The final report of the Garden Grove unified school district project for 1969 through 1972 (funded through Title III) involving six multiply handicapped, legally blind children, 7- to 10-years-old, who were previously excluded from special education (SE) classes is presented. Described as the main procedural objective is development of a…

Special arrangements for the teaching of English to New Canadians (children who are recently-landed immigrants, or those for whom English is a second language) have existed at the primary level for five years. The most frequent approach involved children leaving their regular classes to meet in special classes, varying in size, and duration and…

Twenty intermediate and 16 primary grade children were administered sociometric questionnaires to determine their social acceptance of three groups of children: normal children, educable mentally handicapped who were integrated into the academic routine of a nongraded school, and educables who remained segregated in a self-contained class. Results…

The comprehensive plan for special education in the public schools of the District of Columbia explains program goals, objectives of an outreach program designed to aid in the identification of preschool and school age populations requiring special services, the organizational structure of special educational programs and services, and procedural…

The present status of gifted education in Nigeria is discussed in terms of the changing perception of giftedness, the learning environment (including home tutoring, acceleration, enrichment, and special classes/schools.) Implications for Nigerian education are discussed including the school statutory age, the mandated curriculum, and educational…

Nondisabled students (n=65) and disabled students (n=120) from mainstreamed grades 6 through 12 were surveyed and compared to non-mainstreamed controls. Responses were analyzed in the categories of stereotypes, peer-ratings, and self-ratings. Nondisabled students favorably described the disabled in general, but descriptions of actual disabled…

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,…

Eight classroom communication techniques were ranked by 156 teachers of behavior disordered students who taught in self-contained or alternative settings, and who had either received or lacked formal communication training. Among results were that exclamatory verbal reinforcement was ranked most effective, and "I" messages least effective, by all…

A questionnaire was developed to assess how parents of a learning disabled child viewed (1) their relationship with school personnel, (2) their child's academic and social progress, and (3) integrated programs involving handicapped and nonhandicapped students. (Author/CL)

This volume offers the educational leader reviews of research on five timely educational issues: citizenship education, multicultural education, gifted and talented education, classroom assessment, and scheduling. The chapters treating citizenship education review both the research about and practice of citizenship education in K-12 schooling.…

This study provides an evaluation of the national and state level educational environmental placement trends for students, ages 6-11 or 12-17, with learning disabilities (LD), emotional disabilities (ED), mental retardation (MR), or speech and language impairments (SLI) in the decade following implementation of the Regular Education Initiative…

Combined teacher ratings of perceived cognitive competence and misbehavior accounted for the most variance in peer acceptance or rejection of educable mentally handicapped children. Ratings of academic competence were associated with both acceptance and rejection of educationally handicapped children (a category of low achievers used in…

A study examined effects of class-wide curricular modification on the engagement and behaviors of six students (ages 13-14) with emotional disturbances, in a self-contained science class. Modifications included providing opportunities for choice making and ensuring activities were of high interest, which resulted in increased engagement and…

This rebuttal to a criticism of the authors' article questioning the regular class placement of students with learning disabilities (LD) cites research that supports the effectiveness of special education settings for some students and highlights limitations of inclusion settings. The paper stresses that the elimination of the continuum of…