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Byrnes, Linda J. – Deafness and Education International, 2011
This study gives seventy-three students with hearing loss an opportunity to give their opinion on different educational settings. These students were being educated in either their local school or in a support class in government secondary (Years seven-twelve) schools in New South Wales (Australia). At both the individual and the systemic school…
Descriptors: Hearing Impairments, Special Classes, Foreign Countries, Student Attitudes

Wang, Margaret C.; Baker, Edward T. – Journal of Special Education, 1986
A meta-analysis was performed on 11 empirical studies of the effects of mainstreaming. Results indicated that mainstreamed disabled students consistently outperformed nonmainstreamed students with comparable special education classifications. The most success was found in programs with design features (such as continuous assessment) suggested by…
Descriptors: Disabilities, Elementary Secondary Education, Mainstreaming, Meta Analysis

Shinn, Mark R.; Powell-Smith, Kelly A.; Good, Roland H., III – School Psychology Review, 1996
Study reports the results of reintegrating 18 elementary-age students with mild disabilities, who were served in special-education pull-out programs, into their general-education classroom for reading instruction. One-half of the reintegrated students rated as benefiting from reintegration; only three students were judged as not benefiting.…
Descriptors: Disabilities, Elementary Education, Mainstreaming, Outcomes of Education

Kauffman, James M.; Bantz, Jeanmarie; McCullough, Jenn – Exceptionality, 2002
The rationale for inclusion is summarized and then the conceptual orientation underlying a special class for students with emotional or behavioral disorders (EBD) is articulated. A program designed for a self-contained special education classroom for students (grades 5-6) with EBD is described and the positive outcomes of the program are…
Descriptors: Academic Achievement, Behavior Disorders, Elementary Education, Emotional Disturbances

Schneider, Barry H.; Leroux, Janice – Behavioral Disorders, 1994
This review of studies comparing children with behavioral disorders in different educational settings found that pupils in self-contained programs displayed greater improvement in academic achievement than did similar pupils in regular classes. However, the reverse pattern applied to changes in self-concept. Follow-up data indicated enormous…
Descriptors: Academic Achievement, Behavior Disorders, Educational Environment, Mainstreaming

Cole, Kevin N.; And Others – Exceptional Children, 1991
This study of 100 children with mild and moderate disabilities and 24 normal children found no main effect differences between integrated and segregated groups in a special education preschool program. Aptitude-by-treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Comparative Analysis, Disabilities
Walsh, James M. – 1991
This study investigated the preferences of parents, teachers, and students regarding the relative benefits of a cooperative teaching (general educator/special educator in a general education classroom) service model in comparison to a special education "pull-out" model. A cooperative teaching model was implemented in four public…
Descriptors: Administrator Attitudes, Comparative Analysis, Delivery Systems, Disabilities

Mavrin-Cavor, Ljiljana – International Journal of Rehabilitation Research, 1992
Comparison of primary grade students (n=67) with mild mental retardation in Croatia (Yugoslavia) receiving either a special program designed by special and regular educators, regular class services but no special educational help, occasional special educational help, or special services in a special school found that students in the first group…
Descriptors: Delivery Systems, Foreign Countries, Mainstreaming, Mild Mental Retardation

VanTassel-Baska, Joyce; And Others – Gifted Child Quarterly, 1989
An elementary-school self-contained gifted class was compared to a control group on a general test of cognitive ability. Program participants exhibited significantly higher gains than did controls, and at the end of the program, participants also rated the quality of their school life more highly than did controls. (Author/JDD)
Descriptors: Cognitive Development, Comparative Analysis, Elementary Education, Gifted
Stile, Stephen W.; And Others – 1992
This study investigated initial placements, current placements, and stability of placements for 2,643 graduates of special education preschool programs for children (ages 3-4 years) with developmental disabilities from 74 New Mexico school districts during the first 5 years of such programming (1986-87 to 1990-91). Major findings were that 10% of…
Descriptors: Delivery Systems, Developmental Disabilities, Early Intervention, Elementary Education

Moore, Nancy Delano; Wood, Susan S. – Roeper Review, 1988
This paper reviews the Richmond (Virginia) Young Students Mathematics Class, sponsored by the Center for the Advancement of Academically Talented Youth of Johns Hopkins University for upper elementary students. Discussed are student selection, course content and approach, instructional methods, staffing, student outcomes, student and parent…
Descriptors: Academically Gifted, Acceleration (Education), Admission Criteria, Advanced Courses
Martin, Helen E.; And Others – B. C. Journal of Special Education, 1988
A study compared the changes in students with moderate mental retardation in two school settings (segregated and semi-integrated) in intellectual development, adaptive behavior, receptive language, and academic achievement. While both groups gained in some areas, greater gains were found in the semi-integrated population. (MSE)
Descriptors: Academic Achievement, Elementary Education, Followup Studies, Intellectual Development

Altman, Reuben; Kanagawa, Linda – Education and Training in Mental Retardation and Developmental Disabilities, 1994
Performance data on three children with moderate to severe developmental disabilities, observed in both inclusive integrated and self-contained segregated kindergarten settings, support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic…
Descriptors: Classroom Environment, Developmental Disabilities, Kindergarten, Mainstreaming
Sangster, Sandra; Erling, Sally – 1986
The academic progress and self-concept of North York (Ontario, Canada) learning-disabled and educable retarded students were studied, with particular reference to the effectiveness of placement in mixed exceptionality versus single exceptionality programs. Information was gathered from the published special education literature, students' files,…
Descriptors: Academic Achievement, Intermediate Grades, Learning Disabilities, Mild Mental Retardation
Fisher, Mary; Meyer, Luanna H. – Journal of the Association for Persons with Severe Handicaps (JASH), 2002
Forty students with severe disabilities were evaluated across two years of either inclusive or self-contained educational programming. Comparison of child development and social competence found the inclusive group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the…
Descriptors: Child Development, Elementary Secondary Education, Inclusive Schools, Interpersonal Competence