The extent to which three groups of learning disabled (LD) adolescents differed in language was examined. Ss were 30 LD students enrolled in secondary special classes, 30 LD students in secondary special classes, and 30 LD students integrated in regular secondary classes who received additional support beyond that ordinarily provided in regular…

The author asserts that for many types of learning disabled students, integration with regular class students is desirable, and that a comprehensive analysis of the educational service delivery system is needed to achieve this goal. Disadvantages of the special class arrangement are described in terms of cost benefit, psychological growth of the…

The Special Education Department of the Omaha Public Schools implemented assessment classes for students identified as learning disabled. The classes offer the opportunity for in-depth evaluation of behavior in a variety of situations and with many different techniques and materials. Four critical elements of LD assessment classes include: the…

The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

Compared were the effects of mainstream or special class placement on the acquisition of reading skills and self concept with a total of 84 kindergarten or first grade learning disabled students. Significant differences were found between the two groups on only one of the four tests given: the letter names subtest of the Murphy-Durrell Analysis.…

Investigated was the relationship between academic achievement and self concept with a total of 37 learning disabled (LD) children (between the ages of 8 and 14 years) of whom 19 were enrolled in self contained special classes and 18 were receiving services from resource teachers. Ss were administered the Primary Self Concept Inventory and the…

A norm referenced model was used to evaluate the relative effectiveness of intervention efforts with 3,896 learning disabled elementary and secondary school children. Ss were tested on the Wide Range Achievement Test. Significant growth was observed in students from resource and self contained classrooms. Gains did not appear to vary with the…

In an examination of the notion of person-environment fit as it applies to the socioempathy-social status for mildly handicapped children in mainstreamed and special class settings, 38 mildly learning handicapped (LH) and 234 nonhandicapped students were administered social status instruments. Results revealed that LH Ss in special placements were…

A series of studies with learning disabled (LD) elementary grade students in eight schools investigated the relationship between class placement (regular class, part time regular class, or special class) and self concept. Ss were administered the Piers Harris Children's Self Concept Scale before and after placement changes. Results included the…

This study compared the perceptions of 227 ninth- and tenth-grade students with learning disabilities in regular and special secondary classrooms. Students' perceptions of their classroom environment and their social competence were assessed. Results showed that students with learning disabilities perceived regular classes as being better…

The paper describes the population served by the Dearborn Pre-Vocational Unit of the Schools for Children (Cambridge, Massachusetts) and discusses the Unit's major program components for meeting student needs. The needs of the behavior disordered/learning disabled adolescent population include basic academic skills, improved self image,…

Discrimination is discussed as it applies to the exclusion of racial minorities in classes for children with learning disabilities. The authors contend that this type of racial discrimination is prevalent nationwide (as illustrated by results of a national survey), and that the definition of learning disabilities and how it is operationalized has…

The literature review examines the issue of whether categorical differentiation and placement of mentally retarded and learning disabled students is educationally warranted. First, the two conditions are defined; next, a comparison between the two on psychological, behavioral-social, and educational characteristics usually ascribed to children so…

This study provides an evaluation of the national and state level educational environmental placement trends for students, ages 6-11 or 12-17, with learning disabilities (LD), emotional disabilities (ED), mental retardation (MR), or speech and language impairments (SLI) in the decade following implementation of the Regular Education Initiative…

Described is the Psychoeducational Agency/School System (PASS) Model Project which is providing full or partial services to approximately 152 learning disabled (LD) elementary school children. It is explained that the project involves planning, implementing, and evaluating a replicable delivery system of resource and special class services…