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Peer reviewedMundschenk, Nancy A.; Sasso, Gary M. – Behavioral Disorders, 1995
Three children with autism from a self-contained elementary special education class participated in daily free-play sessions with 15 nondisabled peers, who were sequentially individually trained in appropriate interaction skills. Generalized interactions between students with autism and nontrained peers began in all three groups after the…
Descriptors: Autism, Elementary Education, Generalization, Interaction
Peer reviewedKatsiyannis, Antonis; Zhang, Dalun; Archwamety, Tear – Education and Training in Mental Retardation and Developmental Disabilities, 2002
Analysis of placement and exit data on students with mental retardation (MR) found in annual reports on implementation of the Individuals with Disabilities Education Act indicated an upward trend in educating students with mental retardation in general education classrooms, a decline in graduation rates with a diploma or certificate, and a greater…
Descriptors: Educational Trends, Elementary Secondary Education, Graduation, Inclusive Schools
Direct linkMarkussen, Eifred – European Journal of Special Needs Education, 2004
In 1994 a comprehensive reform of upper secondary education was introduced in Norway, giving all 16-year-olds--including SEN students--a statutory right to enter upper secondary. In a longitudinal study following a representative group of SEN students through upper secondary from 1994 until 1999, the main findings were: (1) SEN students in special…
Descriptors: Foreign Countries, Special Education, Special Classes, Educational Trends
Wilson, Clive; And Others – Slow Learning Child, 1975
Descriptors: Adjustment (to Environment), Exceptional Child Research, Intermediate Grades, Mainstreaming
Download full textBowd, Alan D. – 1990
The paper distinguishes American and Canadian applications of the terms "mainstreaming" and "integration" in relation to placement of exceptional children in settings which foster interaction between them and their non-handicapped peers such as regular classes in neighborhood schools. The two terms are seen to represent…
Descriptors: Disabilities, Educational Philosophy, Elementary Secondary Education, Foreign Countries
Mercier, Nan; Jensen, Susan Davison – 1988
This paper addresses ways in which regular art teachers can effectively serve students with mental disabilities and ways in which administrators can guide their districts regarding integrated situations in art education. A rationale is offered for including art education in the education of students with mental disabilities. Factors to be…
Descriptors: Art Education, Curriculum Development, Educational Practices, Elementary Secondary Education
Nomura, Tosuke – RIEEC Report, 1987
There has been serious confusion between the terms "infantile autism" and "emotional disorders" in Japan, especially as pertains to special education classes. Special classes for emotionally disturbed children began in Japan in 1969 with a rapid increase to over 2000 classes by the 1980's. However, most of the children…
Descriptors: Autism, Classification, Definitions, Developmental Disabilities
Svec, Henry – 1984
To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…
Descriptors: Foreign Countries, Learning Disabilities, Mainstreaming, Resource Room Programs
Peer reviewedArkans, Joan R.; Smith, James O. – Exceptional Children, 1974
Reviewed are trends in special or regular class placement of retarded children, and stressed is the need for more special classes to serve the severely and profoundly retarded. (DB)
Descriptors: Equal Education, Exceptional Child Education, Mental Retardation, Moderate Mental Retardation
Stephens, Thomas W. – 1977
Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more…
Descriptors: Academic Achievement, Exceptional Child Research, Individualized Programs, Learning Disabilities
Abrams, Jules C.; Belmont, Herman S. – J Learning Disabilities, 1969
Descriptors: Dyslexia, Exceptional Child Research, Group Therapy, Learning Disabilities
Chassin, Laurie; And Others – 1979
Fifty-nine educable mentally retarded (EMR) students and 330 nonhandicapped high school students from mainstream classes completed semantic differential ratings of a stereotypic Popular Teenager, Juvenile Delinquent, and Special Education Student. Ss also rated their global self concepts and situation specific self concepts within the mainstream…
Descriptors: Exceptional Child Research, High Schools, Labeling (of Persons), Mainstreaming
Cantrell, Mary Lynn; And Others – 1979
The paper describes pilot work in seven classes with mainstreamed physically handicapped students and four special classes on two measures (Classroom Index of Student Needs and Classroom Index of Individualized Instruction) to describe degrees of student diversity in the classroom and of the individualized educational service provided there. The…
Descriptors: Educational Needs, Evaluation Methods, Exceptional Child Research, Handicapped Children
MCGAHAN, F.E.
THE PROTOCOL FOR THE INCLUSION OF THE PERCEPTUALLY HANDICAPPED AND/OR MINIMALLY BRAIN-INJURED CHILD IN THE GALENA PARK SCHOOLS IS HEREIN DESCRIBED. SUCH CHILDREN USUALLY BEHAVE WITH A SIGNIFICANT DEGREE OF HYPERACTIVITY, DISSOCIATION, AND HAVE A SHORT ATTENTION SPAN. SPECIFIC DATA (INCLUDING MEDICAL HISTORY, PSYCHOLOGICAL TESTS RESULTS, SCHOOL…
Descriptors: Educational Media, Identification, Minimal Brain Dysfunction, Perceptual Handicaps
HARRIS, THEODORE L.; HERRICK, VIRGIL E. – 1957
HOW CHILDREN OF DIFFERENT MENTAL ABILITIES PERCEIVE LEARNING TASKS WAS STUDIED. THREE GROUPS OF 10 CHILDREN EACH (5 BOYS AND 5 GIRLS) WERE THE SUBJECTS OF THIS PROJECT. THE CHILDREN WERE SELECTED SO THAT THE GROUPS WERE HIGHLY SIMILAR IN CHRONOLOGICAL AGE, BUT DIFFERED DISTINCTLY IN IQ. ONE GROUP WAS COMPOSED OF GIFTED CHILDREN FROM A GIVEN SCHOOL…
Descriptors: Comparative Analysis, Gifted, Handicapped Children, Intelligence
