Teaching classwide behavior expectations and using specific praise (SP) are considered light behavior-management strategies that teachers might find acceptable to implement because they require little time or materials (McNamara, 1984; Oswald, Safran, & Johanson, 2005). Their use also is beneficial to students with mild disabilities who might…

The effects of mixed-reality teaching experiences on participants' perceptions of their classroom management ability are evaluated using a mixed-methods design. Mursion, a technology that enables virtual simulations, is used. Participants include 29 undergraduates pursuing a degree in special education for learners with mild or moderate/severe…

The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer…

For many students with cognitive acquisition difficulties, cognitive notation is often challenging. Since the interpretation of symbols to extract the meaning from the visual notations is an essential part of a student's educational it is important for educators to find meaningful ways of achieving this goal. The purpose of this paper is to…

Students with mild disabilities have a difficult time recording notes from lectures. Accurate note taking is important because it helps students understand the content from lectures and notes serve as a document for later review. In this article, the author describes what teachers can do before, during, and after the lecture to help students…

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected…

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…

Described is a teaching technique which uses the collection of ice cream sticks as a means of increasing awareness of quantity in a self-contained elementary special class for students with learning disabilities and mild mental retardation. (DB)

A four step procedure for individualized, teacher-directed spelling instruction with mildly handicapped students is presented with such features as student responsibility for checking accuracy of work, daily spelling tests, and systematic review of words learned. (DB)

Single concept fliers dealing with students who are academically frustrated and students who do not pay attention in class were evaluated by 176 regular and special educators. The fliers were designed to provide assistance to teachers at a very basic level. Ratings were positive and indicated that teachers would use the fliers. (Author/CL)

A means of quickly reviewing key ideas, facts, or concepts in a cooperative and motivating learning structure is presented. Appropriate for use with students who have mild disabilities, the review activity calls for the teacher to produce a list of 10 concepts to be reviewed and ask questions referring to each of the items on the list. (JDD)

The article explores evidence of the benefits and limitations of four instructional strategies (direct instruction, classroom management, cooperative grouping, and metacognition) on the successful integration of mildly handicapped children in the mainstream. (DB)

The effects of reducing the number of daily social studies homework questions to reward lower rates of inappropriate classroom behavior was investigated with 19 mildly handicapped junior high students and their two teachers. The intervention resulted in significant decreases in inappropriate behavior with no changes in homework accuracy or…

A seven-step instructional modification process was devised to match adaptations to individual needs of students with mild disabilities. The steps include clarification of elements under teacher control; decision about whether or not a problem exists; selection and grouping of modifications; and selection of modification option and implementation.…

Teachers (N=20) described problems, goals, interventions, data collection, and consultation practices employed across prereferral, prereferral intervention, referral, and postreferral phases of service delivery for mildly handicapped students. Findings highlight teachers' difficulties with data collection and intervention practices. Implications…