Special education programs and support services for individuals with learning disabilities must be part of an education agency's total instructional program and must not be regarded as a separate and parallel system. Recommendations regarding program and service planning and implementation and service options are presented. (CB)

Achievement data of elementary learning-disabled students in both an Integrated Classroom Model (ICM) and resource rooms were compared. The ICM was shown to be more cost effective than resource room programs while achieving similar results on reading, math, and language tests for learning-disabled students and on general achievement tests for…

The school day of a total of 122 learning disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped elementary students was observed. Findings were noted concerning time allocated to instruction in specific content areas, time spent in different school settings, and time allocated to instruction as a function of…

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)

The author makes suggestions for teachers of special education students concerning accommodating individual needs. The suggestions include: (1) adjust the level of difficulty appropriately; (2) make only those changes which are really necessary; (3) give the poor reader a break; (4) make notetaking easier; and (5) teach for attention,…

Research contrasting special class placement, partial mainstreaming, and complete mainstreaming of students with mild academic handicaps is critically reviewed. Also reviewed is recent research on programs designed to improve the outcomes of mainstreaming, particularly programs directed at diminishing the rejection of students with mild academic…

This case study looked at one preservice teacher during field experiences prior to her student teaching as she addressed the complexities of supporting the literacy learning of students in a class for students with learning disabilities and in a regular class setting. The preservice teachers' lessons emphasized multiple literacies. Data were…

The study examined three components of the initial expectations of 66 secondary vocational teachers toward mainstreamed educable mentally retarded and learning disabled children. Among findings was that presence of the labels lowered the initial academic and behavioral expectations of teachers in the sample. (SB)

Dance therapy deals with personal growth via body-mind interaction. A change in movement expression is believed to result in a personality or behavior change. The therapist is trained to become sensitive to movement expression as it relates to the psychological, motor, and cognitive development of the child. (JN)

Shows how one school district uses a series of four three-day workshops to give students a feeling for what it is like to be disabled and an awareness of the frustrations and barriers that confront mainstreamed students. (RL)

This study compared state disparities in the diagnosis of students with learning disabilities. It found that state prevalence of learning disability was moderately explained by demographic and sociopolitical factors (unlike four common physical disabilities) and that these same factors strongly predicted the extent of mainstreaming and the size of…

Presented is an introduction to laser videodisc technology, covering both hardware and courseware considerations and technological applications to special education. Described is the application of videodisc courseware to the teaching of fractions, and results of a successful program to teach fractions to eight mainstreamed students with learning…

A study used systematic classroom observation to describe pupil behavior and pupil-teacher and pupil-peer interaction in four classrooms in schools for children with moderate learning disabilities. Results are compared with a previous study of mainstream elementary classrooms. (MSE)

This article sees the inclusion movement as leading to the rapid erosion of placement options for students with disabilities and notes that no single classroom can be appropriately, habilitatively restrictive for all children. It suggests that advocates of full inclusion deny realities, rights, and responsibilities involved in constructing the…

This article responds to a paper by Rhia Roberts and Nancy Mather which questions the regular class placement of students with learning disabilities. This response contends that the current reform movement in general education provides a window of opportunity for including students with disabilities and allowing schools to restructure services to…