This study investigates primary school teachers' sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers'…

The purpose of this study was to examine the effectiveness of using group story-mapping on ESL students with a learning disability in reading comprehension. The researcher focused on a specific graphic organizer in this study, called Group Story-Mapping. This strategy required students with learning disabilities involving reading comprehension to…

Representative reactions from eight regular class teachers regarding visits to special education classes for learning disabled students are presented. Reactions stressed the student's need for approval, the success of high expectations and realistic goals, and admiration for the work of the special education teacher. (CL)

Children labeled neurologically handicapped subsequent to psychological and medical evaluation were exposed to treatments: (1) placement in a self-contained classroom; (2) retention in a regular class with help from tutors; (3) retention in a regular class with no extra help. Effects on academic achievement and visual-motor functioning showed no…

Based on a study of the differences between the way regular and special education teachers handle classroom transitions, this discussion suggests seven steps special education teachers should take to aid students in classroom transitions. A list of 24 different transition cues is included. (JC)

Since the passage in 1975 of Public Law 94-142 with the intent of "mainstreaming" handicapped students, more students are moving from regular classrooms into special education rooms. Identifies and discusses eight disincentives to mainstreaming handicapped students. (MD)

Structured interviews with 150 elementary students with learning disabilities found that they accurately perceived that special education is intended to provide extra help for children with academic problems. Students reported they liked special education classes, though some missed instruction or recreational activities in their mainstream class…

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…

Investigated whether differences by sex or race existed in placement, learning disabilities classrooms, teacher contacts, assignment practices, and student learning behavior. Found differences in placement. Similarities were found in teacher treatment, student behavior, and the effects of such behavior on test performance. (Author/CM)

This study examined the nature of instruction provided in 40 self-contained special classes for students classified as learning disabled, emotionally handicapped, or educable mentally retarded. Few differences were identified in teacher communication patterns, learner involvement, and instructional methods for students with different categorical…

This study assessed the effects of special education placement from the perspectives of nine high school students receiving learning disabilities services in separate classrooms. Students did not view their experiences as either socially or academically efficacious, but they valued the services to avoid an unresponsive general education system and…

Over 100 resource rooms, mainstreamed classes, and special day classes for learning handicapped students were observed in a longitudinal study of Micro-Educational Environments (MEEs) and microcomputer use. Results from 1986 and changes from 1984 to 1986 cover hardware selection and location; student grouping; software; access; use time; and user,…

Special education is under fire from full inclusionists who advocate for children with severe mental retardation and who contend that special education settings are immoral dumping grounds for children deemed "unteachable." Other advocates of inclusion focus on the invalidity of disability categories, tests, and instructional services which, in…

The academic progress and self-concept of North York (Ontario, Canada) learning-disabled and educable retarded students were studied, with particular reference to the effectiveness of placement in mixed exceptionality versus single exceptionality programs. Information was gathered from the published special education literature, students' files,…

The manual is intended to serve as a guide for local Florida school systems as they develop procedures for establishing special instructional programs for specific learning disabled (SLD) students. Section 1 outlines student eligibility procedures: (1) definition of SLD; (2) screening, referral, and student evaluation; (3) eligibility criteria and…