We investigated the use of a peer-delivered social skills instructional package to teach four high school students with behavioral disorders to express anger appropriately. In contrast to previous studies, instruction was presented individually to the students by their general education peers. The instructional package, which combined peer instruction, self-instruction, and a traditional anger control program, was effective in improving the way these adolescents expressed anger in role-play situations with general education peers. In addition, generalization data indicated that some of the students decreased the rate at which they responded inappropriately to naturally occurring anger-provoking situations at school outside the instructional setting. Implications for future research and practice are discussed.

We obtained perspectives on increasing access to general education from high school students who provided ongoing support to their peers with moderate or severe disabilities. Focus groups were conducted with 32 high school students without disabilities representative of students who participated in a structured service-learning peer support program. Analysis of their comments resulted in four categories of student responses: (a) perceived challenges to general education participation; (b) action taken by peer supports to increase access to general education by students with disabilities; (c) recommendations for improving a peer support program; and (d) perceived benefits to participating students and teachers. Findings are discussed and recommendations are provided for (a) refining a model of peer support to promote peer interaction and access to general education and (b) informing practice.

Carla, a high school sophomore, was sitting in Mr. Cheney's thirdperiod biology class staring at a blank piece of paper on her desk. The students around her were chatting with each other as they cut out pictures from magazines to illustrate categories in a taxonomy. Mr. Cheney looked up, saw Carla, and wondered yet again how he was supposed to teach all 30 students in his class and assist Carla, who had a cognitive disability, to participate in classroom activities. He had planned the activity with Carla in mind, thinking she would enjoy it, but something was not working. Instead of choosing pictures with her classmates and enjoying the chance to socialize, Carla was just sitting there, staring at her paper. Being a part of his class should have given Carla opportunities to learn new things and make friends. It just wasn't turning out as Mr. Cheney had hoped. What was he doing wrong? Students can experience both social and academic benefits of the peer support program if the teachers involved work together toward shared goals.

^he typical high school day presents a challenge to teachers, students, and parents who want to increase social interactions between students in general education classes and students with severe disabilities. Most high school 'To order books marked by an asterisk [ ' ) , please call 24 hrs/365 days: 1-8U0-BOOKS-NOW