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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.

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 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)

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]