This article explores production of divisions and belonging between mainstream and special education needs students in Danish primary education. The article analyses the boundary-making practices produced by teachers and materialities of schooling between mainstream education students and those with mild to moderate special needs whose schooling…

One of the most frequent problems in reading comprehension is the difficulty in making inferences from the text, especially for students with mild disabilities (i.e., children with learning disabilities or with high-functioning autism). It is essential, therefore, that educators include the teaching of reading strategies to improve their students'…

In this article, the authors discuss the creation of an Urban Dual Credential Program (UDCP) at a large, comprehensive state university in California, a program meant to prepare dually-certified teachers in general education (California Multiple Subject Credential) and special education (California Education Specialist Credential in mild/moderate…

In this case study, a group of nine 4th grade children were introduced to the Logo programming language during three 90-minute sessions over a four-week period. They attended a private university-based laboratory school serving students with various learning disabilities. This project demonstrated that a classic version of Logo captured the…

In response to several major curriculum reforms in Hong Kong since 2000, schools were required to initiate policies that catered for learner diversity. As well academic achievement, the reforms also emphasized the affective and social outcomes of the learning experience. A whole-school approach to learner diversity includes students with low…

Comparison of academic performance in students receiving special education for mildly handicapped, low achieving students receiving Chapter 1 services and regular education students (all Ss in grades 4-6) revealed statistically significant differences between groups. Results supported the conclusion that mildly handicapped students can be defined…

A consulting teacher can be most effective in working with mildly handicapped students by training the regular class teachers and support staff to use a problem solving technique in determining intervention. Actively modeling the skills in actual classroom settings is very important. (CL)

The study used a battery of nine neuropsychological tests/subtests to derive patterns of cognitive style with 56 mildly handicapped and 36 non-handicapped children (ages 6-13). Three subtypes of cognitive style (dysphonetic, dyseidetic, and mixed) were identified in both groups, suggesting that cognitive style operated independently of cognitive…

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…

The final report describes the 3-year project CRITERIA (Chesterfield/Richmond Inservice Teacher Education for Regular Instructional Areas) designed to provide inservice training to regular elementary teachers dealing with mildly handicapped students in the mainstream. Goals and objectives for each of the 3 years are listed, along with…

In two studies regular elementary classroom teachers were observed as they interacted with (1) nonhandicapped high achievers, (2) nonhandicapped low achievers, and (3) mildly handicapped students. It was concluded that, despite varied student-teacher interaction, there is no strong evidence that general preferential treatment is consistently…

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)

Describes motivational tool to help students with mild disabilities master basic math facts by providing a concrete visual indicator of progress (a "trip" across the United States). Use of the program with 20 mildly disabled elementary students found student enthusiasm high, increased mathematics knowledge (from 22 to 87 percent), and increased…

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)

Issues are discussed that arose in the training and implementation of the Advanced Learning Environments Model (an approach to restructuring educational services to accommodate full-time mainstreaming of most mildly handicapped elementary students) at two sites. A brief description of the model and sites is followed by specific issues. (Author/PB)