The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the…

Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the…

The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers.…

The application of the multiple talent model in special programs for the gifted is discussed in the context of a comprehensive program model as defined by J. Renzulli's triad model. (Author)

The Revolving Door Identification Model (RDIM), a resource room program which assumes that giftedness is both topical and temporal in nature, offers a systematic approach to identification of and programing for gifted students. (Author/SB)

Examined and evaluated are remedial approaches to children's educational handicaps which are based on three conceptions that identify process dysfunction, adverse life experience, and experience deficits as causes. (Author/MC)

The article discusses the relationship between research and educational practice, and suggests that the lag between research and implementation be remedied by making the progress of the individual handicapped child the target of research. (GW)

Equipping regular class teachers with skills necessary for coping with problem situations is recommended as an alternative to special classes for children with relatively mild behavioral, emotional, or learning problems. (KW)

The article examines the services offered by the disciplines of special education and vocational education and proposes a variety of roles each can perform in the delivery of the most effective combination of career programing options to the handicapped adolescent. (SB)

The article examines assumptions associated with prereferral interventions of consultation and informal problem-solving teams with at-risk students. Critical analyses of the benefits and limitations of both the consultation and informal problem-solving team approaches are offered, and alternative conceptions of prereferral practices are then…

The Albuquerque Public Schools provide services to severely and profoundly handicapped students in side by side sites, programs in which the handicapped students are educated in special classes alongside nonhandicapped students on regular school campuses appropriate to their chronological ages. (SBH)