Inclusive classrooms are responsible for delivering appropriate education to culturally diverse and behaviorally at-risk students. The Intervention with Dissimilar Learners Model (IDL) addresses diverse student needs. Research shows that this four-level intervention system is effective. The paper explains the use of the IDL to increase positive…

Reports on a study of self-concept among 424 Greek elementary students classified as normal achievers, low achievers, and those with learning difficulties. Finds that special education students rated themselves lower than their normally achieving and low achieving peers on academic self-concept. (CFR)

Examines the Teacher Assistance Team (TAT) approach in providing all students with individualized, supportive instructional alternatives in the classroom. Explains how the TAT is a cost- and time-effective approach for providing teacher support in handling "slow learners" and letting teachers have ownership and responsibility in dealing with…

Regular and special educators (n=192) were assigned a case study describing a student having a learning and/or behavior problem and made a placement decision. Results indicated that regular and special educators were most likely to agree with regular class placement when they were high in both personal efficacy and teaching efficacy. (Author/JDD)

This study compared psychoeducational characteristics of 67 children (ages 6-16) with Turner syndrome and 27 nonaffected controls. Subjects exhibited selective impairments in visuospatial and memory areas; significant underachievement in arithmetic; poor social competence; and increased behavior problems, particularly in the area of hyperactivity.…

This article provides recommendations for teaching students how to use a story grammar cuing system to improve both the fluency and quality of their stories. The cuing system is a series of steps in the form of a checklist that serves as a self-regulatory mechanism for prompting attention, memory, and accuracy. (JDD)

This article discusses components of teacher collaboration, such as working together to prevent learning and behavior problems and to minimize the need for special service referrals; learning to manage the care of students who must be referred; and participating in school-based teams working towards comprehensive integrated, programmatic…

Examines whether the characteristic reading speed impairment of German dyslexic children resulted from a general skill-automatization deficit or a phonological deficit. Tests a dyslexic and nondyslexic group of boys in grade 2. Concludes that difficulties in learning to read are due phonological deficit and not a general skill-automatization…

Addresses the problems resulting from the frequent co-occurrence of dyslexia and attention-deficit hyperactivity disorder. The importance of identifying comorbidity before planning and implementing educational programs is stressed and implications for diagnosis and intervention are drawn. (DB)

School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research…

This study compared the stress, social support, and adjustment of 40 middle school students with learning disabilities or mild mental retardation and 396 general education students without learning problems. The students with learning problems experienced more stress, less peer support, greater adult support, and poorer adjustment, than those…

An independent school in Encino, California, studied the concept of neoplasticity (lifelong brain reorganization processes) and started using more technology in classrooms. Brain-based programs require a rich learning environment, thematic instruction, integrated curricula, musical stimulation, multiple intelligences, and multisensory specialized…

At a new charter school serving predominantly defiant underachievers and special-needs students, a psychology teacher was challenged to implement founders' brain-based principles. She succeeded by establishing a climate of relaxed alertness, immersing students in meaningful experiences, and guiding them in processing their experiences. (MLH)

Identifies 11 types of graduate student difficulties and suggests methods to help alleviate them. Difficulties include language barriers, cultural barriers, emotional barriers, lack of commitment, and lack of ability. Also describes certain personality traits that may impede achievement. (AIM)

In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school…