PUBLICATIONS

General Information

Children with Exceptional Needs in Regular Classrooms
Cohen, L. G. (1992, January).
Washington, DC: National Education Association.

This book links the recent changes that have taken place in the education of students who have exceptional needs with the results of research and preferred instructional strategies. The book explores three themes: (1) changes that have occurred in the education of students who have exceptional needs, (2) the legal requirements in educating exceptional students, and (3) emerging trends and preferred practices for teaching exceptional students in the regular classroom. While most of the research recommends that all students be included in the regular classroom, some of the research urges that there needs to be careful thought about how all children can be included in regular classrooms. (183 pages, $11.95)

Address:
National Education Association Professional Library
P.O. Box 509
West Haven, CT 06516
(800) 229-4200

The Disadvantages of Tracking and Ability Grouping:
A Look at Cooperative Learning as an Alternative
Crosby, M. S., & Owens, E. M. (1993, March).
Clemson, SC: National Dropout Prevention Center.

Tracking/ability grouping is an educational practice that has existed for over 100 years. The authors of this article view tracking/ability grouping as a harmful educational practice which results in lower educational attainment and higher dropout rates, especially for students living in poverty and for minority students. They view cooperative learning strategies as effective alternatives for students who need optimum preparation for the challenges of citizenship for the twenty-first century. The authors list several cooperative learning models with proven benefits to students. Through their study, the authors have found that cooperative learning strategies appear to be more effective than tracking/ability grouping for increasing academic and social skills achievement of at-risk students. (8 pages; ERIC Document Reproduction Service No. ED 358 184; cost varies by document)

Available From:
ERIC Document Reproduction Service
Cincinnati Bell Information Systems Federal (DYNCORP/EDRS)
7420 Fullerton Road
Suite 110
Springfield, VA 22153-2852
(800) 443-3742

The Inclusion Revolution, Research Bulletin, 11
Rogers, J. (1993, May).

Written for Phi Delta Kappa members, this paper traces the inclusion movement and discusses issues affecting the implementation of inclusion for students with disabilities. The discussions focus on the "down side" of inclusion, how inclusion affects classmates, and supplementary aids and services. It includes definitions of terms that have been used to describe inclusion such as mainstreaming, full inclusion, and regular education initiatives. A list of resources and a checklist for evaluating whether school personnel practices are consistent with the best intentions of the inclusion movement are included. (6 pages, no charge)

Available From:
Office of Special Populations
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807

Inclusive Education and Transition. Impact, 5(3)
Thompson, S. (1992, Fall).
Minneapolis: Institute on Community Integration, University of Minnesota.

When developing an inclusive educational system, many challenges and questions can result. The author addresses these issues by offering suggested solutions from researchers and practitioners to improve the process of preparing students for life after school. The author also provides examples on how education personnel can design a workable system for students with disabilities. No matter what the "ideal system" may be for each school, the author strongly urges the establishment of an inclusive education system. (1 page, no charge)

Address:
Institute on Community Integration
College of Education
University of Minnesota
109 Pattee Hall
150 Pillsbury Drive, SE
Minneapolis, MN 55455
(612) 624-4512

Inclusive Education for Learners with Severe Disabilities: Print and Media Resources
Vandercook, T., York, J., & Johnson, S. (Comps.). (1990, November).
Minneapolis: Institute on Community Integration, University of Minnesota.

The authors have compiled this resource guide in an effort to provide educators and families with information about including learners with severe disabilities into general education classes and school community life. The guide includes resources about successful inclusive education models and strategies, as well as materials that provide a sound rationale and empirical support for inclusion. The resources are listed alphabetically within ten categories: journals; journal articles; books and book chapters; newsletters; newsletter issues and articles; audiotapes; videotapes; organizations; and publications of the Institute on Community Integration of the University of Minnesota. (52 pages; ERIC Document Reproduction Service No. ED 332 463; cost varies by document)

Available From:
ERIC Document Reproduction Service
Cincinnati Bell Information Systems Federal (DYNCORP/EDRS)
7420 Fullerton Road
Suite 110
Springfield, VA 22153-2852
(800) 443-3742

Issues and Research in Special Education, Volume I
Gaylord-Ross, R. (Ed.). (1990).
New York: Teachers College Press.

