The digest addresses, in question-and-answer format, ways to promote peer acceptance of handicapped students. Topics covered include the effects of first impressions on nonhandicapped students and the impact of physical proximity, and the nature of interdependence among students' learning goals and rewards as structured by the teacher. A…

The digest explores the rights as well as the responsibilities of parents of handicapped children in the special education process. Rights include a free appropriate public education, notification regarding evaluation or change in placement, informed consent, independent evaluation, review of all records, participation in the Individualized…

This digest, based on a larger document titled, "Homeless and in Need of Special Education," by L. Juane Heflin and Kathryn Rudy, focuses on educational aspects of the Stewart B. McKinney Homeless Assistance Act. Briefly discussed are: the effects of homelessness on children (e.g., increased health problems); the educational implications…

Teachers and other professionals providing education-related services to exceptional children from different cultural backgrounds need to be aware of unique perspectives or communication styles common to those cultures, and need to be sensitive to the different values, experiences, and beliefs about special education that may be held by members of…

The generally accepted concept of inclusion is that students with disabilities attend classes with their general education peers with direct support from special educators. This digest, written in Spanish, discusses the rationale for inclusion in middle schools, explores recent research on inclusion, and discusses barriers to implementation. It…

This information sheet summarizes requirements of the Individuals with Disabilities Education Act regarding inclusion of students with disabilities in general education classrooms and lists activities and support systems that have been found successful in fostering such inclusion. Suggestions are given in the areas of attitudes and beliefs,…

This digest discusses the problems that service providers and family members from different cultural backgrounds may encounter when planning for students with disabilities. It begins by identifying the following assumptions that underlie a clinical perspective of disability: disability is a physical phenomenon, disability is an individual…

The generally accepted concept of inclusion is that students with disabilities attend classes with their general education peers with direct support from special educators. This digest discusses the rationale for inclusion in middle schools, explores recent research on inclusion, and discusses barriers to implementation. The digest notes that the…

This Digest summarizes what is known about the successful transition of children with disabilities from infant/toddler services to preschool education. The ideal transition process is defined and characteristics of an ideal process such as meeting individual needs and providing uninterrupted services are listed. Also noted are issues in the…

Vocational education, special education, and vocational rehabilitation are the three primary providers of school-to-work transition services to handicapped youth. Each of these three sectors has a vital role to play in the following aspects of transition services: identification, assessment, individualized program planning, program implementation…