Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
Source
| Learning Disability Quarterly | 34 |
Author
Publication Type
| Journal Articles | 34 |
| Reports - Research | 21 |
| Opinion Papers | 3 |
| Reports - Evaluative | 3 |
| Guides - Non-Classroom | 2 |
| Reports - Descriptive | 2 |
| Guides - Classroom - Teacher | 1 |
| Information Analyses | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Elementary Secondary Education | 1 |
| Postsecondary Education | 1 |
Audience
| Practitioners | 5 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
| Education for All Handicapped… | 1 |
| Elementary and Secondary… | 1 |
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkDaves, David P.; Walker, David W. – Learning Disability Quarterly, 2012
Professional confusion, as well as case law confusion, exists concerning the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a specific learning disability (SLD) under the Individuals with Disabilities Education Act (IDEA). Division is generated because of conflicting mandates…
Descriptors: Learning Disabilities, Response to Intervention, Integrity, Fidelity
Peer reviewedSabornie, Edward J.; Kauffman, James M. – Learning Disability Quarterly, 1986
A sociometric rating scale was administered to 46 mainstreamed learning disabled (LD) students. LD and nonhandicapped (NH) students did not differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters.…
Descriptors: Adolescents, Learning Disabilities, Mainstreaming, Peer Acceptance
Peer reviewedMoses, Nelson; Papish, Marion Alexis – Learning Disability Quarterly, 1984
The paper argues that the criterion form-referenced (CFR) concept contradicts the philosophy and definition of mainstreaming, whereas a cognitive conceptualization constitutes a more appropriate framework for designing and assessing mainstreaming. Learning from a cognitive perspective that emphasizes self-regulation is reviewed. Specific examples…
Descriptors: Cognitive Development, Disabilities, Elementary Secondary Education, Mainstreaming
Orr, Ann C.; Hammig, Sara Bachman – Learning Disability Quarterly, 2009
One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although faculty are becoming more comfortable with providing students with learning disabilities accommodations as mandated by federal law, many instructors are using…
Descriptors: Federal Legislation, Learning Disabilities, Empathy, Teaching Methods
Peer reviewedGresham, Frank M.; Reschly, Daniel J. – Learning Disability Quarterly, 1986
Comparison of positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nondisabled children revealed significant differences in peer acceptance and in task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher,…
Descriptors: Elementary Education, Interpersonal Competence, Learning Disabilities, Mainstreaming
Peer reviewedMaher, Charles A. – Learning Disability Quarterly, 1982
The Goal-Oriented Approach to Learning (GOAL), a procedure to actively involve handicapped adolescents in the mainstreaming process, was evaluated with 11 learning disabled high school students. The procedure consisted of four steps: goal setting, goal attainment scaling, selection of classroom instructional strategies, and evaluation of goal…
Descriptors: Educational Methods, Educational Objectives, High Schools, Learning Disabilities
Peer reviewedHudson, Floyd; And Others – Learning Disability Quarterly, 1979
Results indicated that teachers held unfavorable attitudes toward mainstreaming. They believed that they did not have the time, support services, or training necessary to teach handicapped children in their classroom effectively. (Author/DLS)
Descriptors: Children, Disabilities, Educational Needs, Elementary Education
Peer reviewedCartledge, Gwendolyn; And Others – Learning Disability Quarterly, 1985
Questionnaires completed by 450 elementary pupils and by 14 fourth- and fifth-grade teachers revealed a discrepancy between the two groups' social skill focus. Students favored communication and play/sport skills as factors facilitating social interaction while teachers tended to view task-related behaviors as more critical to mainstreaming…
Descriptors: Intermediate Grades, Interpersonal Competence, Learning Disabilities, Mainstreaming
Peer reviewedMandoll, Marie; And Others – Learning Disability Quarterly, 1982
The effects of a peer tutoring procedure on the spelling behavior of a mainstreamed elementary school learning disabled student were investigated. Overall results indicated that the S obtained greater accuracy on the spelling tests during the peer tutoring than baseline condition. Both the tutor and the tutored student claimed improved spelling.…
Descriptors: Elementary Education, Learning Disabilities, Mainstreaming, Peer Teaching
Peer reviewedHeron, Timothy E.; Skinner, Michael E. – Learning Disability Quarterly, 1981
The paper delineates three observable and measurable variables in the regular classroom (response opportunity, teacher-student interaction, and social acceptance) which the placement team can use to make the initial placement decision and to evaluate educational progress in the future for learning disabled students. (Author)
Descriptors: Classroom Environment, Elementary Secondary Education, Learning Disabilities, Mainstreaming
Peer reviewedChalfant, James C.; And Others – Learning Disability Quarterly, 1979
The article describes a teacher support system model to help regular classroom teachers meet the needs of mainstreamed handicapped children. Based on a survey of perceived prerequisite skills and competencies for dealing with learning and behavior disorders, the Teacher Assistance Team concept was developed to provide a day-to-day peer…
Descriptors: Disabilities, Educational Needs, Elementary Secondary Education, Mainstreaming
Peer reviewedPullis, Michael – Learning Disability Quarterly, 1985
Learning disabled (LD) students (N=412) from grades one to six generally received more negative ratings from their special education resource teachers and their regular education mainstream teachers on task orientation, adaptability, and reactivity. Results of multiple-regression policy-capturing analyses were interpreted to mean that temperament…
Descriptors: Decision Making, Elementary Education, Learning Disabilities, Mainstreaming
Peer reviewedPerlmutter, Barry F.; And Others – Learning Disability Quarterly, 1983
Analysis of sociometric ratings for 162 mainstreamed tenth graders revealed that, while learning disabled (LD) Ss were generally less well liked than their peers, a subgroup of the disabled sample was very well regarded. Most of the remaining LD Ss were rated in the neutral rather than the disliked range. (Author/CL)
Descriptors: High Schools, Intergroup Relations, Learning Disabilities, Mainstreaming
Peer reviewedBulgren, Janis; And Others – Learning Disability Quarterly, 1988
Evaluation of "Concept Diagrams" and a related "Concept Teaching Routine" used in nine secondary school classrooms which included 32 learning-disabled (LD) students, found that teachers successfully selected target concepts and implemented the teaching routine, whereas students (both LD and non-LD) demonstrated gains in concept acquisition,…
Descriptors: Cognitive Processes, Concept Formation, Learning Disabilities, Mainstreaming
Peer reviewedAlves, Alda J.; Gottlieb, Jay – Learning Disability Quarterly, 1986
Teacher interactions with disabled and nondisabled students in 38 mainstreamed elementary classrooms were observed using an interval time-sampling procedure and behavioral categories. Results of discriminant analysis indicated that disabled students received fewer questions and were provided with less teacher feedback than their nondisabled peers.…
Descriptors: Elementary Education, Feedback, Interaction, Mainstreaming
