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Written Language Instruction for Students with Mild Handicaps: Is There Enough Quantity to Ensure Quality?
Peer reviewed Peer reviewed
Christenson, Sandra L.; And Others – Learning Disability Quarterly, 1989
Elementary-school learning-disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students (N=122) were observed during written language instruction, to document writing tasks and student responding. Extreme variability was found in the amount of time individual students spent in writing activities or in receiving written…
Descriptors: Comparative Analysis, Elementary Education, Mainstreaming, Mild Disabilities
Self-Monitoring of On-Task Behavior by Adolescents with Learning Disabilities.
Peer reviewed Peer reviewed
Prater, Mary Anne; And Others – Learning Disability Quarterly, 1991
Five single-subject studies indicated that adolescents with learning disabilities can successfully implement self-monitoring procedures in special and regular education settings and correspondingly improve their on-task behavior, without regard to classmates' percentage of on-task behavior and with fading of reinforcement and self-monitoring.…
Descriptors: Adolescents, Learning Disabilities, Mainstreaming, Outcomes of Treatment
Promoting Social Integration of Young Children at Risk for Learning Disabilities.
Peer reviewed Peer reviewed
Odom, Samuel L.; And Others – Learning Disability Quarterly, 1982
The Integrated Preschool Curriculum (IPC), which is designed to facilitate the social integration of young children at risk for learning disabilities into mainstreaming and integrated special education classes, was compared with a standard early childhood education model curriculum. The IPC successfully promoted social interaction between…
Descriptors: High Risk Persons, Interaction, Learning Disabilities, Mainstreaming
Parents' Perceptions of Their Learning Disabled Child's Educational Performance.
Peer reviewed Peer reviewed
Abramson, Marty; And Others – Learning Disability Quarterly, 1983
A questionnaire was developed to assess how parents of a learning disabled child viewed (1) their relationship with school personnel, (2) their child's academic and social progress, and (3) integrated programs involving handicapped and nonhandicapped students. (Author/CL)
Descriptors: Academic Achievement, Decision Making, Learning Disabilities, Mainstreaming