This article reports the results of a formative evaluation of an all boys pull-out gifted program in China. Twenty-six seventh-grade gifted students were placed in regular classes but were successfully taught a differentiated curriculum in science, mathematics, and computer science in special pull-out classes. (CR)

This study compared perceptions of staff in self-contained programs and mainstreamed programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training. Well-established self-contained programs were perceived as superior to relatively new mainstream programs in…

Thirty-five studies on the efficacy of special class versus regular class placement for mildly handicapped students were reviewed for the power of their statistical tests. Twenty-one studies had adequate power to detect a large effect size but the power to detect a medium effect size was no better than chance. (Author/DB)

The 1989/90 In-School Suspension (ISS) program of the Des Moines (Iowa) Independent Community School District provided an in-school setting for the suspension of students in 15 secondary schools for infractions of the discipline code while continuing their educational program and focusing on the offending behavior through counseling activities.…

The report summarizes a year long observational study of special education programs in one district's 12 elementary schools (Queens, New York). Data were gathered using observational time samples of teacher, student, and paraprofessional activity and student time on task; descriptive notes of the classroom context; ratings of 15 dimensions of…

An independent audit of the San Diego (California) special education department was commissioned to examine: (1) whether programs exceed mandates of federal and state law, (2) whether the district has maximized funding sources in reporting programs and costs; and (3) whether alternative service delivery models or community interagency…

The Learning Disabled/Emotionally Handicapped (LD/EH) Program in the Phoenix Union High School District served 2,413 students during 1980-81 with either a resource or self contained program. The ethnic distribution of LD students was consistent with the overall District ratio. In the EH program, however, there were more Anglo and Native Americans…

Evaluated a program for strengthening promptness and initiative behaviors with three educable, mentally retarded adolescents. The program consisted of: instructions on responses desired and their importance; self-evaluation procedure; and consequences of successful performance with social praise from the classroom teacher. Results supported the…

The report documents New York City's Office of Educational Assessment's evaluation of the Division of Special Education Public Law 89-313 program for the 1986-87 school year. The program is intended to provided supplemental services suited to the individual needs of participating handicapped students based upon their individual education plans…

A comparison was made of the quality of 24 inclusive childcare classroom environments serving toddler-age children with and without disabilities and 25 segregated early intervention classroom environments serving children with disabilities only. The Infant Toddler Environmental Rating Scale documented that the inclusive classrooms scored higher on…

A survey evaluation of special classes for the gifted in 35 Indiana school districts was carried out among 173 teachers, administrators, and program coordinators. Results indicated that the curriculum and teaching methods were clearly differentiated for the gifted and were effective in meeting their needs. (Author/PB)

This evaluation report reviews the gifted education program of Fairfield (Ohio) public schools since its inception in 1977, with emphasis on its full-time curriculum-based program for grades 4 through 8 and future needs. Evaluation was focused on assessment of student outcomes, and data were collected by means of surveys, interviews, observations,…

The Chapter 1/P.S.E.N. Remedial Reading and Mathematics Program of the New York City Board of Education Division of Special Education was designed to provide supplementary instruction to eligible English-speaking and limited English-proficient students in self-contained special education classes. A secondary goal was to provide orientation and…

The Neighborhood Schools Project in Iowa was designed to evaluate a new special education service delivery system emphasizing prereferral intervention, collaboration, problem solving assessment, and frequent performance monitoring. Approximately 130 students with Individualized Educational Plans at 12 schools and an equal number at comparison site…