Considers the potential detrimental effects on classroom teaching of programs that pull individual students out of the classroom for specialized instruction or activities. Suggests alternative means for meeting student and teacher needs within the classroom. (PGD)

This article describes typical activities in a Gifted Bilingual Class, part of the state-funded Union City (New Jersey) Bilingual Program for students who are academically gifted in their native language, but limited in English proficiency. Some student identification and instructional procedures are noted. (SJL)

Factors in the physical arrangement of special education classrooms that may lead to greater instructional control and structure include teacher proximity and view, separation of space, and reduction of extraneous stimuli. The issue of making classrooms more relaxed and home-like versus structuring them like regular classes to prepare students for…

Schedules of classroom activities and direct observation of actual activities were collected in 24 early childhood special education classrooms. Significant differences were found between the amount of time that teachers allotted for activities (such as play, self-care, transition, and story time) and the amount of observed time that children…

The paper is a description of how one teacher structured a classroom for five seriously disturbed violent boys (ages 5.5 to 8 years) at a private residential and day school for emotionally disturbed students. Anecdotes are reported as well as the teacher's reflections. Changes in the teacher's original planned class structure while maintaining the…

This study found that behaviorally disordered adolescents (n=183) in six special schools perceived lower order and organization and higher teacher control than did normal students in traditional classes. Student satisfaction with school was related to greater levels of perceived involvement, affiliation, and teacher support for the special…

This study compared the perceptions of 227 ninth- and tenth-grade students with learning disabilities in regular and special secondary classrooms. Students' perceptions of their classroom environment and their social competence were assessed. Results showed that students with learning disabilities perceived regular classes as being better…

AN EVALUATION AND OBJECTIVE COMPARISON WAS MADE BETWEEN THE PROGRESS OF YOUNG MENTAL RETARDATES IN REGULAR CLASSROOMS WITH THE PROGRESS OF PEERS IN SPECIAL CLASSES. THE BASIS OF COMPARISON OF THE TWO TEACHING METHODS INCLUDED MENTAL DEVELOPMENT, PROGRESS IN REGULAR SCHOOL SUBJECTS, ACHIEVEMENT TOWARD OTHER EDUCATIONAL GOALS, SOCIAL ADJUSTMENT…

INTENDED FOR TEACHERS AND SUPERVISORS OF BRAIN INJURED CHILDREN, THE HANDBOOK DESCRIBES THE EDUCATIONAL PRACTICES AND THE THEORETICAL BASES FOR THE PROGRAM IN NEW YORK CITY. AFTER A DESCRIPTION OF EIGHT CHARACTERISTIC FEATURES OF THE DISORGANIZATION COMMON TO ALL BRAIN INJURED CHILDREN, THERE IS A DISCUSSION OF SCREENING AND PLACEMENT PROCEDURES…