This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college. Each recommendation includes an overview of the practice, a summary of evidence used in support of the evidence rating, guidance on how…

Contends that combining cooperative-learning techniques with computer-assisted instruction is an effective way of integrating special needs students into regular social studies classes. Discusses the type of software and instructional strategies necessary for appropriate implementation of this approach. Includes characteristics of cooperative…

This report describes the research, development, field testing, and evaluation of a training program designed to help vocational education personnel serve handicapped students. The report details accomplishments including (1) results of interviews with vocational teachers and administrators; (2) overviews of the six slide/tape modules, examination…

Disabled Student Services Director, Alfred H. DeGraff, tells how Boston University's programs and facilities are providing independence for disabled persons. (MLF)

Based on an extensive literature search, this paper identifies key actions school administrators may take regarding systems that limit or avoid student referrals for special education services. Findings indicate that referrals may be limited by early intervention strategies and overall improvement of the mainstream educational system. Includes 93…

Two individualized writing programs, useful for mainstreaming learning disabled students into the English classroom were field tested among 100 seventh and eighth grade students in four school districts. The document reports on the results of "Mission WRITE," the design of "Touchstone WRITE," and the strategies used in teaching…

The demands that music classes make on students may be very complex, even at the elementary level, and educators responsible for mainstreaming educable mentally retarded or learning disabled students should examine music programs carefully before deciding that they are appropriate mainstreaming environments. Music teachers should be involved in…

Despite many accomplishments since the passing of the Education for All Handicapped Children Act, not all disabled children are benefiting from the law. Examples are cited from Douglas Biklen's study of schools that have achieved the integration of disabled and nondisabled students. (MLF)

Since the passage of U.S. Public Law 94-142, The Education for All Handicapped Children Act in 1975, special education has undergone much change. This law mandates that any child with disabilities must be educated to the maximum extent possible, with the least restrictive environment possible. This book serves as a resource for teachers dealing…

The practicum was designed to provide five inservice workshops concerned with identification and teaching strategies for regular second grade teachers with gifted children in their classes. The practicum used an interdisciplinary approach to present teaching procedures intended to be practical, cost effective, socially viable, and appropriate to…

Analysis of data from 49 states reveals that the types of formulas used by the states for funding special education are not related to the percentage of mildly disabled children served in regular educational settings but are related to the percentages of mentally retarded and learning disabled children served. (PGD)

This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and contrast this new paradigm with traditional concepts. An associated guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are renamed…

Reviews issues concerning learning disabled (LD) students in the college environment, including demographics of this population, related federal legislation, principles underlying policy concerning LD students, distinction between accommodation and privilege for LD students, the uniqueness of each student's needs, and the simple nature of most…

Based on a study of 30 exemplary programs in six states, this guide offers help to educators trying to serve students with mild learning handicaps (the learning disabled, mildly mentally retarded, and the mildly emotionally disturbed) in mainstream vocational classrooms. The document consists of seven chapters and an appendix. The first chapter…

Reports on a study of instructional strategies and classroom techniques used by art teachers for children with disabilities. Finds that in both segregated and integrated art education settings, a balanced, comprehensive art education program is possible with all students. (CFR)