Forty-six noncategorically identified intermediate-level handicapped students were assigned to functionally grouped self-contained classes and were observed. Although special education teachers did not know unofficial labels applied to students (emotional disturbances or learning disabilities), they instructed emotionally disturbed children with…

A class was developed for 10 musically talented students in an elementary school, to enable the students to increase their musical interest and knowledge and to improve their music performance skills. Strategies for providing a more challenging musical environment for these students included: a pull-out class, teaching of music theory and…