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This report describes activities and achievements of a project that developed and evaluated the Demand Writing Instructional Model (DWIM), a comprehensive writing program for students with learning disabilities (LD) and low-performing students from culturally and linguistically diverse backgrounds in inclusive general education classrooms. The DWIM incorporates such research-based instructional practices as learning strategies instruction, prewriting planning instruction, text-structure instruction, and a process approach to writing. Three fifth-grade classes received the DWIM program and were compared to two other fifth-grade classes. Program effectiveness data focused on writing measures related to improving students' writing performance on the statewide writing assessment. These included measures associated with writing strategies, holistic writing measures, other writing measures, writing-affect measures, and social validity. Students in the experimental group made significant gains from pre-test to post-test and in relation to the comparison groups. One experimental group earned mean scores within the satisfactory level on the statewide assessment. Although results for the experimental LD students were positive, there were no significant differences between experimental and comparison LD students on the statewide writing assessment. Eight appendices include a sample lesson plan, detailed scoring procedures, sample anchor papers, a sequence of instruction, and statistical data. (Contains approximately 120 references.) (DB)

This final report describes the activities and outcomes of a federally funded project designed to enable teachers of young children (ages 5-8) with mental retardation, cognitive disabilities and other developmental disabilities to teach problem solving and self-determination related skills in multiple districts across Texas and Kansas. The project provided teachers with information on a model of teaching they could use to develop curricula and instructional strategies to enhance skills like social problem solving and other social skills, self-awareness, self-knowledge, choice-making, decision-making and non-social problem solving skills, and goal setting attainment skills. Through the auspices of this model demonstration project, project staff were able to develop the"Self-Determination Learning Model of Instruction for Early Elementary-Age Students," evaluate its efficacy, develop user-friendly teacher and parent guides to implementing the model, and widely disseminate information on the model. The project's activities showed conclusively that teachers can implement this instructional model to teach problem-solving skills and promote self-determination. Four appendices include (1) Goals and Objectives; (2) Teacher's Guide to the Self-Determined Learning Model of Instruction; (3) a Parent's Guide; and (4) journal articles and other information. (Author/SG)

The Road to Success (RtS) program was designed to introduce hard-to-employ adults with learning disabilities and other cognitive barriers to ways of learning that are will enable them to learn the skills and knowledge they will need as employees and in their everyday lives. Originally developed to serve welfare recipients in Kansas, RtS was eventually expanded to serve all clients of the Kansas Department of Social and Rehabilitation Services. The RtS curriculum, which was delivered in 6-week workshops by community college instructors, was based on a cognitive model of adult learning, featuring techniques such as advance organizers, explicit description, verbal rehearsal, modeling, and specific feedback. In addition to teaching transferable learning strategies, the curriculum focused on the following "soft skills" so strongly supported by the employment sector: social skills, sense of community, self-determination, employability skills, and knowledge of employment rights and responsibilities. The program has proved highly successful. Sixty-three percent of RtS attendees successfully completed the workshop. Pretest/posttest data established that all participants made measurable gains in their sense of work ethic, self-sufficiency, positive attitude, and communication skills. Close collaboration between the RtS participants' case managers and their RtS instructors was deemed a key factor in the program's success. (Forty-six tables are included. Fourteen charts and a 22-item bibliography are appended.) (MN)

From the fall of 1998 through fall of 1999, visits to 9 community colleges in 3 states were conducted to investigate current practices regarding students with disabilities. Approximately 1 year later, 6 additional community colleges were visited in the same 3 states and similar data were collected. Through a series of interviews, questionnaires, and panel discussions, administrators, faculty members, staff, and students of these six colleges provided information on various components of their college environment. These components included recruitment of students with disabilities, the registration process, support services, accommodation procedures, student life, in-class experiences, and attitudes towards students with disabilities. Although staff at the colleges cited many benefits for recruiting students with disabilities, they also listed concerns, including a lack of financial resources. Students at most colleges noted that services for students with disabilities were crucial to their academic success. They reported living in a variety of housing environments and participating in various social activities. In general, students appreciated the difference in atmosphere between high school and college and were pleasantly surprised at how much assistance was available at community college. Students also reported that they were sufficiently prepared for college. The report includes data charts and evaluation instruments. (CR)

