The purpose of this study was to determine the effects that result when truant and tardy junior high school students with learning disabilities are used as tutors for younger LD pupils After 6 weeks of tutoring, the 16 tutors made significant gains in locus of control. In addition, most of the tutors showed a decrease in truant and tardy behaviors.

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In September 1987, the National Council for Accreditation of Teacher Education and the Council for Exceptional Children approved standards and guidelines mandating that teacher education programs in special education provide multicultural education throughout their curricula. These standards and guidelines were revised in February 1991, and Guideline B2.14 became the new multicultural guideline. This article describes a content analysis of 16 recent special education/human exceptionality survey textbooks that was designed to determine the extent to which multicultural information and content were included. A list of multicultural indicators was formulated using ERIC descriptors. Data were categorized according to general location in the textbooks, foundational categories, and pertinent multicultural issues. Results indicated that all 16 texts included some multicultural information and content. Five of the 16 textbooks contained a considerably greater amount of information and content. The findings are discussed within the context of special education teacher education.

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There does not appear to be enough mention of the role of the personality make up of those involved in problem solving, conflict resolution, and classroom management and school discipline. We feel this is an important consideration. Therefore, we want to share with you three studies that we feel are very much related to this entire conference.To start with, we would like you to consider the following questions in relation to what we will be covering. However, we do not intend the later discussion to be confined to only these questions.