Discusses instructional modifications to increase the academic success of rural behavior-disordered students in regular classes. Describes adaptations of teaching mode, media use, presentation of academic content, textbook content and organization, and test construction and administration. Contains 10 references. (SV)

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)

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)

Describes ways in which regular elementary classroom teachers can teach social skills and address classroom relationships to facilitate social integration of mildly handicapped students into the mainstream. Recommends a directive instructions method for correcting students' social skills problems. Notes steps teachers can take to increase the…

The nine papers in this book attempt to link recent changes in the education of children with exceptional needs with research findings and preferred instructional strategies. Considered are the characteristics of such children, accommodation of these students in regular classrooms, effective instructional strategies, legal requirements, and…

Presents a model of empirically supported instructional strategies for optimizing the mainstreaming of mildly handicapped students. Argues that such a model must account for the actual characteristics of mainstreamed students rather than the categorical designation applied to such students. The model is described within an overall model of…

This book is written for undergraduate and graduate students in both general and special education, who are being trained to teach students with behavior disorders, mild mental retardation, and learning disabilities. The book's purpose is to provide a comprehensive overview of educational practices that influence the identification, placement, and…

The 20 chapters of this book on teaching students with disabilities in inclusive settings are arranged into four parts on curriculum and instruction, assessment, classroom management, and collaboration. Individual chapters and their authors are: (1) "Curriculum Considerations in an Inclusive Environment" (Cynthia D. Warger and Marleen C. Pugach);…