Presents a synthesis of the literature findings on the dual diagnosis of mental retardation and behavior disorders. Topics covered include: (1) behavior management techniques; (2) drug treatment; (3) family perspectives; (4) education; (5) behavioral treatment; and (6) behavior disorders and mental retardation as mild disabilities. (Author/CR)

This study evaluated a six-step strategy for solving mathematical word problems and partnered practice with 24 third-grade students with mild disabilities. Measures of process (use of the strategy regardless of correctness of answer) and product (finding correct answers) was significantly better than controls. Students' and teachers' attitudes…

The article presents a teacher training model based on the Agricultural Extension Service Agent Model to meet the educational needs of handicapped students in rural areas. The model involves training regular classroom teachers to become in-house specialists on maintaining the mildly handicapped student in the regular classroom. (DB)

Ideas are presented for using microcomputers as a tool for curriculum modification with mild to moderate special needs students in various instructional situations. The focus is on the use of microcomputers in modifying the way curriculum content is presented by the teacher, received by the student, practiced and studied, and demonstrated and…

Fifteen elementary education teachers received training in mainstreaming; the experimental teachers and 15 controls were subsequently observed interacting with mainstreamed and matched comparison pupils. Findings revealed that: training modified attitudes toward mainstreaming by experimental teachers; and experimental and control teachers did not…

A conceptual model of an elementary school based on proposed educational reforms is described. A feature of the model is that it merges general and special education so that all general education teachers will be prepared to instruct an intellectually and culturally heterogeneous population. (MSE)

The article provides a definition of the Regular Education Initiative, considers implications for students with mild learning and behavior problems and examines such issues as labeling, assessment, identification, placement, and attitudes in special education. (DB)

A teacher-developed board game, designed for upper elementary and middle school students with mild disabilities, promotes student familiarity with their home state and applies problem-solving and map-reading skills in a cooperative-learning format. (DB)

Recommendations for ameliorating homework-communication problems were obtained from 8 parents, 13 special education teachers, and 11 classroom teachers. Participants were parents or teachers of students with mild disabilities in grades 5 through 12. The students were being mainstreamed into academic classes in which homework was assigned. (SW)

Project STRIDE (Services for Transition to Independence through Education) included development of individualized transition plans for adults with learning disabilities; a year of full-time training; and a second year of training with transition to job placement and follow up. Interviews with 19 completers and 10 teachers found that most students…

This article reviews the legislative history of assistive technology, discusses its benefits to and applications in learning environments for students with mild disabilities, outlines pertinent issues, and makes suggestions for selecting and using the various technologies. An appendix examines national policy on assistive technology and state…

The University of Oregon model teacher preparation program, called the Handicapped Learner Endorsement program, prepares teachers to work with students with mild handicaps and emphasizes direct instruction. This paper describes the program's core components and the procedures used to teach them, with specific emphasis on the supervisor's role in…

Twenty young adults with mild disabilities were taught savings account, bill paying, and money order skills using a self-paced workbook. The study found that both task-sequencing methods used (cumulative and interspersal) produced statistically significant and comparable improvements in performance, which were maintained at follow up. (Author/JDD)

Thirty-one students (ages 8-14) with learning disabilities or behavior disorders solved arithmetic word problems while a narrative protocol was developed. Eight types of cognitive processing difficulties were identified (such as lack of self-correction and inclusion of extraneous information), and the utility of protocol analysis as an assessment…

This study of 55 elementary-level general, special, and remedial education teachers found no intergroup differences in perceptions of the amount or quality of assistance available for mainstreamed students with mild handicaps, or in perceived effectiveness or overall acceptability of eight instructional strategies and 11 social behavior…