This first volume of Issues and Research in Special Education, a new offshoot of the Teachers College Press Special Education Series, brings together some of today's leading authorities on special education to examine the latest issues and research in this expanding field. The series is designed to provide professionals with an overview of significant developments and theoretical advances in special education. Volume I identifies key areas currently attracting attention and offers the perspectives of prominent researchers in the field. Topics in this book include research methods in special education, integration of students with severe and profound disabilities, research in vocational special education, education and community integration experiences of deaf adolescents and young adults, and dynamic assessment. This book will serve as a reference tool for teacher educators, researchers, professionals, and graduate students. (448 pages, $58.95)

Address:
Sue Heim
Teachers College Press
P.O. Box 20
Williston, VT 05495-0020
(802) 878-0315 in VT
(800) 488-2665
Fax: (802) 864-7626

LRE and the Placement of Students with Severe Disabilities. The Journal of the Association for Persons with Severe Handicaps, 17(3)
Haring, K., Farron-Davis, F., Goetz, L., Karasoff, P., Sailor, W., & Zeph, L. (1992).
Seattle, WA: The Association for Persons with Severe Handicaps.

In order to more closely identify and analyze factors that might influence national monitoring and reporting of LRE issues, this study examined the variability between states in the placement of students with severe disabilities in integrated or segregated settings. Three states, which represented urban, suburban, and rural population bases, participated in a survey requesting information on the number of and the educational placement of students with severe disabilities. Results from the study indicated that the means states utilize to obtain child count data for reporting under Section 618 of the Education for All Handicapped Children Act are not sufficient to meet present informational needs. (9 pages)

Address:
The Association for Persons with Severe Handicaps
29 W. Susquehanna Avenue, Suite 210
Baltimore, MD 21204
(410) 828-8274

A National Survey of Mainstreamed Hearing Impaired High School Sophomores. Journal of Rehabilitation, 51(1)
Gregory, J. F., Shanahan, T., & Walberg, H. J. (1985, January/ February/March).
Alexandria, VA: National Rehabilitation Association.

After the collection of data from high school sophomores with hearing impairment and their peers with normal hearing on demographic characteristics, academic achievement, and indices of motivation, contrasts between the two groups were evidenced in demographics. The students with hearing impairment tended to be a little older and also had a higher incidence of Hispanic background than the normal hearing group. Results from the survey showed statistically significant differences In the academic achievement of the students. The results revealed that the students with hearing impairment had an academic disadvantage. Results on the indices of motivation were somewhat mixed. Both groups reported taking essentially the same coursework and watched approximately the same amount of television. A difference between the two groups was found with the students with hearing impairment indicating that they did less homework and had less ambition for future plans. (4 pages)

Address:
National Rehabilitation Association
633 S. Washington Street
Alexandria, VA 22314
(703) 836-0850

Promoting Inclusion for All Students with Disabilities
Boundy, K. B. (1992, October).
Cambridge, MA: Center for Law and Education.

Despite federal provisions, children with disabilities have been isolated, provided less than meaningful alternatives, and denied equal educational opportunities. This paper outlines the barriers to full inclusion experienced by students with disabilities and the legal basis for establishing the rights of students with disabilities to be educated with their nondisabled peers. The author also suggests questions and strategies for advocates to consider to challenge exclusion or denial of full inclusion. (17 pages, $5.00)

Address:
Center for Law and Education
197 Friend Street
9th Floor
Boston, MA 02114
(617) 371-1166

Restructuring for Caring and Effective Education:
An Administrative Guide to Creating Heterogeneous Schools
Villa, R. A., Thousand, J. S., Stainback, W., & Stainback, S. (Eds.). (1992).
Baltimore, MD: Paul H. Brookes Publishing Co.

