The purpose of this article is to examine the formal training of 205 principals in a variety of school districts in southern California. The data clearly define a need for increased training of principals in the area of special education during enrollment in preservice administration programs and while on the job. Preparation programs and school districts will find this information useful in establishing areas of training needs for their principals.

Innovative methods in teaching should be used in every college classroom to enhance student engagement, support any teaching environment and encourage inquiry among learners. Adults learn best by participation in relevant experiences and utilization of practical information. When adult students are active in their learning they are able to develop critical thinking skills, receive social support systems for the learning, and gain knowledge in an efficient way. The authors highlight several exemplary strategies for adult learners including, Think-Pair-Share, Tell -Help-Check, Give One, Get One, and the Immediate Feedback Assessment Test.

THIS YEAR thousands of students with mild disabilities will exit high school and face the demands of independent living, post secondary education programs, and ultimately, employment. To transition successfully into employment, a comprehensive supported employment and transition program is needed. Unfortunately, studies show many students with mild disabilities exit high school without training and services and, thus, are unemployed or employed part-time to a greater degree than their nondisabled peers Post-school and employment outcome studies of youth and young adults with disabilities indicate the need for services to promote employment and successful adult living. The Senate Subcommittee on Employment of the Handicapped Report (1986) revealed that 67% of all Americans with disabilities ages 16-64 were not working. Of those persons with disabilities who were working, 75 % were employed part-time. Of those persons with disabilities who were not working, 67 % said that they wanted to work. Within the school population, 50%-80%

This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.

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