Community colleges have always played a crucial role in providing access to college, especially for students with disabilities. At the same time the rate of completion is exceptionally low for this particular population (Belch, 2004). In order to improve persistence and achievement measurably, colleges may seek clues in successful transitions by students with disabilities. This project presents a qualitative research study to illuminate factors that contribute to semester-by-semester success of community college students with disabilities during their first year. A conceptual model of successful transitional processes was developed from theoretical constructs reported in the literature and was expanded by data from individual case studies. Seven very strong stages emerged as a result of the research. These stages were: (1) pre-college experiences that influence academic involvement, (2) initial encounters that created first impressions, (3) transition shock, (4) support-seeking and strategic adjustment (5) prioritizing and balancing of college and non-college commitments, (6) recognizing success, and (7) a sense of belonging to the college community. These results indicated a successful transition into college is an important first step in persistence for students with disabilities. Persistence of students with disabilities requires further attention and research in order to improve graduation rates of these students at community colleges.

The purpose of this study was to evaluate three different teaching approaches that might improve the social functioning of young children with visual impairment and additional disabilities. These three methods included: (1) the arrangement of ecological variables (child-selected play materials), (2) peer-mediated training procedures, and (3) teacher-directed prompting strategies to promote and reinforce social behaviors. Of the four children studied, two failed to show changes in verbal and physical interactive behaviors across baseline and peer-mediated conditions. However, these same two students demonstrated increases albeit highly variable, during the teacher-prompting phase. For the other two students, physical and verbal interactive behaviors increased during both peer and teacher prompting conditions when contrasted to baseline phases. Overall, these findings suggest that teacher-prompting procedures may be an effective teaching method to improve social skills of young children with vision impairment and additional disabilities.

The effects of mainstreaming on children with disabilities have been well-documented, yet its effects on typical children are not well known. In this study, multiple measures were used to examine social behavior and possible determinants of social behavior of typical preschoolers in integrated and non-integrated classrooms. Measures were selected to build toward a comprehensive and convergent picture of what typical children in both settings do and think in reference to their peers. Methodological problems in earlier research were circumvented by increasing the number of settings and size of samples used, and by matching subjects on the variables of gender, age and social-economic status. Sixty typical preschool children in integrated and non-integrated classrooms were compared on the variables of social behavior, self-competence, social distance and attitudes and cognitions about disabilities. Results challenge research reports asserting children with disabilities are assigned low social status in integrated classrooms. In comparison to non-integrated children, children in integrated settings demonstrate more accurate understanding of issues involving disability, and higher competence ratings. They also exhibit more prosocial and communicative behaviors. Children in integrated classrooms demonstrate positive attitudes and behavior toward special needs peers. Findings suggest that children in mainstreamed classrooms demonstrate social interactions, beliefs and attitudes that are socially desirable.

This study will attempt to clarify behavior modification practices as related to the timeout procedure generally and specifically in a program for emotionally and behaviorally troubled children grades 3-5 and to propose a new concept which may improve the efficiency and effectiveness of behavior management. This study took place in a self-contained classroom in a public school that is located in a semi-rural community. It is understood that teachers need to be in control of their classrooms in order to maintain an effective learning environment. The way they achieve that control may be dependent upon imposed control in contrast to students managing themselves. This study will attempt to provide an understanding of children's ability to control their own behaviors and the role of the teacher as a facilitator of tools for modifying behavior.

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