School and community counselors have important roles in developing and implementing mental health programs for youths and families. Counselors who are working with the more complex issues of at-risk youths can enhance implementation of prevention programs by altering their roles to function within a collaborative consultation model. This model represents a new paradigm in that counselors interdependently and collaboratively partner with people previously considered their "consultees." Such collaboration can result in more comprehensive and integrated programs, and it can prevent fragmentation and duplication of efforts. Collaborative consultation is described and contrasted with more traditional consultation models, and a 5-stage implementation process is presented. Personal and systemic factors that support the collaborative process are examined.

Concern about the problem of declining numbers of special education doctoral graduates and increasing numbers of faculty vacancies in university training programs has grown since the early 1980s. In this study, we investigated the supply and demand of leadership personnel in special education and communication disorders and extended an existing data base to include the years 1988 to 1992. We also conducted an analysis of failed searches that occurred in 1988, which allowed us to (a) determine the number of open positions that went unfilled and (b) identify institutional demographic variables associated with failed searches. Predictions about demand outstripping supply are borne out by these data, and the problem seems particularly acute at institutions with small departmental faculties. Implications for policy development are discussed. N 1988, Sindelar and Taylor predicted that the demand for special education doctoral graduates would soon outweigh the supply.Using data from 1975 to 1987, these investigators found that the number of special education doctoral graduates decreased by nine per year over an 11-year period, while the number of job vacancies reported in The Chronicle of Higher Education increased over a 13-year period by nearly one per year.

In the face of acute personnel shortages, large numbers of beginning special education teachers are abandoning their chosen careers. Under the best of conditions, novice special educators are both a valuable and fragile resource with even the most motivated and best prepared experiencing frustration, stress, and disillusionment. In this article we describe a model for providing individualized and comprehensive support for beginning special educators. The underlying assumption of the model is that support for beginning teachers must take into account the full series of dynamic interacting factors that are (a) specific to the individual and (b) specific to the teaching environment and tasks that are to be accomplished. After describing the interacting factors in the model, we provide recommendations for implementation of the beginning teacher support model. A necessary prerequisite for the provision of quality educational services to students with special needs is to have an appropriate number of qualified teachers available to serve them. Unfortunately, recent data indicate that there is a critical national shortage of appropriately credentialed special educators (USDOE, 1996). There are a number of reasons for the acute shortage of qualified special educators. First and foremost, the number of students with disabilities continues to increase while the supply of special educators exiting from accredited institutions of higher education (IHEs) is shrinking. Second, a significant number of special educators are leaving their positions. Boe, Cook, Bobbitt, and Weber (1995), for example, found that the retention of special education teachers from one year to the next is significantly less than the retention of general education teachers-89% compared with 94%. In an investigation of individuals who did leave the profession, Brownell, Smith, and Miller (1995) found that disgruntled leavers frequently cited working conditions as a major reason for their abandonment of their job. In interviews with the researchers, the randomly selected leavers stated that they left their positions because they felt overwhelmed, unsupported, unprepared, and/or disempowered. Other researchers have reported similar job-related factors associated with special education teacher attrition. In a series of studies

PERHAPS THE PRIMARY REQUISITE FOR STUDENTS WHO ENTER INCLUSIVE SETTINGS IS THE ABILITY OF THE STUDENTS AND TEACHERS TO EFFECTIVELY DEAL WITH BEHAVIOR ISSUES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE (A) COMPONENTS OF EFFECTIVE BEHAVIOR MANAGEMENT PROGRAMS AND (B) HOW ONE TEACHER, FACED WITH A VARIETY OF STUDENT BEHAVIORS, WAS ABLE TO VIEW THE CONTEXT OF HER SITUATION, EVALUATE BOTH TEACHER AND STUDENT BEHAVIORS, AND BRING ABOUT DRAMATIC CHANGES IN HER CLASSROOM. DISCUSSION INCLUDES PROACTIVE METHODS TEACHERS CAN USE TO ENRICH CLASSROOM CLIMATES AND PROMOTE A COMMUNITY OF LEARNERS THAT INCLUDES STUDENTS WITH CHALLENGING BEHAVIORS.

This paper describes a student essay competition with the title 'What makes a good engineering lecturer?' run by the Engineering Subject Centre of the UK Higher Education Academy. The competition was intended primarily to provide engineering lecturers with general feedback. The aim of the paper is to make the outcomes of the competition available in a convenient form to those who might be interested -particularly engineering lecturers. The paper describes the competition, sets out the approach used to analyse the essays, presents the content in terms of the main attributes identified, and compares these with published lists of recommended attributes. The paper lets the students speak for themselves through extensive quotation.