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Although there have been numerous instruments for assessing teacher efficacy in teaching general education students, there is a need to develop and validate an instrument that specifically assesses teachers' efficacy in teaching students with disabilities. This study constructed and evaluated the psychometric properties of the "Student Teachers' Efficacy in Teaching Students With Disabilities" (STETSD). Exploratory and confirmatory factor analyses with independent samples from two sites were conducted. A four-factor model best fit the data. A moderate positive correlation was found between the STETSD and an existing resource teacher efficacy survey; the STETSD also significantly predicted the student teachers' intentions to pursue a career in teaching students with disabilities. Implications for practice are discussed regarding the assessment of teacher efficacy in specific subjects, the use of the STETSD, and STETSD's cross-validation with in-service teachers.

Bullying is a common occurrence in U.S.'s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

The authors examined predictors of offense severity, judicial disposition (e.g., diversion, prosecution, incarceration), and repeat offending. Data were obtained on approximately 100,000 individuals from the South Carolina Department of Juvenile Justice. Whites and females were more likely to be prosecuted than Blacks and males, particularly for less serious offenses. At first and second referrals, Blacks were more likely to be incarcerated than Whites. Youth referred before age 14 were more likely to recidivate and youth prosecuted for earlier offenses were more likely to recidivate than those not prosecuted. Father absence and special education status were also predictive of recidivism. Prosecution for first referral was predictive of earlier reoffending at all severity levels of first offense. (Contains 1 figure and 4 tables.)

The number of children who would be eligible for, and benefit from, early intervention programs has dramatically increased during the past several years. However, those programs would have to meet the U.S. Department of Education's criteria for being evidence based. Some programs that have proven successful would not be eligible but rather be considered data based by educational researchers. The purpose of this article is to review the major early intervention programs for children at risk for developing conduct problems and to determine which ones could be considered evidence based, research based, or neither. Issues related to determining whether a program is evidence based versus data based are presented, along with those addressing program efficacy and access for eligible children. (Contains 1 table.)

On November 14, 2005, the U.S. Supreme Court announced its decision in "Schaffer v. Weast." This special education decision concerned which party bears the burden of persuasion when parents challenge a school district's Individualized Education Program (IEP) in a due process hearing. In this article, we define burden of persuasion and explain its application in Individuals with Disabilities Education Act (IDEA)-related cases prior to Schaffer; we discuss the relevant history of the case; we summarize the facts and analyze the reasoning of the majority, concurring, and dissenting opinions in the Supreme Court's decision; and we address the implications of the Schaffer decision for special educators and for the parents and children served by the IDEA. (Contains 2 tables.)

A study examined trends in teacher availability in special education by analyzing data from annual reports to Congress from 1988-1989 to 1998- 1999. Findings indicate a nationwide shortage of teacher qualified to teach across all disabilities and a dramatic decrease in the teacher shortage rate beginning in the 1993-1994 year. (Contains references.) (Author/CR)

An analysis of data from three federal reports indicates American Indian/Alaskan Native and African American students were over represented in high-incidence disabilities (i.e., emotional and behavioral disorders, learning disabilities, and mental retardation), and significant regional variations existed in minority representation, but variations were not correlated with state poverty rates. (Contains references.) (Author/CR)

Results from a survey of 199 secondary special education teachers indicate they employ a variety of instructional strategies, some judged more effective than others, and that their use of instructional methods does not appear to significantly change with the number of years of their experience nor necessarily parallel effective practice. (Contains references.) (CR)

Reflections on the 25-year history of the Individuals with Disabilities Education Act (IDEA) first presents the litigable and legislative developments that led to the passage of IDEA, then examines the law itself and the litigation interpreting IDEA, and finally discusses the direction that IDEA may take over the next 25 years. (Contains references.) (Author/DB)

Comparison of the records of incarcerated juvenile males (N=505) receiving remediation in either reading or mathematics with those receiving no remediation found members of the remedial groups were twice as likely to be recidivists or parole violators as members of the nonremedial group. Predictors of remedial group membership included verbal IQ, race, and age of first commitment. (Contains references.) (Author/DB)

A study examined the legislative and policy mandates of 38 states regarding alternative education. Results indicate variability in state policy/legislative mandates and funding mechanisms, acceleration in alternative education activity, a commitment to providing technical assistance, limited state compliance-monitoring, and an emphasis on interagency collaboration with the private sector. (Author/CR)

A national survey of state directors of special education (40 responses) found great variety in state policy concerning inclusion of students with disabilities, acceleration in inclusion activities, a commitment to providing inservice and technical assistance, emerging teacher certification guidelines specific to inclusion, and minimal empirical research regarding the benefits of inclusion. (Author/DB)

A review is presented of Office of Civil Rights rulings on the eligibility, assessment, and accommodations for children with attention deficit hyperactivity disorder under Section 504 of the Rehabilitation Act of 1973. Emphasis is on requirements of the law for educational settings and differences and similarities with requirements of the Individuals with Disabilities Education Act. (DB)

This survey of 48 state directors of special education found that states are at various stages in developing policies and guidelines for serving individuals with traumatic brain injury, resulting in differing forms of technical assistance and training, definitions, and eligibility criteria. (JDD)

Responses to a survey of state special education directors (n=51) revealed that fewer than half of the states have developed policies and/or guidelines on Section 504 of the Rehabilitation Act of 1973, which ensures specific educational rights for children with disabilities. Highlights of available policies are presented, focusing on compliance monitoring, handling complaints, and developing accommodation plans. (JDD)