To prepare for post‐industrial leadership in the twenty‐first century, we must transcend the circular journey of leadership studies of the twentieth century which is rooted in the industrial paradigm of organizations. The post‐industrial era of knowledge workers requires a group‐based, interactive framework of leadership. Based on the works of Burns (1978) and Rost (1991), the authors propose a definition of transforming leadership discovered through their systems design work. Three principles of transforming leadership are identified through the application of the CogniScope System. From 200 applications of the CogniScope System in various organizations, the phenomenon of transforming leadership has emerged as an important possibility. Observations from multiple applications of the CogniScope System have led to the codification of three principles that fit the context, content, and process of systems design work. The three principles are illustrated through excerpts of a case study. Using the case study, the authors identify specific events or group products to validate the claim that transforming leadership did occur. The authors identify a need for research by other emancipatory systems thinking methodologies to further our understanding of transforming leadership. The authors speculate on the emergence of transforming leaders/managers in new organizational structures that will support transforming leadership. Copyright © 2001 John Wiley & Sons, Ltd.

A pilot study was initiated with three regular preschool classes (65 children) to determine the validity of identifying preschool handicapped children (3½ to 5½ years of age) through a frequency sampling technique. Seven 1 minute samples of academic behavior were developed for 4 year olds and nine 1 minute samples for 5 year olds. The 1 minute samples involved learning tasks all children were expected to achieve during the school year (e.g., matching colors). The frequency of correct responses of each child on the tasks was compared with other students in the school at the same age level. By noting all children performing in the lower 25% of frequency scores, a list of at risk learners was developed. When comparing the list of children identified through the frequency sampling technique with teacher identification of at risk children at the end of the school year, a correlation above .9 was found.

The federal Rules and Regulations of P.L. 94-142 for the development and implementation of child-identification systems present severe policy problems for state planners. The constraints imposed by the federal design may be critiqued by examining the Child Count required for child-identification activities and the research literature. The authors identify the Child Count report as the most significant factor hindering the development of comprehensive childidentification systems. In the research literature, three concepts have emerged that provide the outline of a comprehensive system: (A) prevention as a primary purpose, (b) the critical relationship of identification to program intervention, and (c) the use of identification procedures rooted in an instructional framework.The Child Count requirements serve as a constraining influence on state planners, with the resulting procedures resembling child inventories more than comprehensive child-identification systems.P.L. 93-380 and P.L. 94-142 require the establishment of child-identification systems to identify, locate, and evaluate all handicapped children within each state's jurisdiction. The development of such systems presents a complex management task that may be unprecedented in its demand for coordination and planning by state-level administrators. In recognition of this fact, the new legislation has made two provisions to ensure adequate implementation: (a) a planning period of almost three years between enactment and implementation of P.L. 94-142 and (b) the submission of annual program plans documenting the development of child identification systems within each state.Since September 1974, under P.L. 93-380, each state education agency (SEA) has included a plan for child identification within the comprehensive annual program submitted to the federal government. Since 1978, under P.L. 94-142, each SEA is required to identify all handicapped children within its state who are between 3 and 18 years of age. The state plan requirement for child identification is the mechanism establishing each state's compliance with the new federal legislation. The writers contend in this critique that federal design specifications for child-identification systems are not adequate to achieve the intent of P.L. 94-142. Let us examine some of the bases for our statement.Weatherly and Lipsky (1977) produced some field-based findings specifying the effects of serious design deficiencies in planning a statewide childat UNIVERSITE DE MONTREAL on June 25, 2015 sed.sagepub.com Downloaded from

Following a brief historical background of special education in Australia, special education services are described by definition, prevalence, and by types of programmes. The problems of special education development at the present time are summarized.

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