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Griffith, Penny L.; Rogers-Adkinson, Diana L. – Behavioral Disorders, 1997
This study compared 41 students with severe behavioral disorders (attending either day or residential programs) on language measures. No significant differences were found between groups; both groups showed receptive and expressive language deficits. However, teachers rated students in the day program higher on conversational skills. Also,…
Descriptors: Behavior Disorders, Expressive Language, Incidence, Language Impairments
Saint-Laurent, Lise; And Others – Education and Training in Mental Retardation, 1993
Comparison of the efficacy of integrating 41 elementary school students with moderate mental retardation into either regular classes, a special class with a community-based program, or a special class with a traditional developmental program found that, after 2 years, no single program was superior to the other 2. (Author/DB)
Descriptors: Community Based Instruction (Disabilities), Comparative Analysis, Developmental Programs, Elementary Education

Vinsonhaler, John; And Others – Journal of Special Education Technology, 1993
Expert systems technology was applied to placement decisions of deaf and hard-of-hearing children. The application involved developing a model of how experts make placement decisions. The decisions of the expert system were found to agree with those of a majority of teachers in 90% of the cases. (DB)
Descriptors: Computer Uses in Education, Deafness, Decision Making, Elementary Secondary Education

van Gurp, Susan – Journal of Deaf Studies and Deaf Education, 2001
This study compared the self-concepts of secondary students in either a segregated (institutional), congregated, or mainstream resource program setting. Results suggested academic advantages in attending resource programs and social advantages in segregated settings. Integrated deaf students had better self-perceptions of reading ability than…
Descriptors: Deafness, Inclusive Schools, Mainstreaming, Reading Ability

Marshburn, Elaine C.; Aman, Michael G. – Journal of Autism and Developmental Disorders, 1992
Teacher ratings on the Aberrant Behavior Checklist were collected on 666 students with mental retardation attending special classes. Classroom placement and age had significant effects on subscale scores, whereas sex failed to affect ratings. The study concludes that the original scoring method, developed for individuals in residential facilities,…
Descriptors: Age Differences, Behavior Problems, Behavior Rating Scales, Children

Walker, L.; Munro, J.; Rickards, F. W. – Volta Review, 1998
This study compared the literal and inferential comprehension abilities for textual, functional, and recreational text genres of 195 students who were deaf or hard of hearing. Literal comprehension exceeded inferential comprehension for males but not females. Educational setting (special class, resource room, or fully mainstreamed) influenced…
Descriptors: Deafness, Elementary Secondary Education, Hearing Impairments, Inclusive Schools
Preferences for Sources of Social Support of Hispanic Male Adolescents with Mild Learning Handicaps.
Morrison, Gale M.; And Others – Education and Training in Mental Retardation, 1992
This study investigated social support preferences of Hispanic male junior high school students with (n=22) and without (n=11) mild learning handicaps for various life stressors. Students with handicaps were more likely to choose "nobody" and less likely to choose siblings than nonhandicapped peers. Differences between special class and resource…
Descriptors: Hispanic Americans, Interpersonal Relationship, Junior High School Students, Junior High Schools
Gottlieb, Barbara W. – 1987
This study examined whether Wechsler Intelligence Scale for Children (Revised) subtest patterns employing Kaufman's classification system differ between male and female elementary grade students receiving special education services. It also examined whether females in special education are more significantly impaired than males, and whether males…
Descriptors: Behavior Problems, Cognitive Ability, Disabilities, Elementary Education