No abstract

Despite the importance placed on qual ity field experiences in teacher prepara tion, little attention has been focused on optimal training and compensation for cooperating teachers who supervise student teachers. In a time of increasing expectations for supervisors and diminishing resources for colleges/ universities, the most meaningful and cost-effective forms of training and rewards must be identified to support the efforts of field-site personnel. Korinek presents and discusses the results of original and related research on cooperating teachers' preferences for various types of compensation and training related to studentteacher super vision.

Despite the multiple roles of school counselors related to special education, a national survey of counselor education programs indicated that most programs encourage, but do not require, training to work with exceptional students.

In recent years, more than 4 million handicapped students received special education services supported in part by federal monies supplied for compliance with provisions specified in Public Law 94–142. The numbers of different types of handicapped students served was the focus of this research. Data from 50 states indicating the proportion of students classified in 10 categories of exceptionality were compiled and analyzed. Analysis of average percentages of students served in each handicapping condition for the 1978–1982 time period indicated consistent increases in numbers of learning disabled students, consistent decreases in numbers of speech impaired and mentally retarded students and relatively constant numbers of emotionally disturbed students and students with physical handicaps. Similar trends were evident when data were analyzed across geographical regions of the country; however, considerable variability in numbers of students classified was evident when data from individual states were analyzed. The significance of the findings was discussed with regard to alternative answers that arise when considering what the data mean and what professionals can and should do about them.

This article describes the rationale and strategies for establishing community support and a sense of belonging for diverse students in inclusive settings. Techniques for creating community, friendship activities, peer supports, and disability awareness are discussed in the context of providing a network of supports to meet a variety of needs. This student support network includes schoolwide, academic, social/emotional, student-to-student, and community-school supports and is designed to provide opportunities for all students to contribute as well as to receive support needed for success in inclusive programs.