This study investigates primary school teachers' sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers'…

Compared was the academic performance in the third grade of 75 children who had participated in the Complete Communication Development Program, a learning disabilities kindergarten, with the performance of 75 children in regular kindergartens. Stanford Achievement Test scores indicated that the Ss in the special class performed significantly lower…

Elementary-age children (Nequals20) diagnosed as learning disabled were assessed. It was concluded that regular classroom instruction alone may be insufficient for mainstreamed children with learning disabilities and that supplemental programming seems necessary if prior rates of academic learning are to be maintained. (Author)

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)

Children labeled neurologically handicapped subsequent to psychological and medical evaluation were exposed to treatments: (1) placement in a self-contained classroom; (2) retention in a regular class with help from tutors; (3) retention in a regular class with no extra help. Effects on academic achievement and visual-motor functioning showed no…

The extent to which three groups of learning disabled (LD) adolescents differed in language was examined. Ss were 30 LD students enrolled in secondary special classes, 30 LD students in secondary special classes, and 30 LD students integrated in regular secondary classes who received additional support beyond that ordinarily provided in regular…

The author asserts that for many types of learning disabled students, integration with regular class students is desirable, and that a comprehensive analysis of the educational service delivery system is needed to achieve this goal. Disadvantages of the special class arrangement are described in terms of cost benefit, psychological growth of the…

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)

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…

Factors involved in the decision to place a learning disabled child in a mainstream or special class setting include the classroom situation (class size and teacher training); the child (behavior, academic ability, and social competence); and the parents. (CL)

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)

Compared were the effects of mainstream or special class placement on the acquisition of reading skills and self concept with a total of 84 kindergarten or first grade learning disabled students. Significant differences were found between the two groups on only one of the four tests given: the letter names subtest of the Murphy-Durrell Analysis.…

Based on a study of the differences between the way regular and special education teachers handle classroom transitions, this discussion suggests seven steps special education teachers should take to aid students in classroom transitions. A list of 24 different transition cues is included. (JC)

Investigated was the relationship between academic achievement and self concept with a total of 37 learning disabled (LD) children (between the ages of 8 and 14 years) of whom 19 were enrolled in self contained special classes and 18 were receiving services from resource teachers. Ss were administered the Primary Self Concept Inventory and the…

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…