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May, Deborah C.; Welch, Edward – Journal of Learning Disabilities, 1984
Of 223 children who were coded as buy-a-year (BAY), overplaced (OP), or traditional (TR) based on their Gesell placement status, there were no significant differences between TR, BAY, or OP children on referrals or classification or on receipt of speech and language service, remedial reading, remedial math, or counseling. (Author/CL)
Descriptors: Disabilities, Elementary Education, Referral, School Readiness

Junkala, John, Mooney, Jean F. – Journal of Learning Disabilities, 1986
Of school districts making high use (HU) and those low use (LU) of regular class placement options, HU special education administrators were generally more positive than LU Ss about mainstreaming and placement issues. HU teachers were more positive than LU teachers on several issues, and principals as a group were dramatically more positive than…
Descriptors: Administrator Attitudes, Disabilities, Elementary Secondary Education, Mainstreaming

Brulle, Andrew R.; And Others – Journal of Learning Disabilities, 1984
Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students to establish social norms for comparision purposes, and help determine integrated placement. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students.…
Descriptors: Academic Achievement, Decision Making, Disabilities, High Schools

Journal of Learning Disabilities, 1987
While the regular education initiative (also called regular education/special education initiative) has merit, the powerful complexities and dimensions inherent in the changes that are called for must be acknowledged. Excerpts from statements by teacher educators, Education Department officials, researchers, and national associations reflect the…
Descriptors: Delivery Systems, Disabilities, Elementary Secondary Education, Instructional Development

Carr, Margaret N. – Journal of Learning Disabilities, 1995
This response to an article by Bruce Taylor on inclusion of students with disabilities in regular classes argues that it is not possible to meet the needs of all children in the general education classroom and points out that inclusion is generally favored by advocacy groups for low-incidence disabilities and policymakers wanting to cut costs. (DB)
Descriptors: Child Advocacy, Disabilities, Educational Needs, Educational Philosophy

Lieberman, Laurence M. – Journal of Learning Disabilities, 1980
The article explores implications of the noncategorization of exceptional students. One area of concern is that those children who fail in school will be lumped together with handicapped children, which, the author asserts, does an obvious disservice to both. (PHR)
Descriptors: Classification, Disabilities, Educational Legislation, Educational Trends

Audette, Bob; Algozzine, Bob – Journal of Learning Disabilities, 1997
Focuses on problems with current referral-to-placement procedures that require a student to be found eligible for special education services before serving the student. Federal and state education agencies are urged to collaborate to support partnerships between special and general education to provide better outcomes for all students. (CR)
Descriptors: Disabilities, Disability Identification, Educational Change, Educational Innovation

Kauffman, James M. – Journal of Learning Disabilities, 1994
Special education is in danger of disintegration due to both justified criticisms of implementational failures and unjustified criticisms concerning its conceptualization and the separate placement of some students with disabilities. Needed reforms include constructing defensible rival philosophies and improving the preparation and support of…
Descriptors: Disabilities, Educational Change, Educational Philosophy, Educational Trends