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Peer reviewedOstrosky, Michaelene M.; And Others – Journal of Early Intervention, 1994
Schedules of classroom activities and direct observation of actual activities were collected in 24 early childhood special education classrooms. Significant differences were found between the amount of time that teachers allotted for activities (such as play, self-care, transition, and story time) and the amount of observed time that children…
Descriptors: Class Organization, Disabilities, Early Childhood Education, Observation
Peer reviewedMiller, Linda J.; And Others – Topics in Early Childhood Special Education, 1992
This survey of 232 parents of developmentally delayed or typical preschool children found that parent attitudes were favorable toward mainstreaming, regardless of their child's placement in a mainstreamed or segregated program. Compared to parents of segregated children, parents of mainstreamed children indicated stronger opinions about the…
Descriptors: Child Development, Disabilities, Longitudinal Studies, Mainstreaming
Peer reviewedAmerican Annals of the Deaf, 1990
The directory provides information on programs offered, students served, and educational staff employed by U.S. and Canadian schools and classes for deaf children. The listing is alphabetical by state (or province) and lists residential and day schools, classes, and facilities for other handicaps. A tabular summary by program and student…
Descriptors: Day Schools, Deafness, Elementary Secondary Education, Foreign Countries
Peer reviewedAmerican Annals of the Deaf, 1990
This directory lists, by state, the 1989-90 research and/or demonstration projects reported by schools and classes for the deaf in the United States. Listed separately are projects funded by the Education Consolidation and Improvement Act, Chapter I. (DB)
Descriptors: Deafness, Demonstration Programs, Elementary Secondary Education, Higher Education
Peer reviewedHarper, Gregory F.; And Others – Journal of Reading, Writing, and Learning Disabilities International, 1991
Classwide peer tutoring was implemented in a self-contained classroom for 12 primary-grade students with mild mental retardation. Results indicated that students accurately implemented classwide peer tutoring, high rates of accurate practice were produced, and spelling test performance increased by more than 60 percent correct over baseline.…
Descriptors: Academic Achievement, Instructional Effectiveness, Mild Mental Retardation, Peer Teaching
Calder, Kim Judith – B. C. Journal of Special Education, 1990
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)
Descriptors: Adolescents, Delivery Systems, Developmental Tasks, Educational Needs
Peer reviewedMenke, Cajetan J. – Roeper Review, 1990
The gifted program at a secondary school near Montreal (Quebec, Canada) is described. The program serves 7 percent of the school's 1700 students and includes special classes, facilities, and opportunities. The program is pyramidally structured, feeding from foundation development and self-enrichment into specialization. Core staff, mentors,…
Descriptors: Academically Gifted, Enrichment Activities, Foreign Countries, Independent Study
Download full textFrey, Laura; Lane, Cindy – 1995
The Bridges Program of the Wyandotte Comprehensive Special Education Cooperative in Kansas works to have students with chronic aberrant behavior in alternative school settings function successfully in a self-contained setting in the student's home school. The program works to create an environment which will address the curriculum needs and…
Descriptors: Agency Cooperation, Behavior Change, Behavior Disorders, Elementary Secondary Education
Peer reviewedBurke, Arlene Avery – Exceptional Children, 1975
Descriptors: Blacks, Exceptional Child Research, Learning Disabilities, Mental Retardation
WILSON, MAMIE L. T. – 1960
THE RELATIONSHIP OF EDUCABLE MENTAL RETARDATES IN REGULAR CLASSES AND SPECIAL CLASSES WITH RESPECT TO VOCABULARY WAS STUDIED. THERE WERE 49 SUBJECTS TAKEN FROM REGULAR CLASSES AND 45 FROM SPECIAL CLASSES. THE PRIMARY AND ELEMENTARY FORMS OF THE WORD MEANING SECTION OF THE STANFORD ACHIEVEMENT TESTS WERE ADMINISTERED TO EACH SUBJECT BY FOUR PERSONS…
Descriptors: Behavior Patterns, Handicapped Children, Mental Retardation, Mild Mental Retardation
Fresno County Schools, CA. – 1966
FOR EACH EXCEPTIONALITY AREA, THIS DOCUMENT OUTLINES A STATEMENT OF LEGISLATIVE INTENT, SERVICES AVAILABLE THROUGH THE OFFICE OF THE COUNTY SUPERINTENDENT OF SCHOOLS, INITIATION OF A DISTRICT PROGRAM, CONSTRUCTION OF A DISTRICT PROGRAM, IMPLEMENTION AND PROSECUTION OF A DISTRICT PROGRAM, AND EVALUATION OF A DISTRICT PROGRAM. THE APPENDIX CHARTS…
Descriptors: Academically Handicapped, Administrative Organization, Compensatory Education, Consultants
Higgins, Francis D. – OSSC Bulletin, 1976
The historical review places mainstreaming of exceptional children in the context of special education developments since World War II and recent legislation. The period since the War is noted to have produced an expansion of special education services. Among pressures described for changing the emphasis on special class placement are the…
Descriptors: Educational Trends, Exceptional Child Research, Handicapped Children, History
Metz, A. Stafford; Cramer, H. Leslie – 1974
Reported are results of a 1970 survey of 1,996 public elementary and secondary schools, representative of the nation's 81,000 local public schools, to determine the numbers of professional staff serving the following groups of handicapped pupils: speech impaired, learning disabled, mentally retarded, emotionally disturbed, hard of hearing, deaf,…
Descriptors: Class Size, Exceptional Child Research, Handicapped Children, Mainstreaming
Great Falls Public Schools, MT. – 1971
Presented is the final report of a 3-year Title III program which provided approximately 50 emotionally disturbed children (6- to 14-years-old) with special classes (10 pupils per class) utilizing behavior modification techniques and precision teaching. Explained are the project purpose of providing an instructional setting for children totally…
Descriptors: Adolescents, Behavior Change, Behavior Problems, Children
Fewell, Windell W. – 1973
Presented is the final report of a 3-year (1970-1973) project, funded by Title III, to develop a model instructional and training program with 10 (five each year) 6- to 8-year-old, multiply handicapped, deaf children at the Indiana School for the Deaf. Described are use of a separate building at the school, experimental summer programs 1969-1972…
Descriptors: Children, Deafness, Demonstration Programs, Exceptional Child Education
