No abstract

Factors that contribute to the development of positive peer relationships between middle-school students with and without disabilities are investigated. Eight typically developing, seventh-grade boys participate in semi-structured interviews to discern their perspectives of the personal benefits or challenges associated with having social relationships with classmates who have disabilities. Data coding reveal five themes that relate to the formation of positive peer relationships: (a) perceived similarity in interests and ability, (b) the role of the adolescent without disabilities in the relationship, (c) amount of time spent together, (d) peer reactions towards students with disabilities, and (e) adult behavior towards students with disabilities. A theory of congruence and mutuality in peer relationships emerges from the data analysis to explain middle school relationships between students with and without disabilities.

This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.

This paper describes a study in the tradition of qualitative research (Biklen & Moseley, 1988; Bogdan & Biklen, 1992; Taylor & Bogdan, 1984) and examines the transition from school to adult-life process. This study employed methodology similar to other investigations that have described the nature of relationships between families and professionals (Ferguson, Ferguson, Jeanchild, Olson, & Lucyshyn, 1993) and investigated the transition process from the perspective of those who experience it (Ferguson, Ferguson, & Jones, 1988; Zetlin & Hosseini, 1989; Zetlin & Turner, 1985). Results indicate that parents of students who are involved in the transition process have a vision for the future of their child. They measure the quality of school services, the potential for future happiness and their faith in the transition process by how their child is succeeding in moving toward that vision. Implications for practice and policy are discussed.

Administrative leadership is considered critical to successful implementation of inclusive schooling practices whereby students with disabilities are educated with other students. This ethnographic study of one principal was conducted over a 15-month period in a midsize midwestern city. The results: (a) a supportive environment for critique encourages teacher autonomy and risk taking while communicating trust that teachers can succeed; (b) a supportive environment is open to critique about how to reach inclusion but not about the goal itself; (c) in a facilitative community, the principal and teachers ask questions and consider alternative frameworks for inclusion; (d) creating a just, democratic environment coalesces the staff, and the principal models inclusive practices; and (e) principal behaviors are undergirded by a spirituality grounded in six beliefs: valuing personal struggle, recognizing the dignity of all people, blending the personal and professional, believing people are doing their best, listening, and dreaming.