Self-concept scores of 341 third graders (52 learning-disabled integrated, 164 nonhandicapped integrated, and 125 nonhandicapped nonintegrated) were lower among the integrated learning-disabled students than among their nonhandicapped peers. Results also suggest that integration may enhance the self-perceptions of nonhandicapped children,…

This article addresses the use of curriculum-based measurement (CBM) techniques within regular education settings. Specific CBM decision-making strategies in the areas of mathematics operations are described. Successful application of these strategies in 40 elementary classes, each with at least 1 student with a learning disability, is also…

Ninety-three elementary school minority-group children in triads of a low-achieving student, an average achiever, and a learning-disabled (LD) student were observed in regular education classes. Findings indicated that the low achievers were treated differently than average achievers and mainstreamed LD children. Teachers' instructional behaviors…

A lag sequential analysis method was used to analyze observational data of regular classroom behaviors of learning disabled, seriously emotionally disturbed, and average elementary grade children. Teachers behaved differentially toward the handicapped children, interacting with them primarily when they were not on task. (Author/DB)

Fifty-nine students enrolled in 4 inclusive world history classes in a suburban high school participated in a within participants research design to compare the relative effects of mnemonic strategies and direct instruction on academic performance. Regularly assigned high school teachers delivered instruction during history class periods. Keywords…

The manual is intended to facilitate the initiation of service delivery programs for learning disabled (LD) students in the university mainstream. The first chapter addresses the development of a comprehensive diagnostic and academic support service program; sections detail program initiation activities, assessment, and intervention. The second…

Instructional group settings within the mainstream class were compared for 45 learning disabled and 45 non-learning disabled students in an effort to document differential instructional settings used for mainstream children. No group difference was demonstrated for lecture/presentation or seatwork settings. (HOD/Author)

Evaluation of a checklist by teachers to rate 60 secondary level learning-disabled and nondisabled students for mainstream competencies found no overall mean group differences and no inter-rater reliability, though ratings on work habits did predict course grades for all three groups (fully mainstreamed, partially mainstreamed, and nondisabled).…

Two studies evaluated the effectiveness of guided notes with five secondary students with mild disabilities and three postsecondary students with learning disabilities. In both studies, use of guided notes resulted in significantly improved academic performance. (Author/DB)

This study compared regular education teacher evaluations of the social competence of elementary children with learning disabilities (n=68) receiving services in either traditional "pull out" models or in "integrated" programs. It found that service delivery model alone without any specific planned social-behavioral interventions did not have a…

Two elementary teachers rated 91 learning-disabled students (56 mainstreamed and 35 in self-contained classes) using the Weller-Strawser Scales of Adaptive Behavior. Results indicated that personality variables and problem behavior were related to teachers' perceptions of the ability of learning-disabled students to adapt to the classroom.…

Maintains that educational integration assumes that heterogeneous grouping will increase the extent to which the learning disabled are accepted by peers. Reports on a study of 128 adolescents in integrated and nonintegrated schools. Finds that the frequency of contacts, not the type of school attended, led to more positive expectations. (CFR)

Twenty-two classroom teachers (grades one through seven) of mainstreamed students with learning disabilities were interviewed concerning their use of social studies textbooks. Results indicated that teachers were concerned about content and comprehensibility of the texts. Teachers reported dealing with difficult texts by helping individuals with…

Ethnographic research methodology is reviewed as an emerging methodology in special education, with application made particularly to understanding regular classrooms into which students with learning handicaps may be integrated. Suggested descriptive questions for an ethnographic interview are given, for use in research investigations and in…

Oral paraphrase is presented as an informal and versatile strategy for assessing and enhancing listening comprehension in mainstreamed students with language/learning disabilities. Approaches to assessing the listening comprehension demands of individual classrooms and using various dimensions of paraphrasing to enhance language comprehension and…