The primary objective of this mixed methods study was to identify educators’ professional development needs to determine how best to support them in providing quality programming for children with Autism Spectrum Disorders (ASD) within an inclusive educational system. Information was collected through focus groups with key school board informants (n = 33) and a survey of educators (n = 225). The results indicate that educators have found it difficult to meet the wide-ranging and varying needs of children with ASD within a strictly defined model of inclusive education. Educators consistently emphasized the need for multileveled and multipronged professional development that is accessible in a timely fashion and available as needs arise. The need for educational programs that work for children with ASD being taught within inclusive education settings is highlighted.

The area of communication with its multistrand, interdisciplinary webbing presents a challenge to the bibliographer seeking to develop a collection. Describes a project at the University of Alabama in which a subject‐special policy was written to address the complex issues involved in collection, the format selected for use and the collegial working relationship between representatives from the College of Communication and the university subject bibliographer. Details the outcome of this investigation along with a description of the policy which outlines parameters for six fields of study — advertising, public relations, telecommunication, film, speech communication, and journalism.

Two national surveys of personnel preparation programs in the education of the hearing impaired were conducted to determine teacher educators' opinions on the preparation of teachers to serve learning disabled and socialiy/emotionally disturbed hearing impaired students. Most teacher educators reported a need to. modify existing curricula in personnel preparation programs in order to better prepare teachers to meet the needs of hearing impaired students who have mild secondary handicapping conditions. However, few suggestions for curricular modification were offered.Approximately one fifth of the students who are in classes or programs for the hearing impaired exhibit one or more additional handicaps (Craig & Craig, 1988, p. 134). The majority of hearing impaired students who have additional handicaps have secondary handicaps that are mild rather than severe, such as a mild learning disability or mild social/emotional disturbance.The results of a survey of teacher education programs in the education of the hearing impaired indicated that teacher educators are aware of the increased number of multihandicapping hearing (MHHI) students and view the preparation of teachers of MHHI students as a critical issue (Israelite & Hammermeister, 198s). Many of the respondents to the survey indicated that clinical work with HHI udents was included as part of the preservice experience for teachers, but strategies for preparing teachers to serve specific categories of MHHi students, such as mild learning disabilities or social/emotional disturbances, were not addressed.The need for personnel preparation programs in the education of hearing impaired students to provide teachers with appropriate knowledge and experience for serving the school-age MHHI population is reflected in the revised standards of the Council on the Education of the Deaf (CED, 1985). In comparison to the previous standards, the revised standards are more detailed and specific with regard to the MHHI population. However, the differences in severity among MHHI students are not reflected in the standards. There is a need to respond to the segment of the MHHI population that exhibits mild secondary handicapping conditions. Two surveys of teacher educators who are affiliated with preparation programs for the education of the hearing impaired were conducted in order to determine the status of teacher preparation with regard to mild secondary handicaps. The first survey conat Oakland University on June 5, 2016 tes.sagepub.com Downloaded from

Describes a project at the University of Alabama conceived by the bibliographer for the College of Communication as a virtual center for Southern media in which scholars from various disciplines can engage in research in communication scholarship. Details the evolution of the idea from a grant idea for a physical facility to a cyber site for regional studies. Reports on the process a School of Library and Information Studies teaching assistant used in evaluating and compiling links in relation to a detailed outline of the communication field supplied by the bibliographer. Offers insights into online collection development (principles which guide selection and implications for Internet sources used to expand library horizons) as well as major considerations for design and construction of a useful Webpage for researchers. Theory and practice are combined in a new way of collection building which allows the extension of services across local, regional, national and transnational boundaries.