The developmental bypass teaching technique (which provides students an opportunity to bypass their learning deficits) was studied with regard to social studies achievement and classroom behaviors in 50 learning disabled junior high school students. (Author/PHR)

Interviews were conducted with 93 principals, classroom teachers, resource teachers, and special education teachers to determine their assumptions and beliefs about "restorative" and "preventive" delivery systems for exceptional children. Preventive belief systems were held more frequently by principals, followed by resource teachers and special…

Four expert high school special education resource teachers were observed providing classroom instruction. Content analysis of postobservation interview transcripts was used to identify the presence of 124 reflective practice indicators in the subjects' instructional decisions: 49 for personal responsibility, 39 for testing, and 36 for problem…

The article offers guidelines for using the regular education mathematics curriculum for students with mild disabilities. Approaches geared toward mildly handicapped adolescents include the parallel alternate curriculum, the resource room model, and the strategies intervention model. Specific teaching suggestions are also recommended as are…

Unstructured comments of 509 parents of students in regular, resource, and self-contained classrooms regarding homework, tests, and grades revealed 8 broad themes: complaints, traditional beliefs about education, alternative beliefs about education, communication issues, beliefs about involvement, stress factors, involvement dependent on child…

Recounts a second-grade teacher's efforts to help a rough-and-tumble boy diagnosed with ADHD (attention deficit hyperactivity disorder). After comprehensive behavioral and academic programs (including token rewards, peer tutoring, resource room activities, an inclass aide) failed to stabilize Tommy's behavior, Ritalin was (successfully) prescribed…

A study explored six Canadian regular class elementary teachers' attitudes toward inclusion of students with disabilities into their classrooms. Participants experienced difficulty in articulating their roles in integration and viewed resource teachers as being responsible for included students. Segregated placement was seen as superior to…

This manual was developed as part of a project investigating the effectiveness of class-wide peer mediated reading instruction with middle grade students having mild disabilities and reading difficulties. It explains the procedures for introducing, implementing, and monitoring the project's version of repeated reading, in which pairs of students…

A questionnaire sent to 274 Michigan special education teachers in resource rooms and self-contained classrooms were dsigned to identify the treatment methods and materials used by these teachers to teach penmanship and spelling to learning-disabled students. A review of the literature examines the theoretical background of written expression,…

Possible reasons for the nationwide increase in the number of children identified as learning disabled (LD) include abrogation of general education's responsibility toward difficult to educate children, increasing differences in preservice general and special education training, the increase in parent/student rights litigation, and parental…

The CREST (Creative Resources Enriching Student Talents) Project, an enrichment approach for elementary gifted, talented, and creative students, is described. The project is explained to incorporate an interdisciplinary approach to instruction in art and science using resources within the community. Chapter 1 outlines the project philosophy,…

Provisions for gifted student identification and educational programming in Australia, the USSR, Venezuela, Brazil, Indonesia, Israel, and the Peoples Republic of China, and the United Kingdom are discussed. Concern for locating and serving the gifted is apparent in all these countries. Issues and program efforts in gifted education are quite…

The paper reviews research on the effects of placement in full-time special education classes, part-time regular classes with resource support, and full-time regular classes on mildly handicapped students. Also examined are programs designed to improve achievement, social-emotional adjustment, and social acceptance of the academically handicapped…

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1…