Two experiments were conducted with a total of 30 learning disabled third grade children to examine the effects of tutoring location and teacher supervision on the efficacy of cross-age tutoring for LD children. (Author/DB)

Utilizing specialized classroom strategies to foster greater social acceptance of mainstreamed learning disabled students may be more efficient than having school personnel constantly involved in resolving student-to-student conflicts and assuaging hurt student feelings. Learning disabled students assigned to mainstream classes often present…

The 2-part student workbook for mainstreamed learning and mentally disabled high school students contains 12 units intended to provide supplementary instruction in the Contemporary Parenting Choices Curriculum in the home economics class. This unit, the fourth in the Relationships part of the workbook, focuses on understanding the married and…

The 2-part student workbook for mainstreamed learning and mentally disabled high school students contains 12 units intended to provide supplementary instruction in the Contemporary Parenting Choices Curriculum in the home economics class. This unit, the sixth in the Relationships part of the workbook, focuses on the decision to parent and includes…

Although mild retardation is generally assumed to be an inherited trait, socio-cultural factors, such as deprived cultural environment, health-threatening conditions, and school labeling processes exacerbate the problems of the learning disabled child. In this booklet, the causes of mental retardation are considered, and techniques and strategies…

Presented is the administrative and resource personnel kit developed as part of Project TEAM (Teacher Encouragement to Activate Mainstreaming) to improve attitudes and skills of regular secondary teachers working with educable mentally retarded or educationally handicapped students. Sections of the kit include an introduction, a listing of the…

A project researched and determined a screening device to identify learning disabled, mentally retarded, and educationally disadvantaged who are served by the Learning Assistance Services (LAS). The Wide Range Achievement Test (WRAT) was identified as an effective, efficient, and inexpensive screening device for identifying potential special need…

A comparative study was made of mentally retarded and nonhandicapped children in the first through third grades on motor performance as measured by running (50-yard dash), jumping (standing broad jump), and throwing (softball throw for distance). The subjects had received all of their physical education instruction in a mainstream setting since…

Thirty learning disabled (LD) students enrolled in secondary regular classes, 30 LD Ss in vocational training classes, and 30 LD Ss integrated in regular secondary classes and receiving additional assistance in learning resource centers were compared on measures of self concept and career attitudes. Results from the Attitude Scale of the Career…

The study examined whether there were differences in the quality of classroom time spent by 79 mainstreamed learning disabled fifth grade students and 141 regular fifth grade students; and also whether differences in qualtiy of time related to student, instructional, and classroom variables. Trained observers coded learner moves, content area, and…

The final report describes a study in which two teacher training methods--workshop and direct assistance in the classroom--were examined for their effectiveness in increasing positive attitudes of regular class elementary teachers toward mainstreaming of learning disabled and emotionally disturbed children. It is explained that two faculties were…

The handbook for learning centers contains guidelines, forms, and supplementary information to be used with all children identified as having a learning disability, mild retardation, or sensory deprivation in the Norwalk, Connecticut public schools. It is stressed that the learning center should provide supportive services for at least 35 minutes…

The 3-year Title III elementary school project provided an individualized program for the 310 attending students to assess effectiveness of educating the 15% of the mildly handicapped mentally retarded, emotionally disturbed, and learning disabled students in a common school setting. Two trainer consultants, five teachers, 15 interns in training…

A sample of 61 teachers were asked to complete the Leary Interpersonal Check List on Hypothetical EMH, LD, and normal 10-year-old males. The teachers also answered 15 multiple choice questions on mainstreaming. Findings indicated that the three teacher groups were in agreement in viewing the child types differently. (Author)