Restructuring schools to serve diverse students is a difficult process. It involves a "marriage" between two separate entities: regular and special education. The authors advocate this marriage and a rationale for restructuring towards heterogeneous schooling. This book assists schools in mapping a new direction for educational change. It also offers advice for forging the union and making it successful. The main focuses are on children with handicaps and mainstreaming. (362 pages; $30.00, plus shipping and handling)

Address:
Paul H. Brookes Publishing Co.
P.O. Box 10624
Baltimore, MD 21285-0624
(410) 337-9580
(800) 638-3775
Fax: (410) 337-8539

Their Senior Year: Family and Service Provider Perspectives on the Transition from School to Adult Life for Young Adults with Disabilities. The Journal of the Association for Persons with Severe Handicaps, 19(1)
Gallivan-Fenlon, A. (1994, Spring).
Seattle, WA: The Association for Persons with Severe Handicaps.

The purpose of this research was to obtain information on the transition process from school to adult life for students with disabilities. From the data gathered on 11 students with disabilities, the following eight themes emerged: (1) differing future expectations for young adults with disabilities; (2) inconsistent implementation of special education curricula and lack of inclusive educational practices; (3) lack of transition-related knowledge; (4) hastily and poorly coordinated transition planning; (5) a prevalence of restrictive views on employment and community living opportunities for adults with disabilities; (6) low levels of family participation; (7) outcomes of unemployment and isolation for most young adult participants; and (8) significant benefits of supported employment and community inclusion. The article discusses implications from these themes and gives recommendations for service practices. (13 pages)

Address:
The Association for Persons with Severe Handicaps
29 W. Susquehanna Avenue, Suite 210
Baltimore, MD 21204
(410) 828-8274

PUBLICATIONS

Access and Equity

Ability Grouping, Aspirations, and Attainments: Evidence from the National Educational Longitudinal Study of 1988. The Journal of Negro Education, 62(3)
Braddock, J. H., & Dawkins, M. P. (1993, Summer).
Washington, DC: Howard University.

Many schools have failed in providing basic opportunities for the development of literacy, social skills, and values to their students especially to students of color. The objective of the article is to clarify the magnitude of the problem of African American and other students' maldistributions across tracks and ability groups, as well as to examine the link between tracking and students' educational aspirations and attainments. The authors address these issues by utilizing a national survey which analyzes recent trends in secondary-level tracking, discusses the implications of tracking for the educational aspirations of the middle grade and high school attainments, and considers alternative strategies schools can use to address problems of student diversity and to develop effective instructional strategies for heterogeneous classes. The findings have many policy implications for equity and excellence in American education. The authors urge for alternatives in the education system of America that are effective and innovative in responding to student diversity. (13 pages)

Address:
The Journal of Negro Education
2400 6th Street, NW
Howard University
Washington, DC 20059
(202) 806-6100

Access and Equity in Vocational Education (Trends and Issues Alerts)
ERIC Clearinghouse on Adult, Career, and Vocational Education. (1988).
Columbus, OH: Author.

In order to serve members of special needs groups successfully, vocational educators must create programs that are both accessible and equitable. To address this concern, this document begins with an overview of trends and issues in the area of access and equity in vocational education. The overview briefly addresses emphasis in federal vocational education legislation on support of increased vocational education opportunities for special target populations, lack of success to date in certain areas of access and equity, and the bases of future policy to support access and equity goals. A list of ERIC resources, other print resources, and organizations that provide information about access and equity are included. (2 pages; no charge; ERIC Document Reproduction Service No. ED 307 381)

Address:
ERIC Clearinghouse on Adult, Career, and Vocational Education
Ohio State University
1900 Kenny Road
Columbus, OH 43210-1090
(614) 292-4353
(800) 848-4815

Access to and Use of Vocational Education in Teen Parent Programs
Zellman, G. L., Feifer, C., & Hirsch, A. E. (1992, August).
Berkeley: National Center for Research In Vocational Education, University of California at Berkeley.

