A large-scale longitudinal study identified, through assessment of 118 classroom teachers and selected mainstreamed students (most of whom were learning disabled), 15 effective teaching behaviors for mildly handicapped students, including assignment of learning tasks with high success rates, frequent positive feedback, efficient use of classroom…

The effects of age; disability (educable mentally impaired, emotionally impaired, and learning disabled); and time interval on the percentage of time spent in the regular classroom were studied over a three-year period. Reading, spelling, and mathematics achievement were also examined. (Author/GDC)

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,…