Of 124 students (ages 5-15) with behavioral/emotional problems, 38 percent were identified as also having learning disabilities and an additional 17.8 percent as having learning problems. The incidence of learning disabilities decreased with age, but that of learning problems remained stable regardless of age groupings. (DB)

This paper examines the increased risk for substance abuse faced by students with emotional disturbances, behavior disorders, and learning disabilities. The paper discusses approaches to substance abuse prevention in regular education, application of such programs for special populations, and suggestions for expanding programs to address specific…

Application of cluster analysis to 57 elementary grade children with learning disabilities resulted in identification of 5 subgroups: (1) children with language deficits; (2) children with visual deficits; (3) children with no notable deficits; (4) children with very poor reading achievement but very high self-concept; (5) children with behavior…

Compared social competence of 566 elementary students classified as learning disabled, mentally retarded, behavior disordered, low-achieving, or regular education students. Found significant group effects on three subscales and total score of Walker-McConnell Scale of Social Competence and School Adjustment. Sex differences also were found, with…

This article discusses the inclusion of students with learning and behavioral disabilities into general education science classes. It provides suggestions for instructional modifications and includes a sample science activity that was redesigned to support students with learning and behavioral concerns. (Contains seven references.) (Author/CR)

A study compared academic progress over 5 years for 61 children with learning disabilities (LD) and 42 children with emotional and behavioral disorders. Findings indicated students with LD made significant progress over time in reading, and this progress was associated with receiving less full-time special education services. (Contains…

It is well known that laws such as the Individuals with Disabilities Education Act (IDEA, P.L.101-476) and Americans with Disabilities Act (ADA, P.L. 101-336) were established to ensure equity in educating students with special needs. But, because schools are a reflection of their communities, prejudices of some teachers, administrators, and…

A meta-analysis of 58 studies was performed in which IQ, academic achievement, and behavior characteristics were examined across students with learning disabilities (LD), mild intellectual disabilities (MID), and emotional/behavioral disabilities (E/BD). The effect sizes between students with LD and MID were the largest in the domains of IQ and…

Research-based information is used to support the idea of the use of adaptations and accommodations for early childhood students who have varying disabilities. Multiple adaptations and accommodations are outlined. A step-by-step plan is provided on how to make specific adaptations and accommodations to fit the specific needs of early childhood…

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students…

In British Columbia, Canada, two population-based databases have been linked at the level of the individual child: the "Early Development Instrument", a Kindergarten school readiness measure; and the "Foundation Skills Assessment", a Grade Four academic assessment. Utilising these linked data, we explored the early school…

No Child Left Behind has mandated that all students reach proficiency by 2014. This mandate places special emphasis on the performance of special education students. The purpose of this study is to use social theory to understand the factors that explain the achievement of emotionally or behaviorally disordered (E/BD) students. Results suggest a…

Neuropsychology is an area in which the functioning or integrity of the brain is linked to measurable human behavior. This paper describes the use of the Reitan batteries (Reitan and Davison; 1974) in public school settings for documenting and prescribing appropriate academic programs. Three individual case studies are presented. Case 1 is a 16…

Nine papers examine aspects of reverse-role tutoring in which students with handicaps are taught to tutor their non-handicapped peers. In the first, implementation strategies are discussed for conducting tutoring projects in special education. The second paper reports on a study in which 64 handicapped tutors demonstrated significant increases in…

The effectiveness of small group instruction in test taking skills was evaluated with 85 learning disabled or behaviorally disordered students in grades four to six. Trained students scored significantly higher than nontrained students on Stanford Achievement subtests of word study skills and mathematics concepts. (DB)