1 For purposes of this report, the term parent will refer to the primary caregiver for the child (e.g.. biological parent, adoptive parent, stepparent, grandparent, foster parent).Abstract: The perspectives of 21 parents/caregivers (15 families) were explored through the use of semistructured in-depth qualitative interviews. Their children with disabilities were in inclusive settings. Children were primarily of early elementary age; attended urban, suburban, and rural schools; and varied in the extent of their disabilities. Participants' perspectives on the attitudes they saw in personnel were presented-attitudes toward themselves (e.g., commitment to partnership, assumptions about parents), as well as toward their children (e.g., ownership for child's education, conveying optimism). Participants also described perceptions of qualities and characteristics that they valued in personnel such as accessibility and interest in challenging the child. Participants were pleased with the impact of inclusive settings on their children's lives. The implications of these findings for teacher preparation programs are presented. ducational services for students with disabilities are undergoing significant change throughout North America. A growing number of children who had previously been placed in special schools or classes are becoming members of general classes. This

Standards-based reform is now having a direct impact on students with significant disabilities, as states meet the new requirements in the Individuals with Disabilities Education Act for large-scale alternate assessment. This mandate for assessment and accountability of learners with significant disabilities will influence curriculum decision making for years to come. This article examines how states are responding to this requirement and stresses the need for a deliberate process that maintains the current emphasis on achieving meaningful outcomes within the context of inclusive classrooms.

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A partnership between general education teachers and special educators using a shared classroom literacy program can provide high-quality literacy instruction for all learners.We do a lot of give and take. It just works out well. Plus, we do see a lot of results-we see a lot of growth. And that's what's so exciting about it. I think children feel better about themselves too, because they aren't getting pulled out. We had to work out a schedule that was going to work for the kids. The kids are our first priority. (Kathy, third-grade teacher)

How do we as school personnel and administrators build successful partnerships with families? How can we communicate effectively with parents and caregivers-especially when frequent communication is necessary? How can we learn about what works for parents? This article summarizes advice from parents and provides specific suggestions for better home-school communication. Need for CommunicationSchool personnel, particularly those affiliated with special education, often find themselves jotting a quick notedaily or several times per week-to parents or caregivers about their child with a disability. Sometimes school personnel do this because the parent has requested it. At other times, personnel initiate this practice in an effort to keep parents informed about important aspects of a child's day. This is particularly likely to occur when the child has communication difficulties (and is not likely to convey the information themselves), health concerns, or behavioral challenges.Day-to-day communication between school personnel and parents may occur 22 ■ COUNCIL FOR EXCEPTIONAL CHILDREN