Sound levels and acoustic characteristic information was obtained in classrooms serving children who are deaf and hard of hearing (DHH) in grades K-2 in a variety of settings across the United States and Canada. Sound levels were easily measured using iPads, and acoustic characteristics were documented. Noise levels exceeded the American National…

This study examines the impact of the inclusive environment on student performance. As schools work to comply with the Least Restrictive Environment requirement of the Individuals with Disabilities Education Act, including students into the general education environment has become the norm as opposed to the exception. The improvement in…

This observational study compared instructional context, teacher behavior, and engaged behavior for 15 students with severe disabilities in general elementary classrooms and 15 similar students in self-contained classrooms. Students in general classrooms received more instruction through academic than functional activities and received more…

Argues that regular class placement is inappropriate for the special student because (l) regular classes are too competitive; (2) rejection by other students may occur; and (3) the regular class teacher lacks the necessary special training and support. Suggests upgrading special classes and seeking other methods of integrating students. (SJL)

While socialization is a worthwhile outcome of mainstreaming, it is not sufficient in itself to merit placing a mildly handicapped student in a regular classroom; primary attention in mainstreaming decisions must be given to the instructional setting, the learners, and instructional conditions. (Part of a theme issue on mainstreaming.) (Author/SJL)

Analysis of data from approximately 58,000 deaf and hard of hearing students (ages 6 through 21) analyzed relationships among reading comprehension and mathematics computation achievement scores, classroom attributes, and demographic factors associated with achievement. Adjustment of scores for demographic factors suggested higher performance for…

This one-page abstract summarizes results of a final report of a federally funded research project titled, "Research Integration Project: Analysis and Review of Research on Least Restrictive Environments for Handicapped Learners." The goal of the project was the review, analysis, and interpretation of research on the concept of…

Over 100 resource rooms, mainstreamed classes, and special day classes for learning handicapped students were observed in a longitudinal study of Micro-Educational Environments (MEEs) and microcomputer use. Results from 1986 and changes from 1984 to 1986 cover hardware selection and location; student grouping; software; access; use time; and user,…

Performance data on three children with moderate to severe developmental disabilities, observed in both inclusive integrated and self-contained segregated kindergarten settings, support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic…

Following its initial year, an engineered classroom for educationally handicapped (EH) children was replicated and extended. Evaluation indicated that the program could effectively increase emphasis on reading and include both primary and secondary students. Reintegration in the regular classes for EH children could be done on both a gradual and…

This study compared self-contained and regular classrooms for the quantity and quality of instruction provided to students classified as emotionally disturbed, learning disabled, and educable mentally retarded. The study compared 22 effectiveness indicators within 6 modifiable dimensions of instructional variables: (1) questioning style, (2)…