This Kids Count census brief is the first in a series to offer policymakers concise glimpses of Kansas' children and families. The brief's introduction notes significant changes in the child population during the past decade: approximately one-half of Kansas' child population is concentrated in five counties; the state's child population grew by 8 percent, but the relative proportion of children in the population remained stable; although many counties experienced a decline in the birth-to-age-5 population, many counties also experienced an increase in the oldest age group, 15-17; and the state's child population has seen an increase in the number of multi-racial children and rapid growth of the Hispanic population. The remaining sections of the brief detail each of the preceding findings, including state maps with all counties illustrating the data. The brief concludes with policy implications of the data in the areas of allocation of resources and social service delivery. (HTH)

This study evaluated differences in teacher and student perceptions about communication patterns within classrooms and the effect of a teacher-student communication system, the Learning Expressways System, on teacher-student communication. High school teachers who had or have had students with disabilities in their classes participated. In the first study, 17 teachers and students in 1 or 2 of the teachers' classes were surveyed using the Being Known Survey. This instrument required students to rate the teacher's behavior, and the teacher's version required teachers to rate their own behavior. In the second study, 6 teachers used the Learning Expressways System for 6 weeks in 1 of 2 randomly assigned classes. Results showed that teachers overestimated the connections they had made with their students, especially about problems. In the Learning Expressways style, students and teachers described some improvement in making connections after the system was implemented. Feedback from students and teachers suggested that the time interval for which the intervention was in use should have been longer than 6 weeks, and they recommended changes in the communication system. For example, they suggested that a number of conversation starters be designed that teachers could use to stimulate dialogues with students. Appended are: Student Being Known Questionnaire; Teacher Being Known Questionnaire; Being Known Questionnaire: Student versus Teacher Comparison; and Learning Expressways Feedback Survey. (Contains 17 references and 3 tables.) (Author/CR)

This study evaluated the effectiveness of intensive instruction in reading decoding skills with 9th graders at risk for school failure or with learning disabilities. Sixty-two students were identified as reading more one or more grade levels below ninth grade in each of two high schools. Subjects in one school were removed from their English classes for 4 to 8 weeks, during which they received intensive small-group instruction in the Word Identification Strategy, a learning strategy for decoding multisyllabic words. Students in the comparison school received traditional reading instruction in their English classes. Results of posttests revealed that students with learning disabilities in the experimental school (n=11) had gained an average of 3.9 grade levels in reading decoding skills. Matched students in the comparison school had made an average gain of 0.4 of a grade level. The whole group of experimental students had made an average gain of 3.4 grade levels in reading decoding skills compared with an average gain of 0.2 in the comparison school. Results indicate that intense strategy instruction within a relatively short period of time can boost students' decoding skills by several grade levels. (Contains 10 references, 3 figures, and 3 tables.) (Author/DB)

The tenth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study explored the use of a Question Exploration Routine as a means of enhancing the performance of students with disabilities in ninth-grade inclusive content classes. Participants were 134 students, with and without disabilities, recruited from 13 inclusive English classes of six teachers in three schools. Six classes were randomly assigned to the experimental condition; seven classes were randomly assigned to the control condition. Participating teachers and researchers selected two topics (prejudice and impetuous behavior) related to Shakespeare's "Romeo and Juliet" for which they expected students to acquire an understanding of critical main ideas. The experimental teachers presented all key points included in each lesson using the Question Exploration Routine. All students participated in a lesson on each of the two topics. Tests related to each lesson topic were administered to students on the following day. Students (both with and without disabilities) who were instructed using the Question Exploration Routine answered, on average, a higher percentage of multiple-choice questions and short-answer questions correctly than did students who received traditional instruction. (Contains 11 references, 5 figures, and 1 table.) (CR)

The eighth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined parents' perceptions of the educational program of their children with disabilities. Ten parents of students with disabilities participated in focus groups and provided their ideas and opinions in relation to five major questions. Parents also completed a survey that explored satisfaction with both special education and required academic courses and teachers. During the focus group meetings, parents reported school systems often seemed unfriendly and unresponsive to the needs of students with disabilities and that little differentiation of instruction was evident to assure quality of education for their students. Parents were interested in having their children acquire self-esteem, practical skills, and learning strategies. They wanted more and varied help for their students and more efficient communication about their students. They valued the special education services and classes. In general, urban parents indicated greater satisfaction on the surveys than did rural and suburban parents. Urban parents' mean ratings ranged between 5.1 and 5.9 on a 7-point scale; rural parents' ratings ranged between 2.6 and 5.4; and suburban parents' ratings ranged between 3.3 and 5.4. Data charts are included. (Author/CR)

The purpose of this study was to take an initial step toward developing sound and versatile predictive instruments (i.e., benchmark measures) in reading, writing, and math that can be used to assess high-school students' academic performance in a manner that will not only predict scores on high-stakes tests but will also be amenable to repeat administrations. Data were collected on 200 ninth-graders (6% with disabilities) enrolled in 8 math courses with a difficulty level ranging from remedial math to algebra. The sample for the reading benchmark assessment included 235 ninth-graders (33% were English language learners and 2% had disabilities), enrolled in 14 general education language arts courses. The sample for the writing benchmark assessment included 162 students, a subset of the reading sample. Results for the reading comprehension benchmark test indicated good levels of internal consistency. Additionally, variability in performance related to the sixth-grade reading passage was found to have the strongest predictive strength to overall performance variability on both SAT9 and HSEE reading sub-scales. For the mathematics benchmark test results, internal consistency estimates fell within an acceptable range. For the writing benchmark test, adequate levels of interrater reliability were established on the individual scoring criteria. (Contains 23 references and 7 tables.) (Author/CR)

This intervention study evaluated the effects of using two types of explicit instruction, curriculum maps and guided questions, compared with simple reviews or repetition to teach core curriculum content to high school students with learning disabilities in a group instruction format. A repeated measures research design was used with six groups of five students each who received each of the three interventions in differing sequences. A test, representing information from each of the three lessons, was administered as a pre-test and post-test. Analysis of results indicated that the use of the curriculum map enhanced learning for the students with learning disabilities more than the use of guiding questions, and the use of guiding questions enhanced learning more than simple reviews of repeated information. Results support the use of curriculum maps to make instruction more explicit by depicting the importance and structure of the content and then using these maps to lead and review learning through guided questioning. Lesson scripts, handouts, and the tests are appended and comprise the majority of the document's contents. (Contains 29 references.) (DB)

This report discusses the findings of a study that evaluated the effectiveness of a set of considerate interventions in closing the language arts achievement gap in general, and evaluated the effects of these interventions in complex classroom settings that serve large numbers of at-risk students who have disabilities and live in poverty. The intervention was structured around the six instructional design principles of considerate instruction. The differences obtained in posttest performance of the at-risk groups (n=50) remaining in the study approached significance on the Multi-Level Academic Survey Test of reading comprehension favoring the considerate treatment. The students with disabilities (n=29) in the considerate at-risk classroom improved at a faster rate than their at-risk colleagues on the New Jersey Test of Reasoning. Overall, the results indicated that less than 50 hours of considerate instruction was not sufficient to narrow the achievement gap. The attempt to drop students with disabilities into the standards-based considerate instruction, regardless of prerequisite skills, failed. The two groups of at-risk students who began the considerate intervention in middle school and continued into high school, moving into the standards-based considerate programs with necessary prerequisite skills, seemed closer to attaining the desired outcome. (Contains 20 references, 10 tables, and 3 figures.) (Author/CR)

The seventh in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined the high school context within which students with and without disabilities must succeed and the supports in place for assisting them. A questionnaire was administered to 70 high school teachers employed in three inclusive high schools in urban areas, 3 in suburban areas, and three in rural areas. Relative to SWDs, teachers indicated they frequently adapt curriculum and provide accommodations to improve learning and that teaching strategies related to "how to learn" were of equal importance to teaching content. Teachers reported smaller class size and more collaboration and communication with special education staff are changes needed to help SWDs meet educational standards. They reported spending between only 12 and 24 minutes per week in collaboration with special education teachers. Teachers believed that SWDs are more likely to be successful in life than students without disabilities who are low achieving. In addition, they are more interested in professional development activities that address the needs of low-achieving students without disabilities than activities focused on SWDs. Teachers indicated that goals/attitudes and skills/abilities were factors contributing to academic failure. (CR)

The fifth in a series of studies investigating the educational context and outcomes for high school students with disabilities, this study examined instruction provided in inclusive general education classes in three high schools in urban areas, three in suburban areas, and three in rural areas. Five ninth-grade classes, including biology, algebra, Spanish I, English, and social studies, were observed in each school. Observers used a time-sampling observation system to record the behaviors of the teachers and students with disabilities. General education teachers rated their satisfaction with aspects related to the education of students with disabilities in general education classes, such as their relationship with special education teachers, the outcomes produced, and their own performance in helping these students succeed. Results indicated that teachers were talking and students were listening a large majority of time in general education classes. No research-based programs and few instructional methods were being used, nor was technology being used to aid instruction. Almost no accommodations were being used for students with disabilities. General education teachers were not very satisfied with the way special education teachers are working with them on behalf of students with disabilities or their own performance. Student Observation Sheet and Teacher Observation Sheet are appended. (Contains 43 references, 21 tables, and 12 figures.) (Author/CR)

The sixth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study compared views of general education and special education administrators on the educational programs for SWDs and other at-risk students. Administrators in three high schools in urban areas, three in suburban areas, and three in rural areas were interviewed. Results indicated that general and special education administrators did not seem to hold coordinated views. First, there was no coordinated vision on how SWDs should be educated. In fact, when asked, they indicated SWDs who were expected to receive a standard diploma should not be educated differently from other students. At least half of the administrators indicated there had been no staff development experiences focusing on students with disabilities. In addition, there seemed to be no coordinated plan for creating future staff development experiences for the teachers. Finally, there seemed to be no structures in place for formally evaluating special education programs and their outcomes. When asked about the use of technology for educating students with disabilities, the administrators indicated that standard computers and standard software were available. The protocol is attached. (Author/CR)

The fourth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined types of courses in which SWDs are being enrolled, and the role perception of special education teachers. Twenty-one special education teachers from three high schools in urban areas, three in suburban areas, and three in rural areas participated. Results indicate teachers believed their most important role was to teach learning strategies to the students and to work with their general education teachers. They believed the students' greatest needs with regard to succeeding in general education classes were learning strategy instruction and homework assistance. When asked how they spend their time, they reported that they spend some time teaching learning strategies, and their estimated time in this activity ranged from about 15% to 90% of the time they spend on academic activities. Most of the schools did not seem to have a clear plan for giving SWDs real access to rigorous general education courses and for supporting their success in those courses, and only one program was utilizing research-based instructional programs and materials. Teachers indicated that they were not satisfied with student outcomes. (Contains 23 references.) (CR)

This report discusses the findings of a study that gathered descriptive information in the areas of salient student characteristics (e.g., gender, ethnicity, poverty, disability classification), level of participation in general education classes, current level of functioning, student outcomes (e.g., grade point average, performance on state or national exams), and satisfaction level of students with disabilities with their high school experiences. The study was conducted in nine public high schools. Three types of high schools were represented: urban, suburban, and rural in four states (Kansas, Washington, Oregon, and California). Data indicate 61% of the students with disabilities in the study were male, nearly 35% were minority students, and in rigorous core high school courses, 56% of the students with disabilities achieved grade point averages of D or F. On state or national achievement tests, the vast majority of students with disabilities received scores at or below the 20th percentile. One of the most significant findings in the study indicates students with disabilities were enrolled in only about 3.7% of potential core courses (i.e., rigorous general education classes) in which they could have been enrolled. (Contains 17 references.) (Author/CR)

This research report discusses findings from descriptive studies that investigated the context and outcomes of educational programs for students with disabilities who were expected to receive standard high-school diplomas. The nine high schools included three in urban areas, three in suburban areas, and three in rural areas. Principals, special education administrators and teachers, general educators, students, and parents supplied information through interviews and/or questionnaires. Special and general education teachers were observed as they were teaching and students with disabilities were observed as they were being taught. Data were gathered on the instructional methods and materials being used. Results indicated that in only one of the schools was there a vision, policies, and standard procedures for educating students with disabilities within the general education curriculum and this was the only school utilizing research-based methods to teach students the strategies they needed to succeed. This school received the highest satisfaction ratings from general education teachers and students with disabilities. Most of the other schools were educating students with disabilities within subject-area courses taught by special education teachers in the special education classroom or in low-track courses designed for low-achievers. Students were not achieving and had low grade-point averages. (Contains 10 references.) (Author/CR)

