With the advent of No Child Left Behind (2002), the academic expectations of students with disabilities have changed. Students with disabilities are now held to the same academic standards as their peers without disabilities. Furthermore, the 2004 provisions in the Individuals With Disabilities Education Improvement Act state that students with…

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

This study evaluated two social skills interventions designed to increase the peer acceptance of six students (ages 10-12) with learning disabilities in regular classrooms. The students were instructed in two social skills strategies as well as in skills for working in small groups and leading group activities. Two mnemonic devices were used to…

One of five volumes intended to help teachers of mainstreamed handicapped students, the book presents twelve papers on teaching mathematics. Eight papers address instructional techniques for basic skills and problem solving: "Modalities--One Technique to Mainstream in Mathematics Instruction" (G. Rossi); "Computation Errors--Are We Treating A…

Parallel Alternative Strategies for Students (PASS) is a content-centered package of alternative methods and materials designed to assist secondary teachers to meet the needs of mainstreamed learning-disabled and emotionally-handicapped students of various achievement levels in the basic education content courses. This supplementary text and…

Describes a study which compared the performance of learning handicapped and nonhandicapped boys in grades four, five, and six working in like pairs, mixed pairs, and individually at the computer on a mathematics problem-solving task. It was found that the boys worked as effectively in pairs as they did individually. (LRW)