The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…

When students are struggling to be successful in the general classroom, collaborative efforts should include planning for academic and social needs. Students with disabilities may display significant social difficulties such as establishing friendships or feelings of isolation and loneliness. Because peer relationships in childhood play a…

Analysis of data on 97 elementary students with and 97 without mild disabilities found that teachers' attitudes toward integration were not related to the social status of students with disabilities. However, teacher and peer perceptions of academic behavior and peer perceptions of disruptive behavior were related to social status for both student…

Discusses the unique problems of accommodating the needs of mildly handicapped students in rural schools and the importance of collegial support in overcoming these problems. Describes peer collaboration, a method of facilitating collegial support and mutual problem solving. Summarizes research evaluating the effectiveness of peer collaboration.…

Fifteen elementary education teachers received training in mainstreaming; the experimental teachers and 15 controls were subsequently observed interacting with mainstreamed and matched comparison pupils. Findings revealed that: training modified attitudes toward mainstreaming by experimental teachers; and experimental and control teachers did not…

This study of 55 elementary-level general, special, and remedial education teachers found no intergroup differences in perceptions of the amount or quality of assistance available for mainstreamed students with mild handicaps, or in perceived effectiveness or overall acceptability of eight instructional strategies and 11 social behavior…

This study of 33 mainstreamed students with mild disabilities in grades 3-9 found significant correlations between classroom behaviors and final grades in all areas except attendance and homework at the elementary level and written work at the junior high level. Significant differences in reading scores were found between mainstreamed and regular…

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…

This study examined what occurs in cooperative learning groups that include students with mild disabilities in grades 3-6. Teacher interviews were combined with observations of 10 special and 10 regular education students' behavior in cooperative learning groups which used the Cooperative Integrated Reading and Composition model. Results are…

This book is written for undergraduate and graduate students in both general and special education, who are being trained to teach students with behavior disorders, mild mental retardation, and learning disabilities. The book's purpose is to provide a comprehensive overview of educational practices that influence the identification, placement, and…