This study investigated the lives of adolescents with and without disabilities in nine high schools in urban, suburban, and rural areas in Kansas, Washington, Oregon, and California. It gathered information on key contextual factors and realities that adolescents confront throughout the day. In this investigation, 53 ninth-grade high school students, 26 with disabilities, were shadowed from the time they entered the school in the morning until they left in the afternoon. They were observed in both class and non-class activities. The data indicate the students with disabilities had frequent and positive interactions with their teachers and were generally engaged in a positive fashion within their classes. While interactions with peers tended to be positive, they were not as positive nor as frequent as with their teachers. In short, the students with disabilities seemed to be only somewhat a part of the social fabric of the high school setting. Academically, the students with disabilities were observed as being engaged in their classes, working on in-class assignments, and achieving positive outcomes in most classes. Of concern was the fact that the students with disabilities were assigned less homework than peers and few accommodations were made within general education settings. (Contains 12 references.) (Author/CR)

During the spring of 1999, visits to nine community colleges in three states were conducted to ascertain the status of students with disabilities in post-secondary education. Through a series of interviews, questionnaires, and panel discussions, administrators, faculty members, staff, and students of these colleges provided information on various components of their college environment. These components included recruitment of student with disabilities, the registration process, academic requirements, accommodation procedures, awareness of support services, student life, and attitudes towards students with disabilities. Recruitment of students with disabilities to community colleges was inconsistent across schools, and while many of the colleges had well-developed support services programs, the lack of communication about these programs sometimes hindered their success. Lack of accessible housing and transportation were problems, as well as the lack of training for faculty and staff outside of support services on the detection and assistance of students with disabilities. An intervention is urged to educate faculty, staff, and students about disabilities and remove negative attitudes and behaviors toward students with disabilities. The report includes data charts and evaluation instruments. (CR)

This final report and associated materials describe a 3-year research and demonstration project whose purpose was to provide adult educators and adults with disabilities with validated accommodations useful in instruction and assessment. These accommodations were intended to help individuals with disabilities understand their legal rights, meet their educational needs, and better function in employment and community settings. The three phases of the project involved: first, a descriptive phase involving a national survey of adult education programs, a state survey of enrollees, and a case study of one local program; second, the product development phase, which resulted in a procedural guide based on the Ecology of Human Performance model, and adult educator and learner handbooks; and, third, the field testing and dissemination phase, which involved field testing of the materials at 10 sites in 8 states. Appended are project technical reports, analysis of survey and interview results, and field test results. Also included are the materials developed by the project which include an implementation guide, the adult educator handbook of rights and responsibilities, the learner handbook, the procedural guide, a guide to self-advocacy, a compendium of materials, and duplication masters. (Contains 14 references.) (DB)

This report discusses the current nature, extent, and outcomes of accommodations for adults with disabilities in adult education programs. Information was gathered through a national survey of adult education programs, statewide interviews of adult education instructors, statewide interviews of adult learners with disabilities, literature reviews, panel meetings with adult education learners and adult educators, and meetings with experts in adult education, occupational therapy, disability rights, and other related fields. The report includes information on: (1) the rationale for accommodations; (2) the definition of accommodations; (3) entitlement to accommodations; (4) the nature of accommodations (includes a taxonomy of accommodations); (5) application of accommodations (discusses program accessibility/facility accommodations, auxiliary aids and services/communication accommodations, and modifications to policies, practices, and procedures); and (6) the outcomes of accommodations. Research results find that the majority of adult educators expressed a willingness to provide accommodations to adult learners with disabilities. Findings also indicated that many programs are already providing accommodations such as extra time, large print, and more structured assignments. However, respondents also cited a lack of resources, including informational resources on accommodations and legal issues, and time limits of staff, as barriers to providing effective accommodations to their students. (Contains 43 references.) (CR)

