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Hyperactive Emotionally Disturbed and Hyperkinetic Learning Disabilities: A Challenge for the Regular Classroom
Peer reviewed Peer reviewed
Calhoun, George, Jr. – Adolescence, 1978
Defines both hyperactivity and hyperkinesis, how students suffering from those conditions behave, and the use of drug therapy for reducing such behavior in classrooms. (RK)
Descriptors: Drug Therapy, Emotional Disturbances, Hyperactivity, Learning Disabilities
Hyperactivity in Open and Traditional Classroom Environments
Peer reviewed Peer reviewed
Flynn, Nona M.; Rapoport, Judith L. – Journal of Special Education, 1976
Descriptors: Drug Therapy, Elementary Education, Exceptional Child Research, Followup Studies
Pedagogy of Integration: Interactions between Children with and without Special Needs in Early Childhood and Elementary Integrated Settings.
Peer reviewed Peer reviewed
Papadopoulos, Timothy C.; Mulcahy, Robert F. – Canadian Journal of Special Education, 1995
Using a set of qualitative measures, 12 regular children in kindergarten and 12 regular children in grade 3 were asked to express their attitudes toward 3 same-age peers with special needs (attention deficit hyperactivity disorder or learning disabilities). Results indicated that the kindergarten children were more accepting than were the grade 3…
Descriptors: Age Differences, Attention Deficit Disorders, Grade 3, Hyperactivity
Teaching Elementary Social Studies to Students with Mild Disabilities.
Peer reviewed Peer reviewed
Taylor, Howard E.; Larson, Susan M. – Social Education, 2000
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)
Descriptors: Attention Deficit Disorders, Behavior Disorders, Elementary Education, Elementary School Students
The Unexpected Effects of Inclusion on the Families of Students with Learning Disabilities: A Focus-Group Study
Peer reviewed Peer reviewed
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Dyson, Lily L. – Learning Disabilities: A Multidisciplinary Journal, 2007
This study investigated the unexpected effects of inclusion on the families of students with learning disabilities. A focus group interview was conducted with 13 parents who have children with learning disabilities. The children's ages ranged from 5 to 24 years. Findings are reported regarding participants' comments in response to two guiding…
Descriptors: Siblings, Learning Disabilities, Focus Groups, Content Analysis