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In the general education classroom students with learning disabilities (LD) often need academic accommodations to be successful. These accommodations are typically selected and implemented by their general education teachers, not by the students themselves. High school students with LD were taught to recognize when an accommodation was needed, select the appropriate accommodation, request the accommodation, and then implement the accommodation in the general education classroom. To evaluate the effectiveness of the instruction, four students were observed in the general classroom.

The Utah Mentor Teacher Academy has existed since 1986, but no data were available to indicate whether or not mentors actually disseminated their skills and knowledge. This study of dissemination by mentors was conducted in three phases. Phase I used statewide mentor, principal, and special education director questionnaires; Phase II used general faculty questionnaires in selected schools; and Phase III involved focus group interviews with selected mentor clients. The data revealed that the majority of mentors disseminated their skills and knowledge through inservice and consultation. Behavior management was the topic most often addressed, followed by other topics pertaining to the needs of students at risk. Characteristics of effective mentors were derived from focus group teacher comments.

Parent perceptions and attitudes regarding the inclusion of students with mild to moderate disabilities into general classrooms have been mixed. In this qualitative study, the parents of 17 students with learning disabilities and 1 student with behavior disorders were interviewed following the first year of a junior high inclusion pilot program based on teacher and student collaborative teams. Twelve response categories are identified. Parents recognized personal attention for students and positive attributes of teachers as strengths of the program and increased student self-esteem as a positive outcome. The results indicate that the majority of the parents were supportive of the program and wanted it to continue.