A whole language approach to learning can be successfully used with children with learning disabilities. The approach can alleviate difficulties children have with memory and cognitive problems, anxiety, self-esteem, locus of control, and attentional deficit. Procedures are outlined for implementation of the whole language approach in resource…

Evaluation of peer relations of 53 intermediate grade students participating in a pull-out enrichment program found that these children, relative to classmates, were evaluated positively by peers, demonstrated greater awareness of reciprocity in friendship relationships, and were perceived less often as either an aggressor or victim of aggression.…

A Shakespearean play was taught in a resource room with students with learning disabilities in grades 10 through 12, in a manner that took advantage of the students' learning differences. Questions about "Macbeth" were developed and investigated before reading the play. The experience increased self-esteem and academic motivation. (SW)

Comparison of teaching behaviors across grade level and educational setting (resource and self-contained) of 65 beginning teachers found main effects for both grade level and educational setting including that elementary teachers provided more transitions between instructional activities and that teachers in self-contained settings exhibited more…

Data relating to an intermediate-grade student with learning disabilities were collected when the student was being served in a resource room and during full-time mainstreaming. Data included achievement measures, classroom observation data, and school adjustment data. Data do not show significant improvements in reading achievement when in the…

A meta-analysis was conducted on nine experimental studies dealing with pull-out programs for gifted students in grades one through nine. Results indicate that pull-out programs in gifted education have significant positive effects on achievement, critical thinking, and creativity, but not on student self-concept. (Author/JDD)

The paper discusses the interaction of learning disabilities with the typical developmental tasks of adolescence and adulthood. Typical high school programs (resource room and segregated classroom models) are reviewed to determine how services can better meet the needs of this age group. (Author/DB)

This study compared the differential effects of in-class and pull-out service delivery models on attitudes of students (n=194) in grades four through six toward students with disabilities. Results revealed that students from classrooms where services were being delivered through in-class service delivery models had more positive attitudes.…

The reading instruction, grouping practices, and outcomes for 59 students with learning disabilities (LD) in resource room settings were examined by this follow-up study. Whole class instruction was the dominant grouping format and only half of the special education teachers provided differentiated materials and instruction. Overall, no…

An instrument to measure teachers' instructional practices, the Instructional Practice Questionnaire, was developed and validated in three phases. The questionnaires focused on three domains of instructional practices: cognitive, interpersonal, and interpersonal. First, an initial questionnaire was developed for a pilot study, and data were…

This paper describes an approach to transitioning 106 junior high special education students into mainstream settings by drawing regular education teachers into special education settings for regular instruction sessions prior to full mainstreaming. Following a 3-5 week period of instructional visits by regular teachers to special education…

The report describes a visit of a Saudi Arabian educator to four programs for visually handicapped students in the United States in order to determine the feasibility of introducing these programs or some aspects of them in Saudi Arabia. Advantages and disadvantages of four types of programs are considered: (1) a residential school, (2) an…

The manual presents information on providing services to children with communication disorders in New York state. An initial chapter distinguishes educational handicaps from communication disorders and speech impairments. A section on general education speech and language remediation considers the teacher's role and school-based identification and…

The study investigated the career attitudes of three groups of learning disabled (LD) adolescents: (1) 30 LD students enrolled in secondary regular classes, (2) 30 LD students enrolled in secondary vocational training classes, and (3) 30 LD students enrolled in the regular secondary classes and receiving additional services through Learning…

The sourcebook provides descriptions of 16 exemplary middle school/junior high school resource room programs in Massachusetts. Programs in the following schools are covered: Walsh Middle School (Framingham), Wilson Junior High School (Natick), Oxford Middle School (Oxford), North Junior High School (Pittsfield), Sutton Middle School (Sutton),…