In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and…

Psychoeducational assessment variables for 119 referred high-school students were subjected to discriminant function analysis. Variables predictive of learning-disability classification were spelling, intelligence quotient, and the interview question, "Do you think going into a special class/program would help you?." (MSE)

Interviews with 12 students each from grades 1 through 4 found students' attitudes could be placed in four categories differing on attitudes toward school learning, homework, and personal learning projects. More students with than without learning disabilities fell into the category which saw almost all learning as an imposition. (DB)

Thirty-two students with and without learning disabilities who had participated in both inclusion and pull-out service delivery models were interviewed individually. Overall, more children preferred the pull-out model, but many children were confident that inclusion was meeting their academic and social needs. (Author/DB)

Interviews with 39 students with learning disabilities (LD, grades 4-8) and 29 normally achieving students revealed that, compared to controls, LD students had less mature conceptualizations of writing and less favorable attitudes toward writing but no differences in evaluations of their competence in either writing or the composing process.…