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In both China and the United States, educators are committed to the provision of rigorous academic instruction in inclusive environments to students with disabilities. This paper presents the reflections of the authors from the 2004 U.S.-China Conference on Educating Students with Special Needs held in Beijing, China in June 2004. The authors provide a brief status regarding the movement to include students with disabilities in regular schools in integrated classroom settings. In China, this instructional arrangement is termed "Learning in Regular Classes" (LRC). The authors compare this movement with the legislative initiatives of the United States to provide access to the general education environment for students with disabilities. The authors also provide a brief review of the status of teacher training initiatives in both China and the United States to address adaptations and accommodations for students with disabilities. Finally, the authors propose a framework for assisting teachers with providing instructional adaptations to support the inclusion of students with disabilities and the academic achievement of these students within LRCs in China and general education environments in the United States.

Preparation of high quality personnel to provide educational services to students with disabilities living in rural areas is, at best, challenging. Findings from a comprehensive study concerning the status of the implementation of the Individuals with Disabilities Education Act (IDEA) in rural settings and the issues such implementation presents to teacher education programs in these areas are discussed. Members of the American Council on Rural Special Education (ACRES) participated in the study. Results indicated that strategies for enhancing personnel preparation, recruitment, and retention of individuals to institutions of higher education and K-12 schools in rural settings include distance learning, on-site professional development opportunities, salary incentives/increments, and benefits. Linking evaluation data to the general education curriculum and determining how the student's disabilities affect his/her progress in general education are issues for practitioners implementing IDEA in rural settings. Recommendations are provided for enhancing personnel preparation and service delivery based on the results. [ABSTRACT FROM AUTHOR]

In both China and the United States, educators are committed to the provision of rigorous academic instruction in inclusive environments to students with disabilities. This paper presents the reflections of the authors from the 2004 U.S. - China Conference on Educating Students with Special Needs held in Beijing, China in June 2004. The authors provide a brief status regarding the movement to include students with disabilities in regular schools in integrated classroom settings. In China, this instructional arrangement is termed ‘Learning in Regular Classes’ (LRC). The authors compare this movement with the legislative initiatives of the United States to provide access to the general education environment for students with disabilities. The authors also provide a brief review of the status of teacher training initiatives in both China and the United States to address adaptations and accommodations for students with disabilities. Finally, the authors propose a framework for assisting teachers with providing instructional adaptations to support the inclusion of students with disabilities and the academic achievement of these students within LRCs in China and general education environments in the United States. [ABSTRACT FROM AUTHOR]

Focuses on the role of consultants for implementing the Individuals with Disabilities Education Act (IDEA) of 1997 in the United States. Collaboration between general and special educators; Addition of the Individualized Education Program to the IDEA regulation; Provision of technical assistance and professional development activities with parents.

Recommends an action plan to protect the environment and the health of the public against anthropogenic mercury emission and poisoning in the United States. Reference to the Environmental Protection Agency's 1997 `Mercury Study Report'; Factors that contribute to mercury exposure and toxicology; How to safeguard the public.