), age, and current educational placement on parental perceptions toward inclusion. Parents of Down Syndrome children tended to endorse full-time inclusion, whereas parents of children with autism endorsed part-time mainstreaming. Parents of younger children and parents of…

A review of special-education court cases found that, while school district wins exceeded parent wins in due process hearings and appeals, the margin narrowed through litigation. The most predominant issue in dispute was placement in terms of parents seeking more restrictive settings. The Supreme Court's language in Board of Education v. Rowley…

Discusses problems with the inclusion of students with disabilities in general education and characteristics of successful inclusion programs, including real collaboration between special-education and general-education teachers, involvement of parents in the education of their children, and considering inclusion to be a process, not an event. (CR)

A study interviewed 46 teachers who were teaching in inclusive settings regarding academic achievement, social relationships, and classroom behavior of students with mild disabilities. Teachers perceived students were benefiting from inclusive placements both academically and socially. In addition, fewer students with disabilities manifested…

This article reports on a 1995 survey of students with visual impairments in Japan (4,537 in special schools and 233 in visual impairments units in mainstream schools). Although there appears to be a decrease in the number of students with visual impairments, the proportion of those with additional disabilities is increasing. (Contains…

This article reviews the literature on the perceptions and experiences of parents of children with and without disabilities concerning inclusive educational programs. Findings suggest that attitudes appear to be varied, complex, and multidimensional, and affected by a variety of interacting variables. Implications for inclusive educational…

Analysis of responses to a new scale evaluating parent perceptions of inclusive educational placements for students with significant cognitive disabilities found that parents (N=460) of children currently in special day classrooms were positive regarding possible social benefits of inclusion but apprehensive regarding the quality of educational…

Teachers' reasons for referral to special education and evaluations of the referral process were studied in a suburban elementary school of about 500 students where prereferral and inclusion were being implemented. Promising impacts of prereferral and inclusion practices are found, and issues surrounding learning disabilities are highlighted. (SLD)