Based on a study of the differences between the way regular and special education teachers handle classroom transitions, this discussion suggests seven steps special education teachers should take to aid students in classroom transitions. A list of 24 different transition cues is included. (JC)

The program was developed to minimize classroom disruptions which often occur when a behavior problem student (9 to 13 years old) from a special education homeroom is placed in the mainstream. The program also was designed to encourage on task performance and work completion both in the homeroom and mainstream settings through reinforcement for…

Describes the successful team-teaching model used to combat learning disabilities in Iowa City (Iowa) secondary schools. Regular and special education teachers work together with selected students in traditional classroom settings. The model promotes improvements in students' self-concepts, absence rates, and academic achievement, as well as in…

This article describes a cooperative project between a teacher and sculptor to link sculpture with academic subjects within a self-contained class for 13-year-old students with learning disabilities. The nine-week project focused on biological habitats and included the construction of three-dimensional habitats on pieces of wood. (DB)

Comparison of teaching behaviors across grade level and educational setting (resource and self-contained) of 65 beginning teachers found main effects for both grade level and educational setting including that elementary teachers provided more transitions between instructional activities and that teachers in self-contained settings exhibited more…

This article describes the introduction of writing portfolios to elementary school students with learning disabilities in self-contained special education classrooms. It discusses getting started, contents of the portfolio, instructional goals and objectives, conferences, observations, and portfolio evaluation. (Author/DB)

A teacher describes a writing program in his self-contained seventh-grade class for students with emotional disturbances or neurological impairments. Principles such as the importance of positive teacher expectations and plenty of writing time are stressed, and use of word processing, effective class organization, a classroom magazine, and…

Five single-subject studies indicated that adolescents with learning disabilities can successfully implement self-monitoring procedures in special and regular education settings and correspondingly improve their on-task behavior, without regard to classmates' percentage of on-task behavior and with fading of reinforcement and self-monitoring.…

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…

The basis for socially mainstreaming handicapped children as well as changing attitudes toward the handicapped are discussed; and a list of teaching activities and resources for introducing students to the mentally retarded, the visually impaired, the physically handicapped, the hearing impaired, and the learning disabled is presented. A summary…

A descriptive study reports on attitudes of 24 special day class teachers toward mainstreaming of learning handicapped students and toward practices used to implement mainstreaming. Questionnaires were completed concerning factual, attitudinal, and process information for placement and monitoring in the least restrictive environment (LRE).…

Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)

A questionnaire sent to 274 Michigan special education teachers in resource rooms and self-contained classrooms were dsigned to identify the treatment methods and materials used by these teachers to teach penmanship and spelling to learning-disabled students. A review of the literature examines the theoretical background of written expression,…

The academic progress and self-concept of North York (Ontario, Canada) learning-disabled and educable retarded students were studied, with particular reference to the effectiveness of placement in mixed exceptionality versus single exceptionality programs. Information was gathered from the published special education literature, students' files,…

This paper describes a rural Hispanic community's efforts to identify and develop a program for gifted students in grades 2-6 who are also mildly to moderately handicapped (learning disabled, behavior disordered, or communication disordered). The "Twice Exceptional" (2E) program, in Los Lunas, New Mexico, is a modified full-time separate…