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Cruickshank, William M. – Journal of Learning Disabilities, 1977
The guest editorial by W. Cruickshank criticizes as facile the assumption that the least restrictive environment for learning disabled children is a regular classroom. (GW)
Descriptors: Editorials, Learning Disabilities, Mainstreaming, Special Classes

Battle, James; Blowers, Tom – Journal of Learning Disabilities, 1982
The study examined changes over 3 years in self-esteem and perception of ability in 75 children in regular classes and special education classes. Findings indicated that 68 learning disabled or educable retarded children in special education classes experienced greater gains in self-esteem and perception of ability scores than Ss in regular…
Descriptors: Learning Disabilities, Longitudinal Studies, Mild Mental Retardation, Self Esteem

Coben, Sharon S.; Zigmond, Naomi – Journal of Learning Disabilities, 1986
The study examined the social status of 43 elementary grade learning disabled (LD) students who, though based in special classes, joined regular classes up to 18 periods per week. Findings indicated both lower acceptance and lower rejection, suggesting that the LD students are simply not known to their regular class peers. (Author/DB)
Descriptors: Elementary Education, Learning Disabilities, Mainstreaming, Peer Acceptance

Ribner, Sol – Journal of Learning Disabilities, 1978
The self concept of 386 minimally brain damaged (8-16 years) in special classes was compared with that of 96 children with similar disabilities who were in regular classes. (Author/CL)
Descriptors: Exceptional Child Research, Learning Disabilities, Mainstreaming, Minimal Brain Dysfunction

Vance, Lisa Kelly; And Others – Journal of Learning Disabilities, 1988
The study examined the ability of intellectual, achievement, and behavioral data to predict placement of 95 learning disabled students (ages 7 to 15) into a special program. Only 27-33 percent of the variance was accounted for by the battery of assessment instruments in student placement decisions. (Author/DB)
Descriptors: Decision Making, Elementary Secondary Education, Learning Disabilities, Predictive Validity

Kirk, Samuel A.; Kirk, Winifred D. – Journal of Learning Disabilities, 1983
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)
Descriptors: Definitions, Disability Identification, Educational Trends, Elementary Secondary Education

Beck, Frances W.; And Others – Journal of Learning Disabilities, 1981
The effect of 1 or 2 year special class placement on academic achievement and intellectual functioning of 28 learning disabled children (8 to 11 years old) was investigated. The number of years in a self-contained class significantly affected arithmetic achievement. (Author)
Descriptors: Academic Achievement, Elementary Education, Intellectual Development, Intelligence

Demers, Lois A. – Journal of Learning Disabilities, 1981
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…
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Elementary Education

Jenkins, Joseph R.; And Others – Journal of Learning Disabilities, 1978
Daily measures of reading comprehension were obtained for three learning disabled fourth and fifth grade boys in two settings--their regular classrooms and a special remedial setting. (Author)
Descriptors: Elementary Education, Exceptional Child Research, Intermediate Grades, Learning Disabilities

Carter, John L.; Synolds, Donald – Journal of Learning Disabilities, 1974
Descriptors: Elementary School Students, Exceptional Child Research, Handwriting, Learning Disabilities

Olson, Judy; Midgett, Jeanice – Journal of Learning Disabilities, 1984
The performance of learning disabled male elementary students in self-contained classes (N=35) and resource rooms (N=50) was compared on five diagnostic tests and factors of retention, chronological age, and behavior. Results indicated a difference only in the intelligence factor between the groups. (Authors)
Descriptors: Behavior Patterns, Chronological Age, Comparative Analysis, Diagnostic Tests

Butler, Ruth; Marinov-Glassman, Deganit – Journal of Learning Disabilities, 1994
Measures of perceived competence and perceived achievement were administered to 222 Israeli students with either learning disabilities or low achievement in grades 3, 5, and 7. Subjects were either in special schools, in special classes in regular schools, or in regular classes. Perceived competence was highest among younger children and the…
Descriptors: Age Differences, Competence, Elementary Education, Foreign Countries

Brody, Linda E.; Mills, Carol J. – Journal of Learning Disabilities, 1997
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…
Descriptors: Ability Identification, Definitions, Delivery Systems, Disability Identification

Palincsar, Annemarie Sullivan; And Others – Journal of Learning Disabilities, 1995
This exploratory research describes results of a thematic literature-based unit in an upper elementary, self-contained class for students with learning disabilities. Social and collaborative activities included reading, writing, and speaking on the topic of friendship. Literacy outcomes are illustrated in three case histories. (DB)
Descriptors: Case Studies, Classroom Research, Classroom Techniques, Cooperative Learning

Morvitz, Edward; Motta, Robert W. – Journal of Learning Disabilities, 1992
This study of students in grades 3-6 found that, for learning-disabled students in self-contained placements, subjects' perception of maternal and paternal acceptance plus subjects' academic achievement accounted for 58 percent of variance in subjects' self-esteem. These variables were not significantly correlated with the self-esteem of…
Descriptors: Academic Achievement, Compensatory Education, Elementary Education, Learning Disabilities
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