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Showing 1 to 15 of 33 results Save | Export
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Schwab, James Raymond; Tucci, Stacey; Jolivette, Kristine – Beyond Behavior, 2013
With the advent of No Child Left Behind (2002), the academic expectations of students with disabilities have changed. Students with disabilities are now held to the same academic standards as their peers without disabilities. Furthermore, the 2004 provisions in the Individuals With Disabilities Education Improvement Act state that students with…
Descriptors: Learning Disabilities, Emotional Disturbances, Behavior Disorders, Intervention
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McLeskey, James; Landers, Eric; Williamson, Pamela; Hoppey, David – Journal of Special Education, 2012
The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008.…
Descriptors: General Education, Learning Disabilities, Student Needs, Behavior Disorders
Moody, Cherylynn Jody – ProQuest LLC, 2014
Purpose: The purpose of this study was to determine the best practice strategies, those that bring the most value for the twice-exceptional (2e) student (giftedness with autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD], specific learning disabilities [SLD], and/or emotional and behavioral disorder [EBD]) in the…
Descriptors: Best Practices, Teaching Methods, Academically Gifted, Autism
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Parsons, Sarah; Lewis, Ann; Davison, Ian; Ellins, Jean; Robertson, Christopher – Educational Review, 2009
The success and quality of educational provision for children with SEN and/or disabilities is a matter of considerable debate, with wide differences reported by parents. Extant evidence is limited by sampling bias and size, making the true extent of (dis)satisfaction difficult to gauge. This paper reports systematic, comparative evidence from a…
Descriptors: Disabilities, Parents, Factor Analysis, Foreign Countries
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Rock, Marcia L.; Thead, Beth K. – Intervention in School and Clinic, 2009
Students with learning and behavioral disorders often lack the requisite academic skills and behavioral self-control to remain engaged during passive seatwork activities. Because independent seatwork composes a large portion of the instructional time in general education classrooms and teachers expect students to demonstrate self-control in these…
Descriptors: Student Behavior, Academic Achievement, Behavior Disorders, Special Education Teachers
O'Reilly, Robert R.; Duquette, Cheryll A. – Education Canada, 1988
Examines opinions of 189 innovative elementary teachers near Ottawa regarding mainstreaming handicapped and behaviorally disordered students. Suggests schools are now better prepared to implement mainstreaming but less capable of dealing with its substance. Teachers recognized importance of integration but were not convinced of its educational…
Descriptors: Behavior Disorders, Educational Quality, Elementary Education, Learning Disabilities
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Simpson, Richard L.; Myles, Brenda Smith – Psychology in the Schools, 1989
Fifty-three parents of children with educable mental handicaps, behavioral disorders, and learning disabilities completed a questionnaire on the types and numbers of program modifications needed to persuade them to accept full-time mainstreaming for their elementary-level children. Parents' specific mainstreaming recommendations are discussed…
Descriptors: Behavior Disorders, Educational Change, Elementary Education, Learning Disabilities
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Hoover, John J. – Journal of Research and Development in Education, 1984
The attitudes of preservice teachers toward mainstreaming disabled students were investigated before and after special education classroom experience. Results are discussed. (DF)
Descriptors: Behavior Disorders, Disabilities, Higher Education, Learning Disabilities
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Myles, Brenda Smith; Simpson, Richard L. – Behavioral Disorders, 1992
A survey of general educators (n=194) revealed a general willingness to accept students with learning disabilities and behavioral disorders, contingent on mainstreaming modifications (such as availability and effectiveness of support personnel) and their participation in decision making. (Author/DB)
Descriptors: Behavior Disorders, Elementary Secondary Education, Learning Disabilities, Mainstreaming
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Choldin, Mary Tax; Long, Nicholas J. – Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 1998
Describes how a Red Flag Carry-Over Reclaiming Intervention is used with a 16-year-old mainstreamed male student. Removing the student from the situation, allowing him silent "drain-off" time, and helping him learn to identify his self-defeating behavior helped him to avoid an overwhelming life experience. (MKA)
Descriptors: Behavior Disorders, Case Studies, Gifted Disadvantaged, High School Students
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Lancaster, Paula E.; Lancaster, Sean J. C.; Schumaker, Jean B.; Deshler, Donald D. – Journal of Special Education Technology, 2006
Increased demand for accountability in the public schools has led to an increase in the number of testing situations for all students, including students with disabilities. The purpose of this project was to develop and validate an interactive hypermedia (IH) program to teach a test-taking strategy to secondary-level students with disabilities.…
Descriptors: Hypermedia, Behavior Disorders, Learning Disabilities, Test Wiseness
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Taylor, Howard E.; Larson, Susan M. – Social Education, 2000
Explains what mild disabilities are and discusses the issue of mainstreaming within the realm of elementary school social studies. Provides strategies for social studies teachers to use when addressing the needs of students with learning disabilities, emotional and behavioral disorders, mild mental retardation, and other health impairments. (CMK)
Descriptors: Attention Deficit Disorders, Behavior Disorders, Elementary Education, Elementary School Students
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Gresham, Frank M; And Others – School Psychology Review, 1987
Social skills across three subgroups of midly handicapped children were compared to a matched sample of nonhandicapped students using a teacher rating scale. Function analysis revealed that 75 percent of the subjects could be correctly classified on the basis of teacher-rated social skills. (Author/JAZ)
Descriptors: Behavior Disorders, Behavior Rating Scales, Disabilities, Discriminant Analysis
Osguthorpe, Russell T.; And Others – 1986
This final report presents eight papers resulting from research conducted during the third and final year of the "Handicapped Children as Tutors" project, which investigated effects of involving handicapped students as tutors of disabled and non-disabled elementary and secondary school students. Results of all the research showed…
Descriptors: Behavior Disorders, Cross Age Teaching, Elementary Secondary Education, Learning Disabilities
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Maheady, Larry; And Others – Exceptional Children, 1988
Fourteen mildly handicapped (learning-disabled or behavior-disordered) and 36 nondisabled students in grade 10 social studies classrooms participated in a classwide peer tutoring program. Performance on weekly tests was significantly improved; 60 percent of all students earned "A" grades, and failing grades were virtually eliminated. (Author/JDD)
Descriptors: Academic Achievement, Behavior Disorders, Grade 10, High Schools
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