Exceptional Children

Cawley, John; Hayden, Shari; Cade, Elsa; Baker-Kroczynski, Susan

2002 Exceptional Children

doi: 10.1177/001440290206800401

This article describes a school-based project designed to close the gap between research and practice by having project staff and teachers work together in the design and implementation of a science project designed to include junior high school students with severe emotional disturbances or learning disabilities into the general education science classroom. The outcomes of the project indicated there were no behavioral difficulties in the form of discipline referrals reported for the students with disabilities during the science class. Academic performance was measured by a districtwide science test and final grade.

Fox, Lise; Vaughn, Bobbie J.; Wyatte, Merili Llanes; Dunlap, Glen

2002 Exceptional Children

doi: 10.1177/001440290206800402

This qualitative investigation was conducted with a culturally diverse group of 20 family members who were involved in a process of family-centered positive behavior support. Data were obtained from open-ended interviews in which participants discussed issues related to their child's problem behavior and the ways that problem behaviors related to families' lifestyles. The interview data revealed three major themes that included (a) the difficult process of coming to terms with the child's disability, (b) the importance of having support from people who demonstrate genuine caring, and (c) the pervasive impact that problem behavior exerts on all aspects of family functioning. The data are discussed in terms of the value of gaining greater insight into the perspectives of families, and the implications for the development of family-centered behavioral support.

Roach, Virginia; Salisbury, Christine; McGregor, Gail

2002 Exceptional Children

doi: 10.1177/001440290206800403

The Consortium on Inclusive Schooling Practices (CISP) was a 5-year federally-funded project focused on building the capacity of state and local systems to deliver inclusive educational services. A policy framework was developed to guide its training and technical assistance efforts across multiple states and districts. The framework incorporates standards-based reform within an inclusive schooling perspective. This article describes the six components of this policy framework and the various ways in which it was applied. Based on its utility in this context, the authors suggest ways in which this tool can be used by practitioners and policymakers at the district and school level.

Millar, Dorothy Squatrito; Renzaglia, Adelle

2002 Exceptional Children

doi: 10.1177/001440290206800404

Some contend developing self-determination in young adults with disabilities is the ultimate goal of education and promoting it may lead to improved postschool outcomes. Although there are efforts to promote self-determination, the results may be negated as an individual's right to make decisions are eliminated when a guardianship is imposed. This research is the first to examine guardianship as it affects young adults with disabilities. Two hundred and twenty-one court files were reviewed across nine jurisdictions in Michigan. Overall, 120 plenary guardians and 101 partial guardians were appointed. Distinctions between the powers of plenary and partial guardians, however, were often found to be minimal. Guardianship is a complex issue with many significant questions in need of answers.

Mayer, Connie; Akamatsu, C. Tane; Stewart, David

2002 Exceptional Children

doi: 10.1177/001440290206800405

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.

Buysse, Virginia; Goldman, Barbara Davis; Skinner, Martie L.

2002 Exceptional Children

doi: 10.1177/001440290206800406

This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implications are presented for considering how the social ecology of the early childhood classroom setting may influence social outcomes for young children enrolled in inclusive programs.

Johnson, David R.; Stodden, Robert A.; Emanuel, Ellen J.; Luecking, Richard; Mack, Mary

2002 Exceptional Children

doi: 10.1177/001440290206800407

This article presents findings from research that identifies key issues influencing the implementation of the federal transition requirements of the IDEA Amendments of 1997 and policies at the state and local levels; examines the impact and implications of recent general education reform initiatives on secondary education and transition services; and presents major policy, system, and other challenges that must be addressed over the next several years. Specific strategies and recommendations are offered in relation to each of the major challenges examined in this article.