The absenteeism of 252 mainstreamed learning disabled (LD) elementary and high school students was examined over 4 consecutive years for elementary Ss and 3 1/2 years for secondary Ss. Orthogonal polynomial analysis was used to find the relationship between absenteeism and time as measured in school semesters. In general, analyses indicated the…

Examines the long-term effects of instruction on the reading achievement of children diagnosed as having learning disability and were taught in resource rooms. Studies the consequences of such instruction on the cognitive level of children identified as having reading disability. Finds that resource room placement and instruction have deleterious…

Cognitive, academic, and behavioral characteristics of 42 children with learning disabilities were assessed from identification at age 6-7 to the age of 11.5. At endpoint, resource students showed a drop in verbal intelligence quotient and lower achievement compared to mainstreamed students, though there were no differences at the time of…

Over 100 resource rooms, mainstreamed classes, and special day classes for learning handicapped students were observed in a longitudinal study of Micro-Educational Environments (MEEs) and microcomputer use. Results from 1986 and changes from 1984 to 1986 cover hardware selection and location; student grouping; software; access; use time; and user,…