This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.

This article provides an historical analysis of federal support for personnel preparation in special education. The evolution of the program is traced in terms of its continued emphasis on increasing the quality and improving the quality of special education personnel as well as building capacity for preparation of future generations of qualified personnel.

This article traces the history of OSEP support for personnel preparation in transition and compares current levels of transition personnel preparation grant activities with those of the last two decades. Overall findings are analyzed in terms of the impact of changes in OSEP policy.

In today's diverse classrooms, teachers need and students deserve educational tools that serve a wide range of learners. Fortunately, making instructional materials more accommodating does not have to mean sacrificing the needs of one group of students for those of another. Many features that are good for diverse learners are good for all learners. Text characteristics that have been shown to enhance learning are proposed to improve the audience appropriateness, text organization, and use of organizational aids in instructional materials. Reform of the design, selection, and use of materials will require a concerted effort by publishers, policymakers, and practitioners.