The article discusses the impact of cultural pluralism (the degree of cultural differences which are fostered and encouraged by society) on teacher training and advocates a broader, empirically based approach to teacher training in the area of multicultural special education. (DLS)

To increase the social responsiveness of two severely retarded and withdrawn children (six and ten years old), a five-year-old mildly retarded peer was trained to emit social approach behaviors using a procedure in which edible reinforcement was delivered by the trained peer contingent upon positive social response by the target subjects.…

Because gifted children are different in level of emotional development, interactions with peers, and learning characteristics, they require special support. Drawing on experience with enrichment programs for young gifted children, this article explores ways of establishing nurturing learning environments that develop self-esteem, engage long-term…

Community service learning has evolved as a vehicle to strengthen students' learning, reconnect them with their communities, and counter the learning/living imbalance in our society. Teachers use service learning to challenge and motivate students, gain insight into youngsters' learning processes, and improve their own relationships with students.…

This article identifies typical problems that gifted students face in social and emotional adjustment, including anxiety caused by advanced knowledge or understanding; heightened sensitivity to feelings of others; perfectionist tendencies; and feelings of being alone, isolated, and different. Resources to help students, parents, and teachers are…

This study evaluated the social goals and objectives in 163 Individualized Education Programs (IEPs) of preschool children in early childhood special education settings, using 3 federal criteria for evaluating quality of objectives: specification of setting, measurability, and criterion for success. Results indicated IEPs were lacking both in the…

This commentary on the quantity and quality of Individualized Education Program (IEP) objectives dealing with social competence in preschoolers with disabilities focuses on whether IEP goals and objectives are meaningful for achieving a functional effect, influencing social competence beyond the specific skill, and influencing the child's…

Describes features of social pretend play and identifies characteristics of young children's cognitive and social play that may inhibit their participation. Describes approaches for supporting the social pretend play of children with mild to moderate developmental delays and disabilities, including assessment of play skills, use of structured play…

Introduces the "Pet and Me" project, a thematic unit that explores the relationships among humans, other animals, and nature. Provides the definition of thematic units by focusing on three levels of thinking: facts and information, topics, and themes. Concludes that the thematic unit is applicable to other areas of curriculum. (MOK)

Asserts children who grow up with adults who encourage initiative, model healthy cooperation, and value individual differences and cooperative efforts will develop a healthy sense of belonging. Defines belonging and discusses four human ecological systems. Suggests strategies to encourage connectedness including welcoming children and families,…

This article addresses three issues concerning the development of social skills in young children with special needs, especially children with severe social limitations. First, the importance of children's social skills is stressed; next, specific peer-related social skills that should receive priority in early intervention are identified; and…

Social development of students with disabilities is examined from a developmental synthesis perspective. Issues in the social skills deficit framework are also discussed, along with formation of classroom social networks and their role in behavior development. Social interventions should focus on both the classroom social network and the…

Compared the personal/social development of preschoolers in two intergenerational and two non-intergenerational settings. Found that children in intergenerational programs scored higher on the personal/social development scale of the Learning Accomplishment Profile than did children in non-intergenerational settings. (KB)

This article overviews the characteristics of children and youth with Tourette syndrome and provides suggestions that can be used in the school setting for addressing academic concerns, social-emotional concerns, and physical concerns. Teachers are urged to break down assignments, allow computer use to complete work, and give preferential seating.…

Three experiments examined 6- to 11-year-olds' judgments about appropriate self-descriptions in front of different audiences. Findings indicated that only older children differentiated between an unfamiliar peer and unfamiliar adult audience in selecting one of two self-descriptive statements. Even the youngest children differentiated between…