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Showing 1 to 15 of 21 results Save | Export
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Adamson, David R. – Teaching Exceptional Children, 1983
A resource program for mildly handicapped secondary students combines direct instruction with an emphasis on generalization. Additional support is given directly or indirectly (through the regular teacher). Resource teachers have to find time to consult with students and teachers, adjust the resource curriculum, and develop rapport with regular…
Descriptors: Basic Skills, Mainstreaming, Mild Disabilities, Resource Room Programs
Gerold, Roberta A.; Barnes, Donna – 1985
One hundred and sixty-eight elementary students with and without handicapping conditions participated in a study to determine the social integration of students with mild to moderate disabilities who are academically mainstreamed for at least one period daily. Ss were asked to photograph what they considered illustrative of their schools. A…
Descriptors: Disabilities, Elementary Education, Mainstreaming, Mild Disabilities
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Anderson-Inman, Lynne – Journal of Special Education, 1987
The study with five mildly handicapped students (ages 10-12) found that changing setting (regular or resource classroom) alone had no significant impact on student performance. The combined effect of changes in test materials and test administrator, however, indicated that curriculum differences did affect extent to which skills were transferred…
Descriptors: Curriculum, Environmental Influences, Generalization, Instructional Effectiveness
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Bear, George G.; Proctor, Willis A. – Exceptionality: A Research Journal, 1990
This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and…
Descriptors: Academic Achievement, Comparative Analysis, Educational Methods, Mainstreaming
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Shinn, Mark R.; Powell-Smith, Kelly A.; Good, Roland H., III; Baker, Scott – Exceptional Children, 1997
Reintegration of 23 elementary-age students with mild disabilities who had been in special education pull-out programs into general education classrooms for reading instruction was evaluated using curriculum-based measurement. Results indicated that, on average, reintegrated students made academic gains comparable with their general education…
Descriptors: Academic Achievement, Curriculum Based Assessment, Elementary Education, Mainstreaming
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McGill-Franzen, Anne; Allington, Richard L. – Journal of Reading, Writing, and Learning Disabilities International, 1990
The study with 16 at-risk second grade readers found that specialized instruction (special education or Chapter I) did not appear more differentiated or more appropriate than the regular education services and were neither organized to contribute to success in the classroom reading curriculum nor differentiated enough to be considered…
Descriptors: At Risk Persons, Delivery Systems, Instructional Effectiveness, Mainstreaming
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Jenkins, Joseph R.; Heinen, Amy – Exceptional Children, 1989
The study assessed elementary students' (N=680) preferences concerning special instruction for learning difficulties. Results of student interviews indicated children's preferences for in-class and pull-out services were affected by the service delivery model they experienced though most children preferred to receive additional help from their…
Descriptors: Delivery Systems, Interviews, Learning Disabilities, Mainstreaming
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Semmel, Melvyn I.; And Others – Exceptional Children, 1991
A survey of the perceptions and opinions of 381 special and regular educators found that pullout programs are favored over Regular Education Initiative implementation for elementary students with mild disabilities. Survey data were analyzed into 14 categories such as teachers' responsibility and ownership, teacher preparedness for meeting student…
Descriptors: Elementary Education, Mainstreaming, Mild Disabilities, Regular and Special Education Relationship
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Cosden, Merith A.; And Others – Exceptional Children, 1987
An obervational study of micro-educational environments and microcomputer use within these environments was conducted in special day classes, resource rooms, and mainstream classrooms (N=90). Mildly handicapped students in special education settings had less variety to their instructional experiences than did either handicapped or nonhandicapped…
Descriptors: Computer Assisted Instruction, Courseware, Educational Technology, Elementary Education
Wilson, Jennifer W.; McLaughlin, T. F. – B. C. Journal of Special Education, 1986
A review of the literature concerning desirable management practices associated with three secondary resource room models serving mildly handicapped students (teacher-consultant, pull-out, and study period) is followed by reported results of a survey of 80 secondary educators in British Columbia, who preferred the study period model. (JW)
Descriptors: Consultation Programs, Delivery Systems, Educational Administration, Foreign Countries
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Schniedewind, Nancy; Salend, Spencer J. – Teaching Exceptional Children, 1987
Suggestions for implementing cooperative learning strategies with mildly handicapped students in mainstreamed, resource room, and self-contained classroom settings are given. Guidelines are presented for: selecting a format for cooperative learning; establishing working guidelines; forming groups; arranging the classroom; developing cooperative…
Descriptors: Cooperation, Emotional Disturbances, Group Activities, Heterogeneous Grouping
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Katsiyannis, Antonis; Prillaman, Doug – Teaching Exceptional Children, 1990
The article offers guidelines for using the regular education mathematics curriculum for students with mild disabilities. Approaches geared toward mildly handicapped adolescents include the parallel alternate curriculum, the resource room model, and the strategies intervention model. Specific teaching suggestions are also recommended as are…
Descriptors: Curriculum Development, Diagnostic Teaching, Elementary Secondary Education, Intervention
Madden, Nancy A.; Slavin, Robert E. – 1982
The paper reviews research on the effects of placement in full-time special education classes, part-time regular classes with resource support, and full-time regular classes on mildly handicapped students. Also examined are programs designed to improve achievement, social-emotional adjustment, and social acceptance of the academically handicapped…
Descriptors: Academic Achievement, Elementary Secondary Education, Emotional Adjustment, Exceptional Child Research
Ysseldyke, James E.; And Others – 1987
This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…
Descriptors: Academic Education, Classification, Comparative Analysis, Elementary Education
Ysseldyke, James E.; And Others – 1987
Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…
Descriptors: Classroom Techniques, Comparative Analysis, Elementary Education, Emotional Disturbances
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