The sociometric standing of 42 primary-aged learning disabled students was investigated in a sparsely populated rural area where learning disabled children were mainstreamed in an elementary school in which an "open concept" delivery of services system was in operation. (Author/SBH)

The purpose of the study was to assess the impact of regular class placement on learning problem students. Consideration was given to academic achievement, personal and social adjustment, peer relationship, and students' perceptions of the class. Fifty seven learning problem students were selected from four types of learning disabilities classes:…

Comparison of data from the two studies indicates that while in the regular classroom the learning disabled (LD) student may be getting mixed messages about what is or is not accepted, and may be unsure of what is the most appropriate learning style within the regular classroom. (Author)

Forty special education teachers were asked to make decisions about a fourth grade boy who was portrayed as learning disabled or emotionally disturbed and who exhibited either high or low competence. Classroom placement decisions and future performance predictions were found to be a function of the child's perceived competence. Results were…

Sixty-two first graders identified as being at risk for later learning difficulties were assigned to either of two special classes or distributed through regular first grade classes and were provided with one of the following forms of treatment: direct teaching of reading, indirect teaching (perceptual-motor training), combined treatment, and…

The purpose of the study involving 110 first graders was to determine whether learning disordered students were afforded different interactions from their regular classroom teachers than were children achieving at low, medium, or high levels. (Author/SBH)

Eight mainstreamed students with specific learning disabilities (LD) and five with general LD (8-14 years old) were trained through films, role playing techniques and token reinforcement to apply learning principles to improve the quality of their social interactions with their nonhandicapped peers. Results of observations of Ss' interactions…

Examined were the number and type of questions asked by the teachers of six high school social studies classes, three of whom knew which children had been identified as perceptually handicapped. Observers noted whether questions were of a cognitive-memory, convergent, divergent, or evaluative nature. Results suggested that teachers ask children…

The self concept of 386 minimally brain damaged (8-16 years) in special classes was compared with that of 96 children with similar disabilities who were in regular classes. (Author/CL)

Compared were the effects of mainstream or special class placement on the acquisition of reading skills and self concept with a total of 84 kindergarten or first grade learning disabled students. Significant differences were found between the two groups on only one of the four tests given: the letter names subtest of the Murphy-Durrell Analysis.…

Investigated was the relationship between academic achievement and self concept with a total of 37 learning disabled (LD) children (between the ages of 8 and 14 years) of whom 19 were enrolled in self contained special classes and 18 were receiving services from resource teachers. Ss were administered the Primary Self Concept Inventory and the…