Occupational therapists should work cooperatively with special educators and vocational educators in the prevocational and vocational education of handicapped adolescent students. The occupational therapist's knowledge of disabling conditions, the therapeutic relationship, and methods of adapting tools and equipment are of particular value in such…

Reports a study reviewing the status of social studies education within selected special education programs. Identifies factors effecting social studies programs in special education and argues the importance of social studies instruction for handicapped students. (AEM)

This article introduces two articles that address the history and funding of personnel preparation for special education in general and the specific history of federal funding for general education teachers to work well with students with disabilities. It urges the incorporation of accountability in teacher education programs to justify funding.…

This report by a Dutch national committee addresses the definition of dyslexia; characteristic symptoms; consequences of the proposed definition for identification and treatment; appropriate methods of treatment; involvement of various professionals (e.g., neuropsychologist, remedial teacher, speech and language therapist, and neurologist); and…

Inclusion of students with learning disabilities in regular education is explored as it relates to the in-class reading specialist. Issues discussed include the necessity for preservice and inservice preparation for assuming coteaching roles, the importance of personal empowerment of reading specialists, and the need for meaningful integration of…

The article reviews special education in Norway, including the general education system, health and welfare services for persons with disabilities, the organization of special education, integration, qualifications of special education teachers, national plans for development, and problems and progress. It is recommended that advocacy for those…

This article reports perceptions of a first-year teacher of students with learning disabilities. First-year challenges are described, as well as views on assessment, accountability, and inclusion. Recommendations are made for new teachers and steps that teacher educators, school administrators, and experienced teachers can take to ensure the…

In spite of various opinions about the requirements of the No Child Left Behind (NCLB) and of the newly reauthorized Individuals with Disabilities Education Act 2004 (IDEA) and the difficulties with implementing these federal laws, people are beginning to see positive outcomes and improvement in the academic performance of students with…

This paper begins by relating the experiences of a beginning special education teacher in a small school in rural Montana. He soon became frustrated as he lacked the skills required for collaborating with other teachers, students, parents, and the community. Small rural schools have difficulty in recruiting and retaining qualified special…

This brief (two page) official combined position statement of the Association of Teacher Educators (ATE), the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC), and the National Association for the Education of Young Children (NAEYC), addresses issues in personnel standards for early education and intervention with…

Discusses basic differences between programs for special education students in urban areas and in rural areas and identifies critical needs for delivery of services to special education students in rural and remote areas as: teacher recruitment and development; services to exceptional students; legislation and funding; and parent and community…

The external and internal pressures exerted on school psychologists are reviewed and recommendations for resolving the conflicts are made. External sources of pressure include special educators, federal legislation, teachers' unions. Internal sources include clinical psychologists, the issues involving the definition of professional psychologist…

Reflects on the findings of a survey (reported in an earlier article in this issue) of 93 teachers who left their special education teaching positions. How the data was collected is discussed as well as the factors for leaving, including lack of administrative support, significant student discipline problems, high case load, excessive paperwork,…

This paper describes the current status of teacher supply and demand in both special and general education, presents examples of the kinds of data and analyses which comply with the Individuals with Disabilities Education Act, and discusses how educational policymaking might be affected by the mandate to project future personnel needs. (Author/DB)

This article reviews the literature on the development of literacy, showing literacy beginnings in the infant and young child within a literate family community, literacy development in a literate school community, and literacy specialization in a teacher education community. The literature is applied to preparation of teachers of students with…