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Professionals who provide health and related supports and services to children with disabilities in educational programs and community settings must practice in an evidence-based manner to ensure children and families receive the highest quality care. Vermont's Interdisciplinary Journal Club provides a successful approach to supporting professional development of rural professionals through a variety of knowledge translation activities, including: (a) building relationships and communities integral to the sharing and application of current knowledge; (b) overcoming barriers of time, distance and various levels of research skill; and (c) collaboratively identifying topics of interest and discussion that include skilled interpretation of research and experiential knowledge of stakeholders. This article describes the structure, processes and evaluation strategies of the Journal Club. Challenges identified over three years of implementation and related solutions may be helpful for groups who are interested in initiating a similar knowledge translation activity for rural interdisciplinary professionals on a regional or statewide level. (Contains 1 figure and 3 tables.)

Surveys, interviews, and observations were carried out at six remote Alaska village schools to explore perceptions and experiences of teachers and aides related to inclusionary practices for students with disabilities. Findings focus on personal stories affecting participants' perceptions, barriers and supports for inclusionary practices, and the fit between special education practices and Alaska Native cultural values. (Contains 24 references.) (SV)

This study of 14 special education professionals from minority groups revealed their perceptions on cultural sensitivity in family interviewing. Recommendations for improving interviews include increasing knowledge about other cultures; examining cultural biases; allowing sufficient time for interviews; providing a family focus; and considering time, place, and language needs. (CR)

This article reviews definitions of quality of life; explores the subjective nature of life quality for people with disabilities; relates the concept to cultural norms and universal human values and needs; explores the optimal theory of personal well-being; and surveys the source and use of research and implications for planning and evaluating services. (Author/JDD)

Describes characteristics of individualized education programs (IEPs) of 46 students from nine different states in kindergarten through Grade 12 who have multiple disabilities and receive all or part of their education in general education classes. Identification of themes that highlight problematic characteristics of IEPs.

ABSTRACT: In an attempt to determine the extent to which crisis centers meet the needs of black communities, questionnaires were sent to 12 centers. Responses were received from six. Only two centers, in Nashville and Washington, D.C., had statistics of callers identified by race. The findings from these two centers indicate that there are differences between the white and black callers with regard to age, marital status, and type of problem. As an example, the typical black male caller was older and more concerned about his job and financial problems than were white males. This kind of information suggests a need for expanded services within the crisis center framework, possibly for a more preventive approach. More data gathering concerning the black community using crisis centers is urged in order better to identify the needs of this population and the methods to be used for meeting those needs. [ABSTRACT FROM AUTHOR]

Focuses on the problem of spouse abuse in the African America community. Intervention programs to reduce domestic violence; Providing counseling programs for Afro-American males; Focus on the education in conflict resolution; Characteristics of batterers.