The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…

In response to the establishment of school-based teacher support teams to assist teachers serving students with learning and behavior problems in the general classroom, this article summarizes data from 5 studies of 96 teams concerning team goals, team impact on student performance and special education referral, reactions of classroom teachers,…

Comparison of handicapped junior high school students (N=11) mainstreamed in low achieving classes with their nonhandicapped classmates found significant differences in the observed behaviors of discussion and not paying attention but no differences in teacher ratings of classroom behavior or report card grades. (Author/DB)

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…

Teacher-student interaction patterns in 12 third-grade mainstreamed classrooms were observed with four groups of students: nonhandicapped high achievers, nonhandicapped low achievers, learning disabled, and behaviorally handicapped. Although the behaviorally handicapped students were treated differently by their teachers more frequently than the…

Analysis of data on 97 elementary students with and 97 without mild disabilities found that teachers' attitudes toward integration were not related to the social status of students with disabilities. However, teacher and peer perceptions of academic behavior and peer perceptions of disruptive behavior were related to social status for both student…

The development, operation, and evaluation of an experimentally based teacher training program, the Mildly Handicapped Program (MHP), is described in this report. The overall concern of the program is to develop teachers who, in the real world public school classroom setting, obtain the best possible results from elementary age children in special…

The study examined the efficacy of systematic team placement and individualized educational plans (IEPs) on enhancing the social integration of 200 educable mentally retarded and learning/behaviorally disturbed children into regular elementary classrooms. (Author)

This study identified practicing master teachers' perceptions of the functional differences between beginning teacher competencies in general elementary education and those in special education for elementary students with mild learning and/or behavior problems. Two groups, composed of six special education teachers and six general education…

A study assessed access and equity with regard to mildly handicapped youth who receive vocationally oriented curricula; it also assessed the extent to which existing data and data systems are reliable indicators of access and equity in vocational education. A random sample of 293 handicapped students from secondary school districts in Illinois…