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Reviews the role of the Council for Exceptional Children's (CEC) Teacher Education Division (TED) in improving the opportunities available to children with diverse needs and characteristics and in changing societal views of individuals with diverse needs. Also addresses the future role of CEC in developing and maintaining appropriate teacher preparation programs. (CR)

The authors warn against placing too heavy a burden of responsibility on building-level administrators for service delivery approaches tailored to the individual needs of all students. Given the goal of meeting individual needs through combining regular and special education resources, there is no reason for maintaining a dual system. (JW)

The authors provide information on how school personnel can help provide both opportunities for intergroup relationships and strategies for creating rewarding social interactions between severely handicapped and nonhandicapped students. (SW)

With A Little Help From My Friends The video With a Little Help From My Friends present says the schools can help all students become equal, respected, and cared about [...]

Guidelines are provided that assist parents to help their children establish a study schedule and study goals, to promote studying for understanding, and to recognize achievements. Several techniques for studying reading assignments are outlined. (IAH)

Research has shown that mainstreaming for students with mild handicaps can be successful, if regular classroom teachers are able to modify or adapt their instruction to meet a wide range of students' needs. However, most teachers feel that it is difficult for them to do this within the current structure of regular education. In this article, the authors examine some of the underlying problems in the current organizational structure of the schools that hinder regular classroom teachers from being able to adapt their instruction to meet diverse student needs and suggest a framework for finding a solution. [ABSTRACT FROM AUTHOR]

The article presents a response to the comments of Robert Simpson and Ronald Eaves on quantitative and qualitative research. It questions the underlying rationales and knowledge bases used to support their assumptions. It addresses the misinformation on the commentary compared to the original article. It argues that quantitative research is not the only way to do researches but other methods must be pursued to broaden perspectives and incorporate the strength of these approaches in search for knowledge.