The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation…

Findings of 43 studies examining the effects of class placement on social adjustment of mentally retarded students were reviewed. Studies met the following criteria: (1) they investigated the class placement of mentally retarded students; (2) they included a dependent measure of social adjustment; and (3) they reported quantitative tests of…

To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…

The self-perceptions of students were compared to parallel ratings by their teachers for four groups of subjects: 69 nondisabled, 18 learning-disabled-resource room, 25 learning-disabled-resource room, and 33 learning-disabled special class students. Results varied according to which teacher and students, which setting, and which aspect of self…

Most of the principals (82 percent) considered the most effective placement to be a combination of regular class and part-time special education. Only 6.4 percent regarded full-time regular class as most effective, while 10.1 percent favored full-time special class placement. (DB)

The decision to mainstream a child into the least restrictive environment opens up a variety of possibilities. The author surveys the mainstreaming options available in public schools, ranging from regular class placement to custodial care. (Part of a theme issue on mainstreaming.) (Editor/SJL)

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 proceedings of a workshop for parents and educators of handicapped children focuses on least restrictive environment. Three papers introduce the workshop: "Special Education: The Development of Services" (M. Reynolds); "Least Restrictive Environment: Decision Making" (H. Sobehart); and "Communication and Conferencing Skills for Parents" (J.…

A series of studies with learning disabled (LD) elementary grade students in eight schools investigated the relationship between class placement (regular class, part time regular class, or special class) and self concept. Ss were administered the Piers Harris Children's Self Concept Scale before and after placement changes. Results included the…

A study of the reintegration of 382 severely emotionally disturbed/behaviorally disordered students (preschool through secondary) into less restrictive programs revealed that the expected continuum of services (most to least restrictive) were reversed. The predominant placement was full integration, followed in descending order by resource and…

Naturalistic observation procedures examined the use of time by 230 elementary students with disabilities in four special education placements--regular class, resource room, special class, and special school. The least restrictive alternatives, particularly the resource room, made more in-class learning time available. (Author/DB)

This study compared the self-concepts of secondary students in either a segregated (institutional), congregated, or mainstream resource program setting. Results suggested academic advantages in attending resource programs and social advantages in segregated settings. Integrated deaf students had better self-perceptions of reading ability than…

This report updates an earlier study on educational placements of children with mental retardation, comparing data from the 1989-90 school year with the 1990-91 school year. The data indicate that regular class placements increased from 6.7 percent to 7.4 percent from 1989-90 to 1990-91. Resource room placements increased from 20.1 to 23 percent,…

This paper discusses the outcomes of a longitudinal study that investigated whether significant change has occurred in the number of Louisiana students in general education, resource, and separation placements from 1990 to 1999; whether significant differences in placement by age category have continued; and which school systems show a tendency…