This report describes activities and accomplishments of a four-year project to develop a doctoral program at the University of Kansas Medical Center to prepare teacher educators, researchers, supervisors/managers, and clinicians in programs in either deafness or learning disabilities and in a combined deafness and learning disabilities program. Innovative aspects of the program centered on the merging of philosophies and service delivery approaches across the fields of deafness and learning disabilities. Theory and practice were explored to identify common and unique contributions of the two fields and content and experiences applicable to both fields were incorporated into core course work and practica. Stipends or teaching assistantships were provided to approximately 40 students. The project also provided support for students to travel to conferences. The project's most significant accomplishments were the leadership program's national reputation and its cooperative relationship with other agencies. Individual sections of the report address the project's purpose, objectives, and accomplishments. Appendices include the program design, performance objectives, the management plan, the evaluation plan, and the following reprints: "Some Thoughts on Models of Inclusion"; "Creating the 'Write' Environment for Young Deaf Children"; "Social Interaction: Assessment and Intervention with Regard to Students Who Are Deaf"; "Communication Tips for General Educators Teaching Children Who Are Deaf or Hard of Hearing"; "Classrooms, Communication, and Social Competence";"Basic Interpreting Strategies for Parents"; "Three PSE Studies: Implications for Educators"; "Parent Advocacy for the Nonexclusion of Students Who Are Deaf or Hard of Hearing"; "Deaf Culture for Hearing Families with Deaf or Hard of Hearing Children"; "Research-Based Language Intervention Strategies Adapted for Deaf and Hard of Hearing Children""Deaf Education in Rural/Remote Areas: Using Compressed/Interactive Television"; "In-Service Trends: General Education Teachers Working with Educational Interpreters" and "Essential Practices as Adults Read To Meet the Needs of Deaf or Hard of Hearing Students". (DB)

This paper describes a 2-year project to foster delivery of collaborative and integrated services to elementary students with disabilities or at risk. During the first year, 21 school-linked service providers from three school districts in Kansas were brought together to explore and implement patterns of collaborative, transdisciplinary planning and shared responsibilities. During Year 2, the project supported these service providers in implementing building-based school improvement plans that addressed issues such as collaborative problem solving of behavior management issues, parental involvement in the school community, and partnerships with community mental health agencies. Among the project's activities have been a seminar in interprofessional service integration, a field trip to two Communities-in-Schools sites, and technical assistance to participants in the design of interprofessional development plans. Project evaluation has indicated: (1) increased participant awareness of professions providing services to students; (2) participants' development of an interprofessional development plan related to each school's School Improvement Plan; and (3) use of information about gaps in participants' collaborative knowledge to improve the Teacher Education Program curriculum at the University of Kansas. Appended are the seminar syllabus and lists of strengths, weaknesses, opportunities, and challenges at each of the three sites. (Contains 17 references.) (DB)

A 1995 Kansas State Board of Education (KSBE) report investigated violence among students and the frequency of and basis for suspensions and expulsions among the state's student population. This paper presents findings of a study that examined educational stakeholders' perceptions of school suspension, expulsion, and violence in Kansas schools. Interviews were conducted with a total of 34 participants in 5 separate focus groups in 3 different Kansas cities. Each group consisted of secondary-level building administrators, directors of special education, parents, special-education staff, school psychologists, and community members. In general, the discussions confirmed KSBE's previous research findings. Although some of the participants were reluctant to admit that expulsion- and suspension-related problems existed, they agreed that students' misbehaviors were increasing. Students in special education were disproportionately represented in the number of students suspended or expelled. In addition, participants questioned the efficacy of suspension and expulsion practices. In a few schools, suspensions were a basis for initiating alternative educational services and placements. Nonviolent behaviors (that is, smoking, disobedience, and verbal threats) recurred more frequently than violent behavior and had profound effects. Violent acts were committed by a small segment of the student population that had a history of school-related problems, and occurred regardless of school district size or location. Finally, focusing only on violent acts fails to consider other safety and school-climate issues. A systemswide approach involving diverse stakeholders is needed to positively address these related problems. (Contains 1 table and 32 references.) (LMI)

The effects of an interactive multimedia program on teachers' understanding and implementation of an instructional innovation were examined. Fifty-eight preservice teachers and 10 inservice teachers participated and were randomly assigned to one of two teacher development programs. The first teacher development program, called the "Virtual Workshop," was a computer based, interactive multimedia program. The second teacher development program, called the "Actual Workshop," was a traditional, live presenter directed program. Results of the study indicate that compared to their pretest scores, the posttest scores earned by inservice and preservice teachers on the test of knowledge and understanding of the innovation significantly improved following participation in either workshop. Moreover, preservice and inservice teachers' satisfaction ratings of both workshops were favorable. Inservice teachers who participated in the workshops correctly performed a substantially greater number of the innovation's targeted behaviors after training than before training. The development cost of the Virtual Workshop was found to be nearly four times as expensive as the development cost of the Actual Workshop; however, the cost to implement the Virtual Workshop was less than the Actual Workshop. Overall, both workshops had similar, positive effects on both groups of teachers' understanding and implementation of the instructional innovation. (Contains 58 references.) (Author/CR)

