Spencer J. Salend

Parental Perceptions of Inclusive Educational Placements

This article reviews the literature with respect to the perceptions and experiences of parents of children with and without disabilities concerning inclusive educational programs. The findings of the studies cited indicate that the attitudes and reactions of parents of children with and without disabilities toward inclusive educational programs appear to be varied, complex, and multidimensional, and affected by a variety of interacting variables. The implications of the findings for the development and implementation of inclusive educational programs as well as the limitations of the studies cited are discussed.

A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation

Reasons for the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education are multifaceted and shaped by the cultural experiences of students and professionals. With this perspective in mind, this article presents a comprehensive approach to identifying and addressing issues of disproportionate representation. Specifically, a list of questions that can be used to examine the extent to which issues and factors of disproportionality exist in schools is presented as well as strategies to address the needs of students from culturally and linguistically diverse backgrounds.

Cooperative Teaching The Voices of Two Teachers

One approach for educating students with disabilities in general education settings is cooperative teaching. Through use of an open-ended, non-directed dialogue journal maintained by two teachers of their perceptions as a cooperative teaching team, this article examined their perspectives and experiences, and the evolution of their relationship. The factors that contributed to the development of their relationship and implications of the findings for teachers, administrators, and teacher trainers are discussed.

Individualizing the Good Behavior Game Across Type and Frequency of Behavior with Emotionally Disturbed Adolescents

The effects of the Good Behavior Game (GBG) individualized across type and frequency of behavior were examined in three classes of severely behaviorally disordered students using a reversal design. The findings showed that the individualized GBG was effective in simultaneously decreasing a variety of inappropriate behaviors exhibited by the three classes, including inappropriate verbalizations, touching, negative comments, cursing, and drumming. Teacher and student satisfaction data indicated that both groups had positive reactions to the individualized GBG. Reasons for the success of the technique are discussed.

Effects of Peer-Previewing on LD Students' Oral Reading Skills

The effects of a peer-previewing system on the oral reading skills of three LD students were examined using a multiple-baseline design across subjects. Results indicated that peer-previewing led to a marked decrease in the oral reading errors of all subjects. Reasons for the effectiveness of the procedure as well as its advantages are presented.

Evaluating - Cooperative Teaching Teams

Many schools are using cooperative teaching arrangements as part of their efforts to implement inclusion programs. This article provides guidelines and strategies that can be employed to examine the experiences and perceptions of cooperative teaching teams, to validate successful collaborative practices, and to identify those practices in need of revision.

Therapy outcome research. Threats to treatment integrity.

Integrity of treatment refers to the extent to which the intervention conditions in an experiment are implemented as intended. Therapist and subject integrity of treatment violations can influence the results of therapy outcome research. This article identifies potential integrity of treatment transgressions in behaviorally oriented research and offers guidelines to minimize potential integrity of treatment violations.

Working with Families: A Cross-Cultural Perspective

Research indicates that when educators involve them in the educational process, parents can be instrumental in promoting their childrens academic and social progress. Most strategies and programs to solicit parental involvement have been designed to serve families who are English speaking, have sufficient economic resources, and possess cultural perspectives that allow them to feel comfortable with and participate in the special education decision-making process. However, demographic data indicate that schools are serving, and will continue to serve, a growing number of students and families from diverse cultural and linguistic backgrounds who may not respond to traditional methods for establishing family/school partnerships. The purpose of this article is to identify some of the cultural, linguistic, and economic factors educators should consider in designing services that are relevant to the unique needs of families of culturally and linguistically diverse exceptional children. Additionally, strategies for involving these families in educational programs are suggested.

Using the Internet To Improve Homework Communication and Completion.

As part of her efforts to prepare her students for the state tests, Ms. Anderson, an English teacher, increased her use of homework assignments. However, despite frequent reminders to her students, she was disappointed by their inconsistency in completing their homework. To remedy the situation, she decided to send a letter to her students’ families explaining the importance of homework and asking them to make sure that their children completed their homework.

Factors Contributing to the Development of Successful Mainstreaming Programs

Some specific guidelines and procedures for developing and implementing successful mainstreaming programs are provided. Factors discussed include: developing criteria for mainstreaming; preparing handicapped students; preparing nonhandicapped students; promoting communication among educators; evaluating student progress; and providing inservice training.