What role does vocational education have in programs for pregnant and parenting teens? What role should it have? Until recently, most programs for these groups have seldom offered vocational education to enrollees. This report examines the range of vocational education opportunities available to young mothers in teen parent programs; explores the degree of access to these opportunities; examines vocational education use; and assesses the likely impact of the Family Support Act on teen parents and on the programs that serve them. Discussions within the report address the issues and dilemmas that underlie reduced use and utility of vocational education in programs for pregnant and parenting teens. Considerations to be discussed by program planners and vocational educators serving these groups are identified. (MDS-152, 92 pages, $6.50)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Access to Post-Secondary Education: A Faculty Handbook (Rev. Ed.)
Kercher, P., & Parisot, A. (1989).
Great Falls, MT: Great Falls Vocational-Technical Center.

Developed by Project ACCESS staff, this handbook was designed to assist faculty who teach at the postsecondary level to better understand and make academic accommodations for students with disabilities, thereby improving their chances for success and maximizing their educational opportunities. This handbook suggests adjustments which can be made in the environment or in teaching styles to accommodate specialized needs without affecting academic integrity. The information in this handbook should help eliminate barriers to learning and serve as a general guide for maximizing educational opportunities. (38 pages, $5.00)

Address:
Montana State University
College of Technology
2100 16th Avenue South
Great Falls, MT 59405
(406) 771-7140

Annotated Resource List: Women and Girls in Vocational Education
Technical Assistance for Special Populations Program. (1992, October).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 contains a number of provisions designed to improve the academic and economic outcomes of women and girls in vocational education. This listing is designed to support efforts to improve the access of women and girls to high quality vocational education programs. (MDS-478, 25 pages, $2.25)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Blueprints for Indian Education: Research and Development Needs for the 1990S
Cahape, P. (1993, March).
Charleston, WV: ERIC/CRESS, Appalachia Educational Laboratory.

Two landmark efforts to describe the condition of American Indian and Alaska Native education nationwide and to call for specific solutions took place in the early 1990s. These efforts were (1) the Indian Nations At Risk Task Force (INARTF) and (2) the White House Conference on Indian Education (WHCIE). The work of the INARTF and WHCIE resulted with many clear directives to improve American Indian and Alaskan Native education. This Digest is the first in a planned series that presents the findings of the Task Force and Conference. It synthesizes research, development, evaluation, and dissemination needs related to American Indian and Alaska Native education. (2 pages, no charge)

Address:
ERIC/CRESS
Appalachia Educational Laboratory
P.O. Box 1348
Charleston, WV 25325

Decisions in Sequence: How to Make Placements in the Least Restrictive Environment. EDLAW Briefing Paper, 2(9-10)
Champagne, J. F., & Rosenfeld, S. J. (1993, March-April).
Potomac, MD: EDLAW, Inc.

This EDLAW Briefing Paper addresses both the problem of what constitutes placement in the least restrictive environment and how that placement is to be realized in a manner that is sound both conceptually and legally, while providing a methodology that can be easily implemented. After providing definitions of terms associated with the least restrictive environment, the primary discussion examines the factors affecting placement decisions and proposes a model for making decisions that conform with what the law requires. In addition, the model is tested against case law; this analysis is presented separately in the boxed text that appears on each page. Requests for permission to reprint and distribute this issue are encouraged and will be treated liberally. (17 pages)

Address:
EDLAW, Inc.
P.O. Box 59105
Potomac, MD 20859-9105
(301) 983-2543

Educational Programs and Achievements of Secondary Special Education Students: Findings from the National Longitudinal Transition Study
Wagner, M., & Shaver, D. M. (1989, March).
Menlo Park, CA: SRI International.

In 1983, Congress mandated that the U.S. Department of Education conduct a national study of youth in the years of transition from secondary school to adult living. This study addresses three major questions: (1) what educational programs and other services are provided to secondary special education students, (2) how well secondary special education students do in school, and (3) what student characteristics are related to school performance. The findings reported offer some new information regarding school programs of secondary youth with disabilities. While schools were the primary provider of services such as speech therapy, personal counseling, and occupational therapy for secondary special education students, more than half of the students received none of the services investigated as adjuncts to their special education instructional program. New insights on school achievement are also discussed. (43 pages, $5.00)

Address:
SRI International
Social Sciences BS178
333 Ravenswood Avenue
Menlo Park, CA 94025-3493
(415) 859-5109

Ensuring Quality School-to-Work Opportunities for Young Women
Milgram, D., & Watkins, K. (1994, March).
Washington, DC: Wider Opportunities for Women.

