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Integrating Normal and Handicapped Preschoolers: Effects on Child Development and Social Interaction.
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Jenkins, Joseph R.; And Others – Exceptional Children, 1985
The study evaluated effects of integrated special education preschool programs, relative to comparable groups of children in nonintegrated special education preschools, across a broad assessment battery. Children in both types of programs made significant gains across the year, while Ss in integrated classes scored significantly higher only on a…
Descriptors: Child Development, Interaction, Interpersonal Competence, Mainstreaming
Students' Preferences for Service Delivery: Pull-out, in-Class, or Integrated Models.
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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
Cooperative Learning as an Inclusion Strategy: A Closer Look.
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O'Connor, Rollanda E.; Jenkins, Joseph R. – Exceptionality, 1996
Observation of 22 children with mild disabilities (grades 3-6) over 2 years in cooperative learning inclusive settings indicated that only 40% of the students successfully participated in cooperative groups. Differences among classroom practices (for example, selection of partners, teacher monitoring, and establishment of a cooperative ethic) were…
Descriptors: Classroom Techniques, Cooperative Learning, Elementary Education, Inclusive Schools
Reading Instruction in Special Education Resource Rooms.
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Haynes, Mariana C.; Jenkins, Joseph R. – American Educational Research Journal, 1986
The SOBR observation technique was used to observe reading instruction in special education resource room programs for mildly disabled students. Disabled and nondisabled students in regular classrooms were also observed. There were considerable differences in reading instruction across programs and students. The amount of reading instruction was…
Descriptors: Behavior Problems, Classroom Observation Techniques, Intermediate Grades, Learning Disabilities
Exploring the Validity of a Unified Learning Program for Remedial and Handicapped Students.
Jenkins, Joseph R.; And Others – 1987
The instructional and political validity of current educational policy regarding categorical programs for low-achieving elementary school students are examined. The categorical organization of services for these students, characterized by a vast array of eligibility requirements, rules and regulations, and accounting systems, has resulted in a…
Descriptors: Accountability, Cognitive Style, Elementary Secondary Education, Eligibility
Cooperative Learning as an Inclusion Strategy: The Experience of Children with Disabilities.
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O'Connor, Rollanda E.; Jenkins, Joseph R. – 1993
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…
Descriptors: Cooperative Learning, Elementary Education, Elementary School Students, Group Behavior