Schedules of 844 mildly handicapped elementary school students were analyzed to describe the degree of appropriateness of mainstreaming practices. School variables were then investigated in relation to appropriate scheduling. Data analysis revealed that very few students had appropriate mainstreaming schedules but that "good" scheduling was found…

Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary…

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…

Results of the analysis of the questionnaire responses indicated (1) that most teachers were not systematically involved in developing IEPs for their students and (2) that regular teachers were not routinely included in the IEP meeting, especially for students continuing in special education from previous years. (DB)

Analysis of a study of 113 formerly labeled mildly handicapped students indicated that they were employed an average of 50% of the time and that they received little specific vocational training. There was a positive relationship between years of schooling completed and employment status, and a significant relationship between certain academic…

Findings about effective schools are reviewed and implications for special education noted. Characteristics associated with effective schools are described, procedures for organizing the classroom to bring about achievement in basic skills are reviewed, and cautionary notes on both areas of research are offered. Implications, specifically for…

Data from 50 states indicating the proportion of students classified in 10 categories of exceptionality were compiled and analyzed. Analysis indicated consistent increases in numbers of learning disabled students, consistent decreases in numbers of speech impaired and mentally retarded students, and relatively constant numbers of emotionally…

The article examines the development of new eligibility criteria for handicapped students, their relationship to federal regulations, and their tie to California's special education funding cap of 10% of student enrollment. Technical aspects of the criteria are examined, including two case studies, and recent litigation regarding the new standards…

The authors examine some of the underlying problems in the current organizational structure of the schools that hinder regular classroom teachers from being able to adapt their instruction to meet diverse student needs and suggest modifications needed in the traditional structure. (Author/CL)

The study investigated the effectiveness of a constant time delay procedure in teaching multiplication facts to four fifth- and sixth-grade students identified as learning disabled, behavior disordered, or educable mentally retarded. Results indicated that the learning procedure was effective and near errorless. (Author/DB)

This study evaluated the effectiveness of promoting relational thinking, using "elaborative interrogation" techniques, to facilitate the content acquisition of 36 elementary school students with mild disabilities. Results indicated that students coached in relational thinking who generated their own explanations outperformed students who…

Two highly contrasting models of preschool education for mildly handicapped children were compared. Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test. Mediated Learning led to greater gains on the McCarthy Verbal and Memory scales and Mean Length of Utterance measure. (Author/VW)

The study examined effects on 117 mainstreamed academically handicapped students (grades 3-5) of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. TAI and individualized instruction both had positive effects on social acceptance, attitudes toward math,…

The article points out the risk of erroneous classification and inequitable treatment for students who are difficult to teach and manage. Analysis of child count data highlights variability in identification and referral processes and suggests that attempts to tighten eligibility standards, especially for mildly handicapped students, is…

Two studies document benefits of implementing CBM (curriculum-based measurement) in both special and regular education settings. In Study 1 CBM is demonstrated to be a valid and reliable measurement system that aids teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. Study II outlines…