This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…

Observational data were collected on the instructional tasks used by 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped). No differences between handicapped and nonhandicapped students were revealed in an analysis of time using each of eight specific tasks…

Explores the effects of 417 regular education students' acceptance of 41 learning disabled classmates. Participants were upper elementary students enrolled in either cooperative or competitive learning classes. After eight months positive changes in peer ratings among the students occurred more frequently in the cooperative learning classes. (MJP)

Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…

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…

This narrative study examined teachers' perceptions of their inclusive classrooms. Eight early childhood teachers responded to open-ended interview questions about their experiences teaching children with and without disabilities in the same classroom environment. The social constructivist view of teaching and learning is highlighted as the…

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).…

Twelve proficient peer models without disabilities demonstrated a response chain for a targeted learning task each day and described the steps to three classmates with developmental disabilities, who observed. The peer models performed the response chains accurately and quickly and the students with disabilities acquired the response chains. (DB)

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)