Analyses of 212 questionnaires completed by school districts with mainstreaming programs indicated that placement in the regular class did not enhance individualization of instruction for exceptional learners. Placement in the most restrictive educational environment was, however, a good predictor of individualized instruction. (CL)

Reported was a study on the effect of integrated and segregated educational settings, respectively, on the self concept of 100 educable mentally retarded adolescents. (GW)

Sixty-two first graders identified as being at risk for later learning difficulties were assigned to either of two special classes or distributed through regular first grade classes and were provided with one of the following forms of treatment: direct teaching of reading, indirect teaching (perceptual-motor training), combined treatment, and…

Examined with 63 educationally handicapped (EH) students (6-l4 years old) was the effect on academic gains of special class placement, consisting of a self-contained EH class on the elementary level or a learning disabilities group on the elementary, junior high, or high school level. Analyses of data from the Ss' district records provided…

Four emotionally disturbed preschoolers engaged in a higher frequency of disruptive behavior in a regular classroom than in a special class, and teachers in the two settings responded differently to the disruptive behavior. (CL)

The study attempted to determine the effect of participation in an adult education class on the self-concepts of eight mentally retarded adults and to develop guidelines for measuring the retardate's self-concept. (Author)

Language behavior of educable mentally retarded children in special classes is described as a function of IQ, sex, socioeconomic status, CA and MA, and special treatment effects. (Author/KW)