The inclusion of students with learning disabilities (LD) remains one of the more controversial issues in special education. Although research evidence seems to reveal that students with LD should spend most of the school day in the general education classroom, little data are available regarding the extent to which states are moving toward…

This article considers the appropriateness of full inclusion for all students with learning disabilities. It clarifies the relevant terminology and examines the premises and assumptions of full inclusion. Preservation of the continuum of alternative placements for students with learning disabilities is recommended. (Author/DB)

Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self-concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In-Class Support and Resource Room) were for children with mild…

A study examined the academic progress of students with (n=25) and without (n=89) learning disabilities placed full-time in general-education classes in grades 3-6. Most students with learning disabilities made considerable gains over the school year, others showed no improvement. Students who were poor readers made no progress. (Author/CR)

Discusses the need to incorporate a sociocultural perspective into the design and reporting of inclusion research, thereby broadening the range of student and contextual variables considered and reported. A sociocultural framework and list of variables is proposed and applied to a sample of learning disabilities inclusion studies. (Author/CR)

Describes the first-year implementation of an inclusive education model for students with learning disabilities in an urban elementary school in which the student population is primarily African American and poor. Presents the program's activities and constraints along with case studies discussing the outcomes of two children. (Author/CR)

Eleven teachers of inclusive seventh-grade life science classes were trained to use a teaching routine that stressed finding and using mnemonic devices to enhance students' recall of information. Evaluation indicated that trained teachers who used the method and their students, especially students with learning disabilities, were better than…

This article sees the inclusion movement as leading to the rapid erosion of placement options for students with disabilities and notes that no single classroom can be appropriately, habilitatively restrictive for all children. It suggests that advocates of full inclusion deny realities, rights, and responsibilities involved in constructing the…

This article responds to a paper by Rhia Roberts and Nancy Mather which questions the regular class placement of students with learning disabilities. This response contends that the current reform movement in general education provides a window of opportunity for including students with disabilities and allowing schools to restructure services to…

The effectiveness of teaching multiplication skills to 2nd graders with disabilities in general education classes was evaluated with 12 students with learning disabilities, 1 student with emotional disability, and 99 normally achieving peers. Students were taught using a concrete to representational to abstract instructional sequence. Students…

This study examined how two novice bilingual-education teachers, previously nominated as being effective teachers, integrated third-grade students with language and learning disabilities during language arts. Accommodations in these bilingual-education settings were similar to general education settings, in that teachers most frequently used…

This rebuttal to a criticism of the authors' article questioning the regular class placement of students with learning disabilities (LD) cites research that supports the effectiveness of special education settings for some students and highlights limitations of inclusion settings. The paper stresses that the elimination of the continuum of…

A study investigated the effectiveness of a program that provided systematic training and support to ensure the successful inclusion of 5 seventh-grade students with learning disabilities into a general-education setting co-taught by general and special educators. A self-monitoring system was implemented to provide support to students. (Author/CR)

This article discusses a 2-year study involving 27 special educators of elementary and middle schools and 47 students with learning disabilities that explored the effects of using curriculum-based measurement and transenvironmental programming, each alone and in combination, for readying students to move from resource rooms to regular classrooms…

Investigations are summarized that addressed teacher and student perceptions of instructional adaptations for students with learning disabilities and diverse learning needs. Findings indicate that classroom teachers feel unprepared to teach students with disabilities, need collaboration with special education teachers, and make infrequent and…