Results from a study conducted in 1993 by Wider Opportunities for Women (WOW) investigate how some of the U.S. Department of Labor's School-to-Work Transition demonstration sites were serving young women. WOW's findings show that new and supposedly "state-of-the-art" training continues to perpetuate sex bias and sex stereotyping that can result in continued wage disparities between men and women. However, WOW noted that young women can succeed in nontraditional school-to-work programs. The report features the success of the Manufacturing Technology Partnership in Flint, Michigan, a model nontraditional School-to-Work Transition demonstration site, in recruiting and retaining young women in automotive technology. WOW strongly recommends that legislative initiatives focusing on the training of women for nontraditional jobs be passed and actively implemented as part of School-to-Work Opportunities Act programs. (14 pages, no charge)

Address:
Wider Opportunities for Women
815 15th Street, NW
Suite 916
Washington, DC 20005
(202) 638-3143
Fax: (202) 638-4885

Factors That Affect Nontraditional Vocational Enrollment Among Women. Psychology of Women Quarterly, 9
Houser, B. B., & Garvey, C. (1985, March).
New York: Cambridge University Press.

Personality and external factors differentiate women who enter male-dominated vocational training programs from those who only consider entering such programs and from those who enter female-dominated programs. Four hundred seventy women who were enrolled in California vocational training programs, stratified on both social class and type of vocational training site, completed a self-administered questionnaire covering (1) demographic/family background, (2) social support/encouragement from others, (3) peer experience with nontraditional programs, and (4) personality and sex-role orientation. Results revealed that the student subgroups differed most significantly in the amount of support, encouragement, and discouragement they received from the important others in their lives. Nontraditional students differed from traditional students primarily in the support of female friends and family members. In addition, nontraditional students differed from those who only considered entering a nontraditional vocational program in the amount of encouragement from school personnel. Recommendations are made for steps that can be taken to foster equality of educational opportunity. (13 pages)

Address:
Cambridge University Press
40 W. 20th Street
New York, NY 10011
(800) 872-7423

Final Report, Volume V: Handicapped and Disadvantaged Students: Access to Quality Vocational Education
Hayward, B. J., & Wirt, J. G. (1989, August).
Washington, DC: U.S. Department of Education, National Assessment of Vocational Education.

This report describes the access of high school students who are disabled and academically disadvantaged to vocational education and analyzes the quality of the programs in which these students participate. Questions addressed include whether disabled and academically disadvantaged students have access to a full range of high-quality vocational programs, how demographic characteristics affect such access, and to what extent vocational programs and course-taking options differ across schools. It also contains implications of the findings for federal resources targeting. Recommendations include expansion of female disabled and disadvantaged students' enrollments in nontraditional programs; increased participation in cooperative education; emphasis on expanding placement activities; targeting of funds for schools with high concentrations of special needs students; and the availability of occupationally specific programs in area vocational schools, particularly for female and minority students. (100 pages, no charge)

Available From:
ERIC Document Reproduction Service
Cincinnati Bell Information Systems Federal (DYNCORP/EDRS)
7420 Fullerton Road
Suite 110
Springfield, VA 22153-2852
(703) 440-1400

The Growing Need for Quality Vocational Education Programs for Individuals with Limited English Proficiency (LEP), (TASPP Brief, 1(4)
Coyle-Williams, M. A. (1989, December).
Champaign: University of Illinois, National Center for Research in Vocational Education, Technical Assistance for Special Populations Program.

A significant and increasing number of Americans speak a language other than English at home. It is crucial that vocational education programs are capable of meeting the needs of these individuals. This BRIEF highlights recent research related to LEP individuals in vocational education. The following topics are reviewed: educational and economic correlates of limited English proficiency, problems encountered by members of this minority group in trying to access vocational education programs, the components of exemplary vocational programs for LEP individuals, and research needs. (4 pages, no charge)

Address:
National Center for Research in Vocational Education
Office of Special Populations
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807

A Guide to Occupational Education for Students with Handicapping Conditions
University of the State of New York, The State Education Department. (1990, September).
Albany: Author.