A consortium of Kansas economic development service providers is building a web of virtual satellite offices that will demonstrate the delivery of economic development services in all areas of Kansas. These "offices" will use the Internet and a novel information delivery system to reach small and medium-sized businesses and individuals who need access to economic development information or other resources in Kansas. The system, the Kansas Integrated Commercialization Information Network (KICIN), uses the existing Information Network of Kansas as a delivery tool. Principal components of KICIN are the creation of the information sources for technology based on economic development, and the delivery of the information to the end user. Participants in KICIN, including universities, state agencies, and the existing network, and the roles they play are described. Three scenarios illustrate the use of KICIN by a farm implement dealer, a relocating corporation, and a small import business. (SLD)

This executive summary reviews activities over the past 5 years of the Kansas Early Childhood Research Institute (KECRI). The Institute has addressed transition issues faced by infants and young children (and their families) who have a disability or are at risk for developmental delay. KECRI goals are stated and the importance and impact of the Institute's research program are summarized. Principles of the KECRI Model of Transitions are noted. During this period KECRI conducted 11 research projects and an overarching continuing longitudinal study, trained 63 graduate students, disseminated findings at over 300 professional meetings and 200 pre-and inservice training sessions, and published almost 200 papers and chapters. Seven major research projects are summarized: (1) "Planning the Transition from the NICU (Neonatal Intensive Care Unit) to the Home" (Nancy E. Meck); (2) "Transitioning Preschool Children with Severe and Profound Multiple Disabilities from a Special Education Classroom Program into Mainstream Montessori Preschool and Child Care Programs (Barbara Thompson and Jane Wegner); (3) "Verbal Interactive Skills Training for Transitions" (Mabel L. Rice and Kim A. Wilcox); (4) "Programming Successful Classroom Transitions: Assessment of Children's Survival Skills and Classroom Requirements" (Judith J. Carta et al.); (5) "Promoting Successful Transition to the Primary Grades: Prediction of Reading Problems in Speech and Language Impaired Children" (Hugh W. Catts); (6) "Role of Professionals in Successful Transitions" (Winnie Dunn); and (7) "The Longitudinal Study of Families and Children in Transition" (Marion O'Brien et al.). (Contains 22 references.) (DB)

This final report describes research projects and other activities of the Kansas Early Childhood Research Institute (KECRI), a multi-investigator, cross-disciplinary Institute focusing on successful transitions for young (birth to age 8) children with disabilities or developmental delays. Interventions were developed, evaluated, and disseminated which focused on helping professionals from a variety of disciplines, family members, and children. Eleven individual research projects focused on issues concerning transition in infancy (hospital to home and infant services), the preschool years (home to preschool and specialized to integrated services and classrooms), and the primary grades (entry to public schools). An overarching longitudinal study is continuing. Dissemination of KECRI work has been by more than 200 published articles and almost 300 conference presentations. In this report, preliminary sections present an introduction and describe the Institute's mission, objectives, activities and administrative organization. Research project reports of five major projects are then presented and comprise the bulk of the report. Sections following the project reports include a product list and information on dissemination, training, personnel, and the Institute's impact. Individual project reports contain references. (DB)

The National High School Project was initiated to provide policy makers at the federal, state, and local levels with the information needed to design and evaluate the quality of special education programs serving youth with mild to moderate disabilities. This project report describes the results of a series of five surveys which examined multiple perspectives on the desired attributes of high school special education programs and staffs. An introductory section reviews literature on projected societal trends, the general education initiative in secondary-level special education programs, postsecondary transitions, regular education reforms, and teacher training. The five surveys, which examined the values of directors of special education, superintendents of schools, and preservice teacher trainers, and their impacts on special education programs and teaching staff are then detailed in five separate sections. These surveys addressed: (1) identification of attributes of successful high school special education programs, activities of quality special education programs, special education teacher attributes, and preservice teacher training activities; (2) ranking of the 15 most important program and staff attributes by experts in the field of special education; (3) weighting of 10 program attributes and 10 teacher attributes; (4) determination of the utility of program activities' impact on special education program attributes; and (5) identification of preservice training activities that have the greatest utility for developing a defined set of desired teacher attributes. A final section of the report reviews issues and trends and describes goals for model high school special education programs and for teacher education. Appendixes contain the survey forms. (Contains 123 references.) (JDD)