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In 2010, "Intervention in School and Clinic" undertook a project to interview "giants" in the fields of learning disabilities and emotional/behavioral disabilities. The purpose of the interviews was to document the perspectives and reflections of leaders who had contributed to their respective fields over several decades (i.e., in most instances spanning back to the 1950s or 1960s) in order to provide a historical context for current and future professionals to envision a successful future. Contributors were asked to discuss their careers and their historical perspectives about their fields and to focus on areas of success and struggles. Interviews from 29 contributors were reviewed for this article, which focuses on concerns and reasons for optimism in both fields. Themes across interviews are described, along with highlights of contributors' observations.

Coming to understand how cultural differences influence interactions between educators and students and their parents is a complex and perhaps life-long discovery. Culture helps to define groups' belief systems and expectations for appropriate behavior, often at a hidden level. Pre-service teachers need multiple opportunities to interact with diverse populations in supervised and reflective environments. This article recounts key experiences in one White American's life that have led to his current understanding of diversity and the role of diversity in education. These experiences occurred throughout my life; some were by chance and others were more prescribed. The article concludes with reflections on lessons learned as they pertain to teacher preparation programs.

Barbara Keogh is a true Californian. She was born in Glendale, received her education and professional training in California colleges and universities, and has been a professor at the University of California, Los Angeles (UCLA) for more than 40 years, where she is now Emerita. She is a licensed clinical psychologist and has worked as a psychologist in schools, hospital clinics, and juvenile court and probation offices. She joined the UCLA faculty in 1967 after spending a year as a United State Public Health Service (USPHS) Fellow at the Centre for Child Study, Birmingham University, England. The time in England was pivotal in many ways. She began her research on spatial development of children with academic and developmental problems, she worked with British and European psychologists and educators who had different perspectives and approaches to the study and treatment of children with learning problems, and she accepted an invitation to join the faculty in the School of Education at UCLA. In this interview, Keogh talks about her career and the role of context in understanding children with disabilities.

This article presents an interview with Dr. Thomas Lovitt, one of the "giants" in the field of learning disabilities. Dr. Lovitt was born in Hutchinson, Kansas, in 1930. He received bachelor's, master's, and doctoral degrees from the University of Kansas. In 1956, after a 4-year stint in the U.S. Air Force, Dr. Lovitt took positions as a musician with the Kansas City Philharmonic and the Kansas City Conservatory. His teaching career began in the public schools in 1964. Following completion of his doctorate in 1966, he joined the faculty of the University of Washington, where he remained until his retirement in 2002. Dr. Lovitt has written extensively in the field of special education, including 10 books, 137 articles, and 34 book chapters, in addition to presenting 152 papers and serving on the editorial board of 14 journals. In two of his best-known works--"In Spite of My Resistance, I Have Learned From Children" and "Because of My Persistence, I Have Learned From Children"--he wrote of common principles in education such as clarifying expectations and the benefits of practice. In this article, Dr. Lovitt reflects on his career and the field of learning disabilities. He also discusses some of his postretirement activities.

Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher-student and teacher-parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities.

An interview with two experts on violence, bullying, and sexual harassment in schools notes the increased attention given to bullying, the recognition of peer sexual harassment, a definition of bullying, the close relationship between sexual harassment and bullying, gender differences in bullying, problems with school "zero tolerance" policies, a bullying prevention curriculum, and children with disabilities as victims and bullies. (Contains references.) (DB)

This interview with a 17-year-old boy with attention deficit disorder-inattentive type and his mother, an early childhood educator and administrator, describes the boy's symptoms, diagnosis, present difficulties, effects of medication, the decision to use medication, the probable neurobiological basis for the condition, and the position of the organization, Children and Adults with Attention Deficit/Hyperactivity Disorder. (Contains references.) (DB)

This article reports on interviews with three individuals to illustrate various perspectives on adolescent alienation: Monica Brown, an educator who has conducted research on the topic; Tony Bright, a special educator who is himself learning disabled; and Pete Montoya, a young man with multiple disabilities. (DB)

The article offers a critical inspection of the effectiveness of resource room programs in serving students with disabilities. Types of resource models (categorical, cross-categorical, noncategorical, specific skill, and itinerant) are described. Also noted are ethical considerations (segregation versus integration) and suggested improvements in the resource approach. Appended are 36 research abstracts. (DB)

In 2010, Intervention in School and Clinic undertook a project to interview "giants" in the fields of learning disabilities and emotional/behavioral disabilities. The purpose of the interviews was to document the perspectives and reflections of leaders who had contributed to their respective fields over several decades (i.e., in most instances spanning back to the 1950s or 1960s) in order to provide a historical context for current and future professionals to envision a successful future. Contributors were asked to discuss their careers and their historical perspectives about their fields and to focus on areas of success and struggles. Interviews from 29 contributors were reviewed for this article, which focuses on concerns and reasons for optimism in both fields. Themes across interviews are described, along with highlights of contributors' observations. [ABSTRACT FROM AUTHOR]

An interview with author and former Council for Learning Disabilities president Virginia Fletcher Brown is presented. She discusses her career as a teacher, particularly for children with learning disabilities, the books she has written and her evaluation of the status of special education in the U.S. prior to the passage of the Education for All Handicapped Children Act or Public Law 94-142. She also talks about the factors that influenced her interest in special education.

