Background: Considering the rapid global movement towards inclusion for students with special educational needs (SEN), there is a surprising lack of pedagogical or didactic theories regarding the ways in which inclusive education may affect students with SEN. Group composition within the educational setting may play a role in determining the…

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. However, common challenges to successful implementation of school-based programs include inadequate…

For various reasons, many students with emotional disturbances are unable to succeed in traditional classroom environments. The purpose of this qualitative case study was to explore the perceptions of administrators, teachers, paraprofessionals, parents, and related service providers towards therapeutic intervention classrooms for students…

This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included…

This research investigated a special reading class placement for children with dyslexia in the Republic of Ireland. The study compared the literacy attainments of children before and after their reading class placement, and determined in particular children's views regarding the placement. Participants included 16 children with dyslexia who had…

The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils.…

Social inclusion has become an increasingly relevant issue in public school education during the past several years. Differences between social skills in students who were educated in inclusion elementary school classrooms and those who were not placed in inclusion classrooms were examined. Teachers were asked to rate the social skills of students…

Students identified with emotional and behavioural difficulties (EBD) present a special case within special educational needs (SEN) and inclusion. EBD is perhaps the only category of SEN that exposes a child to increased risk of exclusion as a function of the very SEN identified as requiring special provision in the first instance. Students…

One hundred and sixty-eight elementary students with and without handicapping conditions participated in a study to determine the social integration of students with mild to moderate disabilities who are academically mainstreamed for at least one period daily. Ss were asked to photograph what they considered illustrative of their schools. A…

THIS STUDY ATTEMPTED TO ASSESS CHANGES IN THE BEHAVIOR OF SEVERELY RETARDED CHILDREN AS A RESULT OF SCHOOL ATTENDANCE. THIS IS PHASE II OF A THREE-PART REPORT WHICH COVERS SOCIAL COMPETENCY AND PARENT ADAPTABILITY. THE SUBJECTS WERE PLACED IN AN EXPERIMENTAL GROUP (SCHOOL CHILDREN) AND A CONTROL GROUP (NONSCHOOL CHILDREN). THE SCHOOL CHILDREN…

The article describes a social skills training group for 10 British autistic children (ages 9-16 years) which aimed to integrate them into the regular classroom. The weekly sessions were held over 4 years and followed guidelines of G. Mesibov and S. Spence. (Author/DB)

THE RELATIONSHIP OF EDUCABLE MENTAL RETARDATES IN REGULAR CLASSES AND SPECIAL CLASSES WITH RESPECT TO VOCABULARY WAS STUDIED. THERE WERE 49 SUBJECTS TAKEN FROM REGULAR CLASSES AND 45 FROM SPECIAL CLASSES. THE PRIMARY AND ELEMENTARY FORMS OF THE WORD MEANING SECTION OF THE STANFORD ACHIEVEMENT TESTS WERE ADMINISTERED TO EACH SUBJECT BY FOUR PERSONS…

Following up on data compiled in a report issued two years previously, this article discusses the outcomes of a gifted program for children ages 13-14 in Torokszentmiklos, Hungary. It begins by describing the aim of the program and its main content elements. The program was designed to make learning methods and strategies of pupils effective, and…

A study investigated the academic and social development of 25 Canadian gifted students (ages 12-14) in a congregated class at a Catholic high school. Results found the students enjoyed being educated with their gifted peers and valued the competition. The effects of the class on the students' self-esteem are also discussed. (Author/CR)