Results of a study involving 14 learning disabled students show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them. (Author/CL)

Learning disabled adolescents can be helped to make sense of large amounts of material by a systematic study approach that builds on memory strategy. Such a strategy includes building on meaningful associations and recollections and using specific memory aids (such as kinesthetic, visual, and auditory rehearsal). (CL)

Presents an alternative instructional approach for helping learning disabled high school students comprehend content area instruction in regular classrooms. Combines the use of direct instruction and advanced organizers. Also identifies and discusses general methods teachers can use to teach learning disabled students successfully in regular…

This article uses data obtained from a study that examined transition experiences of young people with moderate learning disabilities. A comparison is made between those experiences and the experiences of both other vulnerable young people and non-disabled youth. It was found that non-disabled youth experience extended transitions with events that…

This paper presents the position that inclusion is limited; inclusion does not go far enough. The inclusive classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on inclusion. In most classrooms only children with learning disability are included omitting those with severe disabilities,…

The purpose of this study was to examine the elementary school assistant principals' attitudes and recommended instructional arrangement related to the inclusion of special needs students in the general education setting. The following six questions guided the study: (1) Are the attitudes of the elementary school assistant principals more positive…

A sociometric rating scale was administered to 46 mainstreamed learning disabled (LD) students. LD and nonhandicapped (NH) students did not differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters.…

Regular and special educators (N=334) identified the social skill competencies necessary for successful performance in secondary mainstream settings. Competencies fell into three major areas: appropriate work habits, respect for others and their property, and ability to follow school rules. (Author/CL)

The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)

Comparison of positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nondisabled children revealed significant differences in peer acceptance and in task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher,…

Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…

Resource teachers can help learning disabled students generalize skills to a mainstream setting with three types of procedures: transfer activities; self control procedures (in which a behavior contract is developed and contingencies for self reinforcement are specified); and cooperative planning (in which resource teachers and regular teachers…

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

The Goal-Oriented Approach to Learning (GOAL), a procedure to actively involve handicapped adolescents in the mainstreaming process, was evaluated with 11 learning disabled high school students. The procedure consisted of four steps: goal setting, goal attainment scaling, selection of classroom instructional strategies, and evaluation of goal…

A transitional English class proved successful in helping learning disabled high school students reenter the mainstream. The class featured team teaching, variable grouping, and individualized grading criteria for such class activities as interviewing and writing. (CL)