Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing…

This paper examines research findings concerning the loci of the pervasive academic underachievement among deaf and hard-of-hearing (DHH) children and issues associated with interventions and instructional methods that could help to reduce or eliminate it. Investigators have hypothesised that at least 50% of the variability in DHH students'…

Focusing on common misconceptions about children who have trouble learning to read, two papers discuss new ways to think about and teach these students. "Revaluing Readers and Reading," by Kenneth S. Goodman, argues that troubled readers should not be thought of as sufferers from an illness, but as strong, healthy individuals fully…

Gifted classes were shown to have a broader scope of cognitive emphasis, to emphasize higher thought processes, have more opportunity for discussion, less teacher domination, and more enthusiastic students. (Author)

No main effects of special class placement were observed in 43 gifted students (grades six through eight) compared to 38 gifted students in regular classes in terms of cognitive processes, quality of school life, intellectual achievement, self concept, and activity. (CL)

This paper is concerned with one aspect of intellectual functioning, logico-mathematical concepts, and with development of representational space in opportunity class children (those characterized mainly by cultural deprivation, intellectual retardation at the Educable Mentally Retarded-borderline levels, and specific learning disabilities) who…

The study compared the cognitively oriented teacher pupil interactions observed in a sample of 10 intermediate special classes for educable mentally retarded children with those observed in 10 regular third grade classes in the same schools. Examined were differences between samples in the rate of interaction, cognitive level, and distribution of…

THIS COMPARATIVE ANALYSIS OF PRODUCTIVE THINKING IN RETARDED AND NONRETARDED CHILDREN USED DATA FROM A SAMPLE OF 78 PUBLIC SCHOOL CHILDREN DIVIDED INTO THREE GROUPS--(1) MENTALLY RETARDED CHILDREN IN SPECIAL CLASSES, (2) RETARDED CHILDREN IN REGULAR CLASSES, AND (3) NONRETARDED CHILDREN IN REGULAR CLASSES. THE GROUPS WERE SELECTED SO THAT THERE…

Developed to assess congruence of intent and practice (the teacher's ideal and students' perceived real) in instruction of the gifted in the Illinois program, the Class Activities Questionnaire (CAQ) includes 25 forced choice items evaluating cognitive emphasis, classroom conditions, and student attitudes and reactions. Cognitive items were shown…