Background: Children with a mild intellectual disability (ID) and their families often require social services; however, because of the characteristics of the formal service system, these families may be at risk of not receiving necessary services. The aim of this study was to obtain knowledge regarding the types and number of services that…

Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms. However, there is tremendous variability of educational placement across the United States. Identification of geographic trends that explain this variability could provide…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

This study evaluated the impact of performance feedback on nine public educators' level of procedural integrity to Discrete Trial Teaching (DTT) procedures for students with Autism Spectrum Disorder (ASD). Procedural integrity was observed during four phases: no feedback, general feedback, performance feedback, and maintenance, in a multiple…

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap…

This article analyses and welcomes the decision of the Grand Chamber of the European Court of Human Rights which held that the use of special schools for Roma pupils was contrary to the right to an education coupled with the prohibition on discrimination. The decision has wide ramifications for the education of minority, particularly Roma, pupils…

Analysis of survey responses of elementary and junior high students (n=1,527) in regular, resource, and self-contained special education classrooms found significant main effects for group, grade, and group by grade interactions for amount, type, and time spent doing homework; opportunity to do homework at school; parents' assistance; and…

Thirty-five studies on the efficacy of special class versus regular class placement for mildly handicapped students were reviewed for the power of their statistical tests. Twenty-one studies had adequate power to detect a large effect size but the power to detect a medium effect size was no better than chance. (Author/DB)