It is necessary to provide information to special education and occupational education administrators and teachers that will help them better serve students with disabilities in occupational education programs. Included in the guide are definitions of various disabilities and occupational education. Descriptions of an assessment model, a two-stage process for developing an Individualized Education Plan (IEP), and the education continuum are included along with suggestions for coordination of special education, occupational education, and vocational rehabilitation. (18 pages, no charge)

Address:
Office for Education of Children with Handicapping Conditions
Division of Program Development
Education Building Annex, Room 1073
Albany, NY 12234

HEATH Resource Directory, 1991
Davie, A. R. (Ed.). (1991).
Washington, DC: HEATH Resource Center.

This biannual directory contains updated annotations about more than 150 national organizations useful to those concerned about postsecondary education and disability issues. Topics include advocacy, access, and awareness; community integration; disability-specific organizations; funding; legal assistance; and technology. Contact information is included for the Regional Technical Assistance Offices of the Office of Civil Rights. A toll-free listing of resources concludes the directory. (35 pages, no charge)

Address:
HEATH Resource Center
One Dupont Circle
Suite 800
Washington, DC 20036-1193
(202) 939-9320
(800) 544-3284

Immigrant Students: Their Legal Right of Access to Public Schools: A Guide for Advocates and Educators
Carrera, Esq., J. W. (1989).
Boston: National Coalition of Advocates for Students, The Immigrant Student Program.

The manual addresses prohibited and recommended Plyler (the Supreme Court ruling on the right of access of immigrant children to public schools) right of access practices for educators, advocates, and school lawyers. The first section outlines prohibited and recommended everyday school practices. The second section addresses the Plyler right of access and the legal reasoning behind it. The role that parents and community members need to play to ensure that schools abide by and respect the Plyler rights of immigrant students is also discussed in the third section. Included also are supplements pertaining to legal information affecting nonimmigrant students in the U.S. and regulations and policy statements which may serve as models for advocates in other school districts. (51 pages, $12.00)

Address:
National Coalition of Advocates for Students
100 Boylston Street
Suite 737
Boston, MA 02116
(617) 357-8507

Issues in Vocational Education for Special Populations in Rural Areas, (TASPP Brief, 2(2)
Rojewski, J. W. (1990, October).
Champaign: National Center for Research in Vocational Education, Technical Assistance for Special Populations Program, University of Illinois.

Some of the problems which practitioners face when serving students with special needs in rural vocational education programs are identified in this BRIEF. The following solutions which have been proposed to eliminate these barriers are examined: educational cooperatives, administrative action, use of available technology, entrepreneurship, school/business partnerships, and mobile facilities units. (6 pages, no charge, ERIC Document Reproduction Service No. ED 326 630)

Address:
National Center for Research in Vocational Education
Office of Special Populations
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807

Manual for Accessibility, Conference, Meeting, and Lodging Facilities as Adopted by the National Rehabilitation Association (Rev. Ed.)
National Rehabilitation Association. (1988).
Alexandria, VA: Author.

A significant percentage of our population has difficulty accessing the environment due to permanent or temporary disabilities, and there is widespread misunderstanding about what constitutes minimum standards of accessibility. This illustrated manual describes the National Rehabilitation Association's criteria used in selecting meeting sites and making meetings accessible to people with disabilities. The manual also serves as an orientation and training resource within the Association and for use with business and industry, especially with hotels, convention centers, and restaurants. It includes survey forms designed to be used to evaluate accessibility. (30 pages, $75.00)

Address:
National Rehabilitation Association
633 S. Washington Street
Alexandria, VA 22314
(703) 836-0850 Voice
(703) 836-0852 TDD

A Model to Improve the Quality and Quantity of Minority Student Participation in Vocational-Technical Education Programs
Illinois State Board of Education, Department of Adult, Vocational and Technical Education. (Comp). (1991, October).
Springfield: Illinois State Board of Education.