Described are components of Project FAST (Functional Analysis Systems Training) a nationally validated project to provide more effective educational and support services to learning disordered children and their regular elementary classroom teachers. The program is seen to be based on a series of modules of delivery systems ranging from mainstream…

Defined are categories of learning disabilities (LD) that can be remediated in regular public school classes, and offered are remedial approaches. Stressed in four studies is the heterogeneity of LD problems. Suggested is grouping LD children into three categories: no disorder (problem is from the learning environment); minor disorder (problem is…

In response to shifting demand for teachers, a special education option was added to the University of Delaware's undergraduate elementary program. Without sacrifice of existing programs, college resources were reallocated to maximize the normalization of school services for educationally handicapped children. Thirty-six to 40 undergraduates per…

A survey of slow learner education in state secondary schools was conducted in Auckland and North Auckland, New Zealand. Thirty-five schools containing 30,787 pupils replied to the questionnaire which covered the following areas: assessment prior to placement, educational objectives, identification methods, special classes, teaching groups,…

Fourth graders (n=69) were assigned to science learning conditions on a stratified random basis controlling for handicap, sex, and age. Results indicate that continued use of cooperative learning contingencies promote positive growth in interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped students.

Guidelines are presented for assisting classroom teachers in using the strengths of learning-disabled students to help them learn content area material. Specific suggestions are offered for various disabilities, including attention deficits, organizational deficits, auditory processing deficits, visual and visual-motor deficits, language…

Despite many accomplishments since the passing of the Education for All Handicapped Children Act, not all disabled children are benefiting from the law. Examples are cited from Douglas Biklen's study of schools that have achieved the integration of disabled and nondisabled students. (MLF)

Rated the adjustment of 129 newly mainstreamed learning disabled, emotionally disturbed, and mildly developmentally disabled pupils. While the teachers were, in general, very satisfied with the pupils' progress in both academic and behavioral areas, satisfaction declined after grade six. IQ data did not predict satisfactory adjustment. (JAC)

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…

Analyzes two commonly used reading programs and indicates their implications for the mainstreamed learning disabled child. (FL)

Summarized are three studies which used the Barclay Classroom Climate Inventory to measure the psychological and social-affective impact of six different classroom settings and a specific mainstreaming procedure on 240 educable mentally retarded and learning disabled pupils. Implications for mainstreaming and placement decisions are drawn. (SJL)

A study of three males (grades 7-8) with learning disabilities investigated the effectiveness of a cognitive-behavioral self-management training package on the consistent use of specific classroom survival skills. Results demonstrated more consistent use of targeted classroom survival skills by all students in both learning support and mainstream…

Two elementary teachers rated 91 learning-disabled students (56 mainstreamed and 35 in self-contained classes) using the Weller-Strawser Scales of Adaptive Behavior. Results indicated that personality variables and problem behavior were related to teachers' perceptions of the ability of learning-disabled students to adapt to the classroom.…

A teacher in a school for students with moderate learning difficulties and a secondary school teacher exchanged teaching responsibilities, to identify potential problems for students and teachers when mainstreaming is carried out. Discussed are the impact of class size, teaching styles, knowledge-centered learning, scope of curriculum, scheduling,…

A school-wide program was developed to teach study skills (involving cognitive strategies and school survival skills) to mainstreamed secondary-level students with learning disabilities. The program involved training teachers, synchronizing teaching schedules, and observing teachers. Students learned study strategies that transferred to content…