Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

Recounts a second-grade teacher's efforts to help a rough-and-tumble boy diagnosed with ADHD (attention deficit hyperactivity disorder). After comprehensive behavioral and academic programs (including token rewards, peer tutoring, resource room activities, an inclass aide) failed to stabilize Tommy's behavior, Ritalin was (successfully) prescribed…

This set of papers deals with the integration and maintenance of disabled children in regular Australian classrooms and the mounting pressure on teachers to provide effective instruction for an increasingly broad range of ability groups. Part I is concerned with theoretical issues and research on the integration of children with special learning…