This study compared Individualized Education Programs (IEPs) for 108 elementary grade students with mild disabilities in either resource or inclusive settings. IEPs for resource students had more service minutes, more long-range goals, used more information sources, indicated better correspondence between IEP components and student ability level,…

Strategies that contribute to the development of critical analysis and evaluation skills for teachers in training were studied at a Scottish university at which teacher school-experience placements involved about 1000 teachers and 250 schools each year. Differences in support needed at various phases of placement and the timing of skill…

Referral, placement, and retention decisions were analyzed using item response theory (IRT) to study whether classification decisions could be placed on the latent continuum of ability normally associated with test items and to study the existence of classification differential item functioning. Results with 352 kindergarten children demonstrate…

Comparison of the Wechsler Intelligence Scale for Children (Third Edition) and the Cognitive Assessment System (CAS) with 78 special education students found that the WISC-III identified more children, especially more black children, as having mental retardation. Results imply that the problem of disproportionate identification of black children…

Analysis of 72 questionnaires completed by California itinerant special educators serving students with visual impairments found that most respondents reported they had too many students on their caseloads, served students who could be better served in other placements, and had insufficient time in the school day. Caseload maximums of 8 to 12…

Results of a survey of 54 schools for students with moderate learning difficulties (MLD) in England are organized into such categories as pupil numbers, proportion of boys to girls, pupils with statements of special educational needs (SENs), changes in SENs served, previous placement of pupils, pupils excluded, ethnicity of pupils, and…

Application of systematic research synthesis procedures to 28 studies of general education teachers' attitudes toward inclusion indicated that, overall, about two-thirds of the teachers support inclusion. Their support, however, varied depending on the disability. Only one-third or less believed that they have the time, skills, training, or…

Discusses issues in mainstreaming visually impaired students to a middle school. Considers the decision to mainstream a special needs student, the use of paraprofessionals, modifications to classroom and curriculum, technology equipment, socialization, and student attitudes toward the new student. (JPB)

Developed a computerized adaptive language proficiency test for a community college in Quebec, Canada and obtained item response theory calibrations on the items from 700 to 800 administrations. Describes projected efforts to detect instances in which "cheating low" (answering incorrectly deliberately) occurs. (SLD)

A survey of 60 teachers of students with visual impairments in Illinois evaluated student use of assistive technology. Findings indicated that only 40 percent of students requiring alternative reading media used assistive technology and that students served by itinerant teachers were less likely to use or receive assistive technology training than…

Discussion of J. Renzulli's Enrichment Triad and School Enrichment Models finds them supportive of broader inclusion of students from diverse backgrounds yet notes the continued under representation of such students in programs for the gifted. It suggests that addressing the models' implications for access, generalization, long-range impact, and…

Discusses validity issues associated with three popular content-general reading college placement tests and then presents a theoretical argument to support an alternative placement procedure using content-specific testing. Proposes that content-specific tests would have improved content-related and construct-related validity. States that more…

The Individuals with Disabilities Education Act requires the IEP team to identify ameliorative resources and/or disciplinary measures for disruptive students. A BIP (behavior intervention plan) provides appropriate behavioral programming and related social and psychological services. IDEA does not prohibit principals from reporting crimes to…

A study of 270 children (ages 1-22) with emotional or behavior problems found symptoms, functioning, and risk were significantly related to child strengths, and children in home-like settings were found to possess significantly higher levels of strengths than children in non-homelike settings. Child strengths were significantly associated with…

This article describes the design and outcomes of a project to promote the reintegration of pupils with emotional and behavioral difficulties at transfer to secondary school. It reports on a series of successful placements and discusses the factors that have helped sustain the inclusion of the pupils. (Contains four references.) (Author/CR)