The present study describes the instructional contexts and activities of adolescents with autism in inclusive and self-contained settings for mathematics and language arts instruction using a descriptive statistics design. In the study, 15 adolescents with autism, and 30 peers of these students, participated. All students were observed over the…

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.…

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in…

Implementing research-based curricula and instruction in inclusion-oriented schools is helped or hindered by having coherent models of service delivery accounting for the full range of student diversity. The current investigation offers data from 174 participants in 32 schools, analyzed using descriptive statistics, correlation, and hierarchical…

The focus of this study was on increasing the knowledge base on students with disabilities at the secondary level. Data were gathered on 559 classified secondary students with disabilities served in four educational options: cotaught classes, resource rooms, alternate day support programs, and no direct supports. Results indicate that there are…

This study explores key indicators of special education service delivery based on responses from 92 special educators and 36 administrators in 19 Vermont schools. Special educators reported on their work, the work of paraprofessionals they supervised, and 103 students with disabilities who were receiving one-to-one paraprofessional supports within…

Addressing federal mandates regarding both the delivery of transition services and access to the general education curriculum has been a challenge for secondary special educators. A practice common to both initiatives, however, has been efforts to promote self-determination. This study examined the impact of promoting self-determination as an…

Because grading practices relating to mainstreamed handicapped pupils have received little attention, the paper investigates the pertinent issues and gives examples. Emphasized is the need to avoid confusion caused by arbitrary grading systems, and clearly identify graders, consumers, and messages intended by the grades. Choosing satisfactory…

A scale was developed to investigate the effect of selected institutional variables on the attitudes of 941 regular class teachers toward mainstreaming special needs children. (Author/CL)

Discussed is the concept of "least restrictive alternative," its definition, and its implications in special education. (Author/DLS)

Eleven academically handicapped and 18 nonhandicapped members of a fourth-grade class participated in an auditing procedure in which they audited their own performance and that of all classmates on daily arithmetic assignments. Handicapped students on the average audited classmates more often (although not signficantly more so) than nonhandicapped…

The responses of 122 university students to 24 statements expressing attitudes toward the school integration and community integration of 11 groups of exceptionality and the normal were submitted to an ordering-theoretic data analysis procedure. (Author)

Proposed is a strategy according to which a classroom specialist would provide in-service learning experiences for classroom teachers with the objective of enabling teachers to become relatively self-sufficient and competent to teach basic skills to all students, including those with significant learning disabilities. (GW)

Analyzed are court decisions supporting both integrated and nonintegrated placements as least restrictive environments for students with severe handicaps. Issues considered by the courts include appropriateness, exportability of services, opportunity for growth, district preferences, and alternatives for educators. Factors supporting segregated…

Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL)