Students with learning disabilities are a large part of the population of students with disabilities as well as the total student body. In fact, for many students the general education classroom is where most of these students acquire their content knowledge. This, however, is not the only school placement in which students can receive services.…

Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…

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…

Students with disabilities are disproportionately represented within the bullying dynamic. However, few studies have investigated the interaction between disability identification and special education services. The current study evaluated bullying involvement (direct victimization, relational victimization, cybervictimization, bullying, fighting,…

Bullying experiences and self-reported anxiety about bullying and were compared in 72 elementary and middle school students including 16 in self contained (SC) special education classes, 20 receiving resource or consultation (RC), and 36 matched peers. Individually administered Bully Victimization Scale and School Violence Anxiety Scale scores…

Despite the trend toward inclusive education for all students, there is little research that focuses on the academic achievement of students with specific learning disabilities (SLD) and other health impairments (OHI) in inclusive classrooms. The purpose of this nonexperimental quantitative study was to analyze and compare the academic achievement…

This study compared the school performance of a sample of slow learners who qualified for special education as learning disabled with a sample of slow learners who did not qualify for special education. The intent of the study was to determine which group of slow learners was more successful in school in order to know if special education or…

Surveyed parents (N=159) of learning disabled, mentally retarded, and emotionally disturbed children regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible…

Provides a detailed case study of a first grade student labeled as learning disabled (LD). Describes the stark contrast between the student's LD instruction and the specially tailored Reading Recovery instruction. Concludes that the student was instructionally disabled, not learning disabled. (RS)

Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

A review of studies of the self-concepts of learning disabled children (LDC) found that LDC have lower self-concepts than do non-handicapped students, with the greatest differences in academic, rather than general, self-concept. Results are discussed in terms of factors associated with self-concept development and the negative effects on…

Students (n=295) with learning disabilities, ages 8-14, scored higher and had greater growth rates in 4 mathematics domains (basic concepts, listening vocabulary, problem solving, and fractions) than did age-equivalent students (n=206) with mild mental retardation. Data indicate the need to carefully consider curriculum and instructional decisions…

Achievement data of elementary learning-disabled students in both an Integrated Classroom Model (ICM) and resource rooms were compared. The ICM was shown to be more cost effective than resource room programs while achieving similar results on reading, math, and language tests for learning-disabled students and on general achievement tests for…

Social adjustment of 46 children with and 199 children without learning disabilities (LDs) who were integrated full time in third grade team approach to mastery (TAM) classrooms were examined. Children with LDs, particularly boys, were well-integrated socially in TAM classes. The mixture of students may enhance acceptance of children with LDs.…

Examines ramifications of special class placement on the self-concept of learning-disabled children. Results reveal a strong link between learning disabilities and low self-concept. Three kinds of effects of special class placement on self-concept and certain sex differences are indicated. (Author/BB)