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Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. Fortunately, applied research has revealed a number of methods for facilitating literacy learning among individuals with learning and behavioral disabilities. Included in this volume are chapters from a group of internationally-prominent authors, addressing important issues in the conceptualizing, assessing, and treating problems in literacy. In addition, current research in writing for students with learning and behavioral disabilities is described. A final chapter address the implications of research with exceptional individuals for general understanding of learning and cognition. This volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and many others interested in literacy and learning of individuals with learning and behavioral disabilities.

Since 1977, Italy has largely eliminated special schools and special classes in favor of neighborhood school placements where students with disabilities are served primarily in general education classes. Overall class sizes are small and caseloads of special education teachers are very favorable (about two students with disabilities for each special education teacher). Because of these factors, it was thought that attitudes toward the role of paraprofessionals in Italian schools would differ from those toward paraprofessionals in the United States, where many paraprofessionals take on a more independent role in inclusive classrooms. In this discussion article, we suggest that the role of paraprofessionals might be viewed differently in Italy than in the United States, and that these differences may reflect differing levels of available support for inclusive classrooms.