The guest editorial by W. Cruickshank criticizes as facile the assumption that the least restrictive environment for learning disabled children is a regular classroom. (GW)

The study examined changes over 3 years in self-esteem and perception of ability in 75 children in regular classes and special education classes. Findings indicated that 68 learning disabled or educable retarded children in special education classes experienced greater gains in self-esteem and perception of ability scores than Ss in regular…

Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students to establish social norms for comparision purposes, and help determine integrated placement. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students.…

The study examined the social status of 43 elementary grade learning disabled (LD) students who, though based in special classes, joined regular classes up to 18 periods per week. Findings indicated both lower acceptance and lower rejection, suggesting that the LD students are simply not known to their regular class peers. (Author/DB)

Types of training considered include selecting target behaviors which are likely to be maintained by natural consequences, promoting self-management skills, and extending stimulus control through creating similarities between the special and regular class settings and matching the regular class reinforcement frequency in the special class. (DB)

The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)

The self concept of 386 minimally brain damaged (8-16 years) in special classes was compared with that of 96 children with similar disabilities who were in regular classes. (Author/CL)

The study examined the ability of intellectual, achievement, and behavioral data to predict placement of 95 learning disabled students (ages 7 to 15) into a special program. Only 27-33 percent of the variance was accounted for by the battery of assessment instruments in student placement decisions. (Author/DB)

The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

The effect of 1 or 2 year special class placement on academic achievement and intellectual functioning of 28 learning disabled children (8 to 11 years old) was investigated. The number of years in a self-contained class significantly affected arithmetic achievement. (Author)

The program was developed to minimize classroom disruptions which often occur when a behavior problem student (9 to 13 years old) from a special education homeroom is placed in the mainstream. The program also was designed to encourage on task performance and work completion both in the homeroom and mainstream settings through reinforcement for…

Daily measures of reading comprehension were obtained for three learning disabled fourth and fifth grade boys in two settings--their regular classrooms and a special remedial setting. (Author)

Analysis of survey responses of elementary and junior high students (n=1,527) in regular, resource, and self-contained special education classrooms found significant main effects for group, grade, and group by grade interactions for amount, type, and time spent doing homework; opportunity to do homework at school; parents' assistance; and…

The performance of learning disabled male elementary students in self-contained classes (N=35) and resource rooms (N=50) was compared on five diagnostic tests and factors of retention, chronological age, and behavior. Results indicated a difference only in the intelligence factor between the groups. (Authors)