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This article addresses the teaching of disability history, specifically concerning the historical figure of Franklin Delano Roosevelt (FDR). Drawing upon literature from multicultural education, disability history and disability studies in education (DSE), the authors discuss historical content and teaching ideas for instruction about FDR. The authors present findings from a content analysis of six middle level and secondary United States history textbooks, noting unanimous coverage of FDR's disability resulting from polio. These textbooks noted how he overcame his disability and strengthened his character, referenced his decision to conceal his disability, and quoted FDR directly regarding his disability. The authors follow this analysis with discussion of several middle and high school teaching ideas that might augment textbook coverage and representation about FDR. This article explores how teachers of United States history might further develop their teaching of history through the inclusion of disability history within the context of a famous historical figure.

A growing body of evidence indicates that for some children, early incidences of challenging behaviors are predictors of later difficulties. These incidences of challenging behaviors may predict mental health issues, social adjustment issues and/or increased challenging behaviors that will impede school success and impact transition to adult life (Lipsey & Derzon, 1998; Wagner, Cometo & Newman, 2003; Walker, Ramsey & Gresham, 2005). This study seeks to explore the relationship between two commonly used assessments in early childhood settings, the Battelle Developmental Inventory (BDI) (given by caregivers/teachers) (Newborg, 2005) and the Child Behavior Checklist (CBC) (given by both parents and caregivers/teachers) (Achenbach, 2000). Two significant correlations that linked the use of the BDI and the CBC were found. Further research is needed with larger sample sizes. (Contains 1 table.) [This research was funded by a Leahy Faculty Research Grant.]

The purpose of this study was to evaluate the effects of a project designed to empower fathers to take a more active role in their child's academic literacy development. The fathers were parents of children enrolled in Early Head Start or Head Start programs. Data sources included transcribed interviews with fathers, the facilitator's journal, and field notes compiled by the researchers. Findings in three areas emerged from the data: the fathers became increasingly committed to the literacy development of their children; participants learned about and regularly engaged in a variety of emergent literacy activities with their children; and participants developed confidence in their roles as agents for change in their children's lives.

In January 2004 faculty from the University of Scranton traveled to Mexico to establish relationships with universities, clinic personnel, hospital personnel, school personnel, and parents in order to increase their understanding of the role disability play in that country. This interdisciplinary group of professionals in special education, occupational therapy, physical therapy and hospital administration, visited 17 university, government, and community-based agencies to gather data regarding the provision of healthcare, education and rehabilitation services to children with disabilities in Mexico. This article focuses on the role the family plays when they have a child with disabilities. Professionals and parents were interviewed and as in the United States the dichotomy between professional and parent are evident.