The paper questions whether the school consultation model which provides services to learning disabled students has a sound theoretical base. Included are an examination of 10 different models of consultation and their relationship to theory and a review of studies on facilitating the mainstreaming of learning disabled and other low achieving…

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…

Basic assumptions of the Regular Education Initiative (which encourages closer coordination of regular and special education) were examined. The authors assert that students are not overidentified for special education, that student failure is not due only to teacher shortcomings, and that variability in student performance will increase not…

The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion. It distinguishes between "mainstreaming" and "inclusion," describes one inclusion model being implemented, and suggests that the momentum of the inclusion model has been generated by the failure of programs currently serving students…

This position statement of the National Joint Committee on Learning Disabilities identifies factors necessary for effective educational services for students with learning disabilities in general education classrooms; problems related to providing these services; and recommendations for actions required at the state, school district, and school…

The response to previous articles on the Regular Education Initiative looks at the definition of learning disabilities, identification, mainstreaming of mildly handicapped students, attitudes of general educators toward high risk students, the importance of prevention at the elementary level, and delivery systems. (DB)

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion, noting that special education has promoted the abdication of the regular educator's responsibility. The importance of teacher training is emphasized. (DB)

Thirty-two students with and without learning disabilities who had participated in both inclusion and pull-out service delivery models were interviewed individually. Overall, more children preferred the pull-out model, but many children were confident that inclusion was meeting their academic and social needs. (Author/DB)

The article examines the General Education Initiative of the Office of Special Education and Rehabilitative Services in light of (1) the failure of past major reform efforts to help students with learning problems, and (2) questionable assumptions about how such students learn. The expansion of special education support to other at-risk students…

Special education programs and support services for individuals with learning disabilities must be part of an education agency's total instructional program and must not be regarded as a separate and parallel system. Recommendations regarding program and service planning and implementation and service options are presented. (CB)

A survey of 48 secondary-level learning disability content teachers and 45 basic skills teachers examined their relationship with the mainstream, curricular structure, instructional methodology, and students' behavioral characteristics. The two groups differed little in how they taught but more in how they perceived their interactions and their…

This study involved 524 students in 2 elementary schools in analyzing the effects of instructional service changes. Services included cooperative learning for sixth grade students, cross-age tutoring for special/remedial students in grades 1-3, and in-class services for all grade levels. None of the three treatments had much impact on achievement.…