Representative reactions from eight regular class teachers regarding visits to special education classes for learning disabled students are presented. Reactions stressed the student's need for approval, the success of high expectations and realistic goals, and admiration for the work of the special education teacher. (CL)

Factors involved in the decision to place a learning disabled child in a mainstream or special class setting include the classroom situation (class size and teacher training); the child (behavior, academic ability, and social competence); and the parents. (CL)

The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

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…

This article sees the inclusion movement as leading to the rapid erosion of placement options for students with disabilities and notes that no single classroom can be appropriately, habilitatively restrictive for all children. It suggests that advocates of full inclusion deny realities, rights, and responsibilities involved in constructing the…

This rebuttal to a criticism of the authors' article questioning the regular class placement of students with learning disabilities (LD) cites research that supports the effectiveness of special education settings for some students and highlights limitations of inclusion settings. The paper stresses that the elimination of the continuum of…

Explores current policies and practices concerning the definition, identification, and educational needs of students who are both gifted and learning disabled. Recommendations stress the need for less rigid definitions and cutoff scores for program eligibility and the provision of a wide variety of settings (resource rooms, special classes) and…

Special education is under fire from full inclusionists who advocate for children with severe mental retardation and who contend that special education settings are immoral dumping grounds for children deemed "unteachable." Other advocates of inclusion focus on the invalidity of disability categories, tests, and instructional services which, in…

The role of the speech-language pathologist in working with individuals with learning disabilities (LD), particularly in the preschool- and school-age years is discussed. Journal Availability: See EC 152 480. (SEW)

This policy brief reports on a study exploring state by state variation in placement rates for students with disabilities in either regular or special education settings and the relationship of economic, sociodemographic, and educational factors to these rates. The study analyzed data for the school year 1992-93 and compared the percent of…