This study examined teachers’ knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnarionnaire that was distributed nationally. Results indicated that teachers have greater knowledge and support in this area than 21 years ago, although there continues to be deficits. For teachers receiving support, the school nurse was identified as their primary source of support, as well as the primary source to answer questions, and discuss the teachers’ role. School counselors were identified as the primary support for classmates (in addition to receiving support from their teacher). Teachers identified several areas in which they wanted assistance and support which have implications for future research and training.

Students who require specialized health care procedures at school need school personnel with specific knowledge and skills to promote a safe, healthy environment and to assist with procedures. This comprehensive national study examined the extent to which nonmedical personnel were responsible for performing health care procedures, training and supervising health care procedures, training in basic health skills to promote a safe environment for all students, and involving students in performing their own health care procedures. Results indicated that while teachers and paraprofessionals regularly perform these specialized health care procedures, although only about half reported being very knowledgeable about them. Results raise several issues regarding appropriate service delivery, training, and maintaining an appropriate instructional and healthy environment for students requiring these specialized health care procedures.

Influences on parent perceptions regarding the practice of integrating students with significant cognitive disabilities into general education classrooms were examined. Findings confirmed that perceptions were significantly influenced by characteristics of the parent and the child as well as by factors associated with the child's placement history. Further, factors influencing these perceptions differed according to varying dimensions of inclusion being considered. We argue that the efficacy of any specific type of educational model cannot be determined without a consideration of the complex dynamics involved in the interplay between individual child characteristics, parent and family values, and the perceived role of the school.

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