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Sabatino, David A. – Journal of Special Education, 1972
Presented is a rebuttal to six responses to a paper recommending the resource room model in special education. (DB)
Descriptors: Conference Reports, Exceptional Child Education, Handicapped Children, Learning Resources Centers
Wilson, John T.; Koran, John J. – Education and Training of the Mentally Retarded, 1973
Descriptors: Adolescents, Diagnostic Teaching, Evaluation, Exceptional Child Education
Peer reviewed Peer reviewed
Webster, L. Michael; Green, Walter B. – American Annals of the Deaf, 1973
Descriptors: Behavior Change, Deafness, Exceptional Child Education, Hearing Impairments
Peer reviewed Peer reviewed
Kraft, Arthur – Adolescence, 1969
Descriptors: Academic Achievement, Grade 11, High School Students, Special Classes
Scagliotta, Edward G. – Acad Therap Quart, 1969
Descriptors: Class Size, Educational Needs, Exceptional Child Education, Individual Characteristics
Mascari, Barbara Gunckel; Forgnone, Charles – Education and Training of the Mentally Retarded, 1982
Of 120 educable mentally retarded (EMR) elementary and middle school students who had been dismissed from special education classes four years previously, 50 were not rereferred for further evaluation and 70 were. Among characteristics that appeared to differentiate the groups were grade level and sex. (CL)
Descriptors: Elementary Education, Followup Studies, Junior High Schools, Mainstreaming
Owner, Susan Zylstra – Perspectives for Teachers of the Hearing Impaired, 1982
The Special Opportunities Program (SOP) at the Kendall Demonstration Elementary School in Washington, DC, serves hearing impaired students (two to 14 years old) who have special learning problems on additional handicaps, including developmental disabilities. The SOP is also integrated with the regular program, which eases mainstreaming. (SEW)
Descriptors: Elementary Education, Hearing Impairments, Learning Problems, Mainstreaming
Brown, Lou; And Others – Journal of the Association for the Severely Handicapped (JASH), 1983
Issues related to the locations in which educational and related services are provided to severely handicapped students are addressed. It is argued that attending special education classes in chronological age appropriate regular schools close to home is in the best interest of students, their families, and the public. (Author/SEW)
Descriptors: Accessibility (for Disabled), Educational Benefits, Intervention, Normalization (Handicapped)
Peer reviewed Peer reviewed
Wood, Frances; Hirshoren, Alfred – Journal for Special Educators, 1981
Noted are problems such as the increased incidence of handicaps additional to the hearing impairment, the lack of homogeneity among the hearing impaired, and the poor language ability of most hearing impaired students. Current programs in Missouri, California, and New York are briefly described. (DB)
Descriptors: Elementary Secondary Education, Hearing Impairments, Mainstreaming, Multiple Disabilities
Nowakowski, James A. – Momentum, 1980
The Individualized Instruction Resource Program (IIRP) is a special program for underachieving freshmen and sophomores at Gordon Technical High School in Chicago. In operation since 1969, IIRP uses a coordinated curriculum, unique scheduling, and a practical, often individual approach, which has consistently increased the self-images of its…
Descriptors: Educational Principles, High Schools, Individualized Instruction, Program Descriptions
Peer reviewed Peer reviewed
Silverman, Linda – Journal for the Education of the Gifted, 1980
The article addresses programing approaches for secondary gifted students used throughout the country. Goals, identification, and programing options are discussed, including types of acceleration, enrichment, special classes, on campus offerings outside the school day, off-campus options, and special schools. (CL)
Descriptors: Acceleration, Delivery Systems, Enrichment, Gifted
Lim, Tock Keng; Tan, Liang See – Gifted Education International, 1997
Describes the pull-out gifted program at the Chinese High School in Singapore, which provides talented students with a differentiated and enriched curriculum in mathematics, science, and computer science. Other program aspects include a mentoring program and a creative computing camp. The program is seen as combining the advantages of both full-…
Descriptors: Advanced Courses, Computer Science, Enrichment Activities, Foreign Countries
Peer reviewed Peer reviewed
Lim, Tock Keng – Roeper Review, 1996
This article reports the results of a formative evaluation of an all boys pull-out gifted program in China. Twenty-six seventh-grade gifted students were placed in regular classes but were successfully taught a differentiated curriculum in science, mathematics, and computer science in special pull-out classes. (CR)
Descriptors: Educational Strategies, Foreign Countries, Formative Evaluation, Gifted
Peer reviewed Peer reviewed
Kauffman, James M.; Pullen, Patricia L. – Focus on Exceptional Children, 1996
Disputes eight myths about special education relating to inclusion, including automatic individualization of instruction and negative effects of attending special classes, the potentially positive effects of eliminating labeling, and the neighborhood school's general education classroom as the least restrictive environment for all children.…
Descriptors: Disabilities, Elementary Secondary Education, Inclusive Schools, Individualized Instruction
Gold, Marvin J.; And Others – Gifted Child Today (GCT), 1990
Programs offered by Israel's Department for Gifted Children and Science Oriented Youth are described, focusing on the Ofek School's pull-out programs for students from both religious and secular schools, the science activities of the Weizmann Institute, other science-oriented programs, and study tours for foreign students. (JDD)
Descriptors: Elementary Secondary Education, Enrichment Activities, Foreign Countries, Foreign Students
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