The examination of the use of ability grouping of students begins with presentation of the questionnaire responses from 328 school districts concerning how and how much ability grouping is practiced within their systems, on what basis students are assigned to groups, and how many poor or non-white students are involved. Following is a summary of…

Low achieving regular class and educable mentally retarded (EMR) special class adolescents from a white, low-income, urban district were administered the learning potential procedure and were interviewed to determine differences in their after-school, non-academic activities. Few differences were reported in the social interests and activities of…

One hundred and six visually handicapped children, who had attended an intensive preschool program stressing cognitive development, were compared with 182 Ss, who had received other less intensive services. (BD)

Daily measures of reading comprehension were obtained for three learning disabled fourth and fifth grade boys in two settings--their regular classrooms and a special remedial setting. (Author)

Surveyed were 807 parents, 915 teachers, 29 headmasters, and 805 educationally subnormal (mentally retarded) children (8 years or older) in special classes or schools in Chesire (England) to provide both objective and subjective evaluation data. (DB)

Thirty-six conduct problem first graders were randomly assigned to either a special class of eight children or regular classes. (Author)

Free-play observation of 12 preschoolers (normal or mentally retarded) in integrated and segregated settings on four occasions during the school year indicated a steady increase in positive social interaction over time for normal children in both settings and for retarded children in the integrated setting. (Author/JW)

Suggestions presented for special education teachers evaluating or preparing mildly or moderately disabled students for integration into mainstreamed classes include: training students to understand the difference between the resource and mainstreamed classes (directions, group activities); meeting with the regular classroom teacher; and teaching…

Two studies examined the relationship between classroom crowding and the behavior of handicapped students in a total of 74 special classes. Both studies found the frequency of disruptive or aggressive behavior higher under the crowded conditions. (Author/DB)

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…

Describes the successful team-teaching model used to combat learning disabilities in Iowa City (Iowa) secondary schools. Regular and special education teachers work together with selected students in traditional classroom settings. The model promotes improvements in students' self-concepts, absence rates, and academic achievement, as well as in…

The author reviews results of eight research papers with conflicting data on effectiveness of special versus regular class placement for educable mentally retarded children, expresses need for more research, and emphasizes use of the individualized education plan to determine the most appropriate setting for a child. (MC)

This report provides 10 guiding principles for aligning school spending with the goal of creating a system of high-performing schools: (1) It is necessary to recognize that money matters--"you get what you pay for" applies to schools; (2) Aligning school spending to the goals of high performance requires investing in those things that…

The National Center for Education Statistics (NCES) collects selected data from state education agencies about all public elementary and secondary schools and education agencies in the 50 states, the District of Columbia, and the 5 outlying areas: American Samoa, Guam, Commonwealth of the Northern Mariana Islands, Puerto Rico, and the Virgin…

Twenty-nine 10-year-old educable mentally retarded Ss in a resource room program were matched on age, intelligence and reading level (preprimer) with 41 special class controls to determine the efficacy of the resource room as an alternative to special classes. (MC)