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)

Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students to establish social norms for comparision purposes, and help determine integrated placement. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students.…

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)

Types of training considered include selecting target behaviors which are likely to be maintained by natural consequences, promoting self-management skills, and extending stimulus control through creating similarities between the special and regular class settings and matching the regular class reinforcement frequency in the special class. (DB)

The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)

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)

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…

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…