Bruno J. D'Alonzo

Career Development for Students with Disabilities in Elementary Schools: A Position Statement of the Division on Career Development.

GARY M. CLARK is Professor in the Department of Special Education, University of Kansas; BETTY CLARK CARLSON is Coordinator of the Employment Specialist Program, University of Hawaii; SHERRILYN FISHER is Teacher Center Coordinator, Blue Valley School District, Overland Park, Kansas; IvA DEAN COOK is Professor at the West Virginia College of Graduate Studies; BRUNO J. D’ALONZO is Professor in the Department of Special Education/Communication Disorders, New Mexico State University.

Strategies for Developing Rural Transition Programs.

Transition is a process that can encompass the life-span of individuals with disabilities. Through the transition from high-school to community living and employment is critical for persons in rural areas, there are essential stages, such as prevocational training and the dissemination of career information, that should precede transition. Because limited resources can restrict prevocational training in rural areas, strategies for developing prevocational skills in school can be supplemented with community and home-based activities. Strategies for disseminating information about careers and employment in rural areas and philosophies which can be the basis for organizing transition programs are reviewed as well.

Inclusion in Rural and Urban Classrooms in New Mexico.

The New Mexico Department of Education has recommended that New Mexico schools work toward full inclusion in the classroom. All students regardless of disabilities will be included in the regular classroom to the maximum extent possible. The authors of this article address current inclusion practices in special education. The legislature, professional educators, and parent support groups are continually working to develop better methods for teaching students with disabilities. Special education is currently undergoing major changes related to the least restrictive educational placement. At the forefront of educating students with disabilities is the full inclusion model of education. Proponents and opponents are divided regarding this controversial paradigm. The authors conducted a modified Delphi Survey and examined the pros and cons of full inclusion in one urban and two rural New Mexico communities. Educators responded to a survey instrument concerning the perceived benefits and problems of inclusion in their rural school districts.

Test Biases that Hamper Learners with Disabilities

Biases are extraneous features that can influence the validity of tests. For example, factors that affect the performance of learners from ethnic minorities constitute a cultural bias. Biases that can influence the test responses of students with disabilities can originate with experiences other than those that are culturally restricted. Such additional biases can be related to test content, instructional format, motivation or cognitive arousal, competition, and physical access to testing materials and response techniques. Opportunities for estimating the impact of test biases are discussed and recommendations for modifying an evaluation with biased tests are elaborated.

School Drop-Out Prevention: A Multifaceted Program for the Improvement of Adolescent Employability, Academic Achievement, and Personal Identity.

ACKNOWLEDGMENTS: The authors gratefully acknowledge: Harold LaBorde of the Coordinating and Development Corporation-Shreveport, LA; Jan Haworth of the Rapides Parish Police Jury-Alexandria, LA; and Major Charles Kelly of the Community Action Association, Inc.Farmerville, LA, all Directors of their respective Private Industry Councils. We would also like to thank Phillip Springer for his contribution to the data

A Historical Analysis of the Division on Career Development and Transition: Introspective and Retrospective Viewpoints.

IT WAS JANUARY 1955, and the Ohio State University football team was basking in the euphoria of an undefeated season, a national championship, and a 20-7 Rose Bowl win over the University of Southern California. I had just returned from California and was enrolled in Winter Quarter classes at Ohio State. A course taken during that quarter that changed my career focus was one in adaptive physical education. We were taught how to teach individuals with disabilities various physical education, athletic, recreation, and leisure skills. For example, we learned how to teach individuals with various limb impairments, to swim; those who were blind, archery; and individuals who used wheelchairs for mobility how to bowl. My first teaching job after graduation from Ohio State provided me with an opportunity to use the wonderful skills acquired in that adaptive physical education class. It set the stage for the pursuit of a career in the field of special education. Early in my career I was fortunate to have a range of teaching experiences from kindergarten through high school and in the community with adults. Although I very much enjoyed working with children, I preferred teaching adolescents and young adults.

Inclusion: Seeking educational excellence for students with disabilities

Abstract The authors of this article examine contemporary issues related to the inclusion of students with disabilities in typical education classrooms. The article begins with pertinent areas of the Individuals with Disabilities Education Act (IDEA) of 1990. Definitions of inclusion are provided, and position statements from various professional organizations are addressed. Other sections focus on issues related to inclusion and propose solutions that include cooperative learning and collaboration.

When Help Is Helpful: Parent and Helper Perspectives.

W form their relationships with the families they serve, many may discover that these families bring their own constellation of helpers to this encounter.’ If one asks a parent of a young child with disabilities, “Who has been helpful?’ one will find that helpers come from many sectors: family and friends, teachers and doctors, neighbors and strangers. Most early interventionists focus on forming partnerships with the family; some may eventually reach others within the constellation through personal acquaintance, awareness, or simply the act of helping When Help Is Helpful: Parent and Helper Perspectives

A Cumulative Author Index of the Journal Career Development for Exceptional Individuals 1978, 1(1), through 1995, 18(1)

Bruno J. D’Alonzo, Ph.D. is a Professor. Daryl Highsmith-Grazia, M.B.A. is a doctoral student, both are in the Department of Special Education/Communication Disorders at New Mexico State University in Las Cruces. This cumulative author index was developed as a service for the readership of Career Development For Exceptional Individuals. It was prepared as a resource for scholars wishing to access the 323 articles published in the first 18 volumes of this journal. The format of this index was developed to be used as a cross-reference of all authors to each citation. This indexing system will be more user friendly for literature searches. It is our intent that this bibliographic index will be of help to those of you wishing to access trends, issues, and research on education and training in career development and transition for exceptional individuals.