The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

Concentrated tissue culture pellets infected with human immunodeficiency virus (HIV) containing 1 x 10(7) cells/ml were vaporized by means of a carbon dioxide laser. The vaporous debris resulting from the laser's impact were evacuated through sterile silastic tubing, then bubbled through sterile culture medium (RPMI) positioned in series with a commercial smoke evacuator. No HIV DNA was detected in the culture medium flask. Tissue culture studies of the silastic collection tubing revealed p24 HIV gag antigen in 3 of 12 tube segments at the end of 1 week and in 1 of 12 tube segments at 2 weeks. No sustained infection of HIV cultured cells was observed at the 28th day. Polymerase chain reaction (PCR) analysis of particulate debris obtained from the silastic collection tubing was positive from proviral HIV DNA in both immediately sampled and day 14 cultured material.

T he number of children diagnosed with autism spectrum disorder (ASD) continues to rise. Many of these learners exhibit strengths in word recognition, and difficulties with comprehension are well documented (Asberg,

Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7–13 with ASD read 16 passages at their instructional reading level. Passages varied by genre, length, and picture support. Sessions were audio-recorded, transcribed verbatim, and then analyzed using open coding, axial coding, and selective coding. The grounded theory resulted in 3 comprehension profiles including imaginative, strategic, and text bound. Future research and implications for classroom interventions are discussed.

Connor is a 12-year-old boy who has autism. He is in the sixth grade in a large urban school district. Although Connor's schedule changes depending on the academic content covered and his individual needs, he receives instruction in the general education classroom for half of the school day with support (i.e., peers, paraprofessionals, special education teacher). He has a strong interest in transportation, especially street signs and maps. He enjoys socializing but struggles to find peers who have similar interests. He is happiest playing with his truck collection, watching T.V. (a select few episodes of certain shows related to his special interest), or playing a few online computer games. Connor has difficulty when situations have outcomes other than what he predicted or would like to happen. Connor communicates verbally, but he often needs directions, questions, and comments repeated several times in novel situations. He decodes on a fourth-grade level but struggles with comprehension. In routine situations, Connor can complete three to four tasks independently when he is first given verbal directions.