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on a population already under threat from a number of other demographic and environmental stochastic processes, including habitat loss and overexploitation In one study, pollution data has been incorporated into a PVA The southern sea otter recovery team developed a PVA which included the probability of the population size of sea otters off the coast of California being affected by large-scale oils spills (Ralls et al, 1996) Despite their potential, a number of concerns and limitations have been raised regarding the use of matrix-based population models and PVA (Ellner et al, 2002; Kendall & Fox, 2002; Reed et al, 2002) These can be categorised into issues concerning the type of end-point used in the models, the lack of incorporation of genetic-based information into models, the problem of density dependence, the problem of double dipping and the problem of incorporating early life-stage information into the models.

The SEA or LEA also must ensure that a child with a disability has opportunities to participate with nondisabled children in nonacademic and extracurricular activities (eg, meals, recess, clubs, and interest groups) to the maximum extent appropriate to the needs of the child (34 CFR 300553) However, in several cases (eg, Rettig v Kent City School District, 1986), the courts ruled that IDEA-Part B does not require schools to provide nonacademic and extracurricular activities to children with disabilities without regard for the child s ability to benefit from the experience We share in the belief that schools have a responsibility to educate disabled and nondisabled students together so that all children will be prepared to live in an integrated society.

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In relation to the type of end-point used in these matrix type models, most are generally based on abundance However, Power and Power (1995) argue that this is inappropriate for assessing population level risk posed by sublethal pollution Comparison of an individualbased modelling framework for brook trout (Salvelinus fontinalis) with a Leslie matrix approach resulted in critical differences between the two Power and Power (1995) argued that these occurred because of a lack of population size structure information in the matrix bases approach A signi cant problem with matrix-based models is that they treat all individuals within the population as the same They take no account of the genetic differences within the population despite the importance of population heterozygosity and genetic stochastic event to population survival However, the potential importance of genetic differences and their effects on sh population dynamics are now being explored using modelling.

For example, a simulation model (FITPOP) has been developed that indicates that subtle differences in genetic and population parameters can have signi cant implications on population size, tness and sensitivity (McKenna, 2000) Genetic issues are also relevant in PVA if, such as inbreeding depression, they affect population persistence This is particularly important for small and isolated populations or those that have low growth rates (Allendorf & Ryman, 2002) It is possible to account for the loss of vital rates as a consequence of inbreeding depression and loss of heterozygosity This has been quanti ed in several studies in relation to juvenile and adult survival and reproduction (Ralls et al, 1988; Jimenez et al, 1994; Balou, 1997; Kendall & Fox, 2002).

However, the trend toward inclusion raises important questions about balancing a pupil s right to an education in the least restrictive setting (LRE) with his or her right to an individualized and appropriate education (FAPE) (Turnbull & Turnbull, 2000) School psychologists, along with other team members, have an ethical and legal responsibility to ensure that decisions about inclusion are made based on a consideration of the needs of the individual child and that appropriate supports are made available to the child and his or her teachers to ensure that efforts at inclusion will benefit the child both academically and socially Unfortunately, little research-based information is available to assist psychologists in identifying children for whom inclusion is likely to be effective (Bradley-Johnson, Johnson, & Jacob-Timm, 1995).

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