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The application of noncategorical special education in two states and categorical special education in two companion states was considered, with a focus on program practices and procedures. The effects of grade level, disability severity, and school district size on state and local implementation of the noncategorical approach were examined, and case study methodology in policy issues is analyzed. (SW)

This commentary offers authors' reflections on their case-study approach to examining the application of categorical and noncategorical special education (EC 612 095). The reflections address why the authors decided to study this issue, how case study methodology assisted in the study, and implications of the study. (SW)

This special issue introduction identifies major issues in educating students with attention deficit disorder, including the definition of attention deficit disorder, congressional actions, and Department of Education actions. It also previews articles in the special issue and considers the leadership role of the federal Office of Special Education Programs regarding attention deficit disorder. (DB)

This article describes the instruments and methods used to assess the prima characteristics that define attention deficit disorder (ADD) for the purpose of identification. Issu in the assessment of ADD for educational purposes include identifying co-occurring disabilities, defining the severity of ADD, and determining the pervasiveness and situational nature of the behavioral symptoms. The focus of the discussion is on what constitutes a comprehensive assessment of ADD for educational purposes and what additional work needs to be done in this area., * In this article, we (1) briefly review existing literature and practices regarding the assessment and identification of children with attention deficit disorder (ADD), and (2) discuss this literature in [...]

The paper presents the concept of policy analysis, as distinct from policy advocacy, in light of recent proposals to restructure present special and regular education practice with mildly handicapped students. A comprehensive policy analysis to clarify the objectives of the Regular Education Initiative is recommended to assess its impact. (Author/DB)

The paper examines policy issues associated with proposals by proponents of the Regular Education Initiative to reform special education practice by creating a more integrated system of general education that better serves mildly handicapped students. Additional research and policy analysis are recommended. (Author/DB)

The study was conducted to describe the nature and extent of involvement experienced by 36 parents of learning disabled (LD) children compared to that by 38 parents of nonLD children in the primary mainstream classrooms. (SW)

Presents views on collecting case studies on the application of categorical and noncategorical special education. Reasons for interest in categorical and noncategorical special education; Application of the case study research methodology; Factors influencing the analysis of the study.

Presents case studies on the application of categorical and noncategorical special education in the U.S. Focus on primary qualitative methods and procedures; Advantages and limitations of the case study methodology; Application in study policy issues.