The authors describe a survey of graduates of a high school program for the academically gifted and argue that such data, both qualitative and quantitative, can add an important element to the evaluation of a program--in this case, a regional Governor's School--especially by using a Comparison group of high-achieving graduates of the same systems'…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

This article reports the results of a formative evaluation of an all boys pull-out gifted program in China. Twenty-six seventh-grade gifted students were placed in regular classes but were successfully taught a differentiated curriculum in science, mathematics, and computer science in special pull-out classes. (CR)

This study compared perceptions of staff in self-contained programs and mainstreamed programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training. Well-established self-contained programs were perceived as superior to relatively new mainstream programs in…

Thirty-five studies on the efficacy of special class versus regular class placement for mildly handicapped students were reviewed for the power of their statistical tests. Twenty-one studies had adequate power to detect a large effect size but the power to detect a medium effect size was no better than chance. (Author/DB)

An obervational study of micro-educational environments and microcomputer use within these environments was conducted in special day classes, resource rooms, and mainstream classrooms (N=90). Mildly handicapped students in special education settings had less variety to their instructional experiences than did either handicapped or nonhandicapped…

Individualized education programs (IEPs) written for 18 severely disabled students (ages 4-19) who attended integrated school sites scored higher on selected indicators of best practices when compared with IEPs written for students attending segregated sites. IEPs were examined for age-appropriateness, functionality, and potential for…

Evaluated a program for strengthening promptness and initiative behaviors with three educable, mentally retarded adolescents. The program consisted of: instructions on responses desired and their importance; self-evaluation procedure; and consequences of successful performance with social praise from the classroom teacher. Results supported the…

An elementary-school self-contained gifted class was compared to a control group on a general test of cognitive ability. Program participants exhibited significantly higher gains than did controls, and at the end of the program, participants also rated the quality of their school life more highly than did controls. (Author/JDD)

A comparison was made of the quality of 24 inclusive childcare classroom environments serving toddler-age children with and without disabilities and 25 segregated early intervention classroom environments serving children with disabilities only. The Infant Toddler Environmental Rating Scale documented that the inclusive classrooms scored higher on…

Forty students with severe disabilities were evaluated across two years of either inclusive or self-contained educational programming. Comparison of child development and social competence found the inclusive group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the…

A survey evaluation of special classes for the gifted in 35 Indiana school districts was carried out among 173 teachers, administrators, and program coordinators. Results indicated that the curriculum and teaching methods were clearly differentiated for the gifted and were effective in meeting their needs. (Author/PB)