An interview with special education educator Gerald Wallace is presented. When asked about how he became interested in special education, he says that he had an opportunity to work with Ruth Strang, whose expertise was reading instruction, especially remedial reading instruction. He decided that was the area in which he would specialize.

An interview with clinical psychologist Barbara Keogh is presented in which she discusses children with learning disabilities (LD). The article offers information on the No Child Left Behind (NCLB) Act, the Project Research on Early Abilities of Children with Handicaps (REACH) organization, and students with attention-deficit/hyperactivity disorder (ADHD).

An interview with PRO-ED Inc. president Donald D. Hammill is presented. Hammill describes his childhood assisting with his family's circus and explains how he shifted to disability and special education study. He notes that the three-tier model is limited to reading and mathematics instruction for schoolchildren, while the continuum of services model offers more alternatives. He cites that the passage of Education for All Handicapped Children Act was the most significant event in disability education since 1963.

The article presents an interview with educators Alfredo Artiles and Beth Harry discussing the issues of overrepresentation and educational equity for culturally and linguistically diverse students. Alfredo J. Artiles is a professor of special education at Arizona State University. His research focuses on the implications of the role of culture in learning for the construction of competence in two contexts: special education practices and teacher learning in urban multicultural schools. Beth Harry is a professor in the Department of Teaching and Learning, School of Education, University of Miami, Florida. Both Artiles and Harry answers why it's problematic for children from culturally and linguistically diverse backgrounds. It has been argued that because there is a higher rate of poverty in minority communities, it is not surprising that African Americans and Native Americans. It is further argued that minority student special education placement is understandable because students from these communities possess significant deficits due to their upbringing and so forth.

Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher-student and teacher-parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities. [ABSTRACT FROM AUTHOR]

This article presents an interview with Kathleen McConnell Fad, an independent education consultant, and James R. Patton, an independent consultant and adjunct associate professor in the Department of Special Education at the University of Texas at Austin, on functional behavior assessments (FBA) and behavior intervention plans. According to McConnell, functional behavioral assessments were required by the 1997 reauthorization of the Individuals with Disabilities Education Act. The basic purpose is to help any student who has a disability whose behavior is interfering with his or her progress in school. In addition, McConnell stated that there are some additional requirements about the functional behavioral assessments and behavioral intervention plans (BIP) that relate to discipline issues. In responding to a question on whether BIP are being used with general education students, Patton guessed that some school districts have the luxury of having a behavior specialist in a consultant role. On the other hand, regarding a question about whether a discussion about FBA can take place without including BIP in such a conversation, McConnel stated that most of the time when people are talking about FBA, it should lead to some intervention.

The article presents an interview with professors Asa G. Hilliard III and Alba A. Ortiz. Hilliard rated the act based from its two major goals as low in terms of achievement and high in terms of intent. Ortiz thinks that one of the positive aspects of the law is that it has focused attention on groups that There is heightened interest in the achievement of diverse learners, in ensuring that administrators and teachers understand the implications of the law for racial and ethnic groups,and for limited-English proficient students, and in training to help educators understand these learners. Hilliard thinks that the act is falling short because the intent was actualized mainly through bureaucracy that made some assumptions based largely on academics more than anything else, rather than practitioners and especially successful practitioners. Meanwhile, Ortiz said that his greatest concerns is that the accountability provisions have narrowly defined how students progress is going to be measured, and assessment of outcomes is based on testing programs that have historically been shown to have limited validity or reliability for diverse populations and for students with disabilities. Teachers are required to provide effective instruction but without curricula that have been shown to be effective for diverse learners and without assessments that reflect the linguistic and cultural backgrounds of these students.

Presents an interview with Susan Conners, an education specialist for the Tourette Syndrome (TS) Association. Her experiences with TS; Symptoms of TS; Estimates of the prevalence of TS in the U.S.

Interviews several individuals regarding adolescent alienation. Monica R. Brown, assistant professor in the Department of Special Education at the University of Kansas; Tony D. Bright, a researcher on transition, behavioral work style, and drop-out; José Montoya, who was born with multiple disabilities.

Interviews Evelyn Green, president of the Children and Adults with Attention Deficit/Hyperactive Disorder (ADHD) National Board of Directors, and Perry Green, a student diagnosed with Attention Deficit Disorder--Inattentive Type. Diffficulties experienced by Perry in school when he was diagnosed; Work of Evelyn in early childhood education; Reaction to misconceptions on ADHD.

Interviews academicians Susan Limber and Sylvia Cedillo regarding how they address bullying in school. Research efforts on bullying in school; Definition of bullying; Impact of the practice of zero tolerance on both the bully and those who are being bullied.