The aim of this paper was to investigate structural aspects of inclusion of immigrant students in Norwegian multicultural schools and, more specifically, their experiences of introductory classes and other segregated efforts. Due to their need for Norwegian language education, newly arrived immigrant students are not necessarily physically…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

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 effectiveness of special class placement was studied in 33 emotionally disturbed children (ages 8 to 19 years) attending an outpatient psychiatric clinic. It was found, among other things, that there was a positive relationship between success in a special class, and socioeconomic status, intactness of family, and absence of pychopathology in…

Followup of 129 students who had been in an early childhood program for gifted students was carried out via analysis of achievement test data in vocabulary, reading, comprehension, total reading, and total mathematics. Data were obtained for three groups of students exposed to varying periods of time in the program. Findings indicated that…

A case study investigated the effectiveness of a new self-contained classroom with curriculum that was differentiated for 24 highly intellectually gifted fourth-and fifth-grade students. Results indicate the self-contained classroom provided a challenging learning environment for the students, but students' response to this more challenging…

This evaluation report reviews the gifted education program of Fairfield (Ohio) public schools since its inception in 1977, with emphasis on its full-time curriculum-based program for grades 4 through 8 and future needs. Evaluation was focused on assessment of student outcomes, and data were collected by means of surveys, interviews, observations,…

The Learning Outcomes Study, a 2-year investigation, evaluated four popular types of grouping arrangements for gifted students in grades 2 and 3 in 14 collaborative school districts in 10 states. The study compared within-class, pull-out, separate class, and special school instructional arrangements. Study participants (N=1000) included students…

The Neighborhood Schools Project in Iowa was designed to evaluate a new special education service delivery system emphasizing prereferral intervention, collaboration, problem solving assessment, and frequent performance monitoring. Approximately 130 students with Individualized Educational Plans at 12 schools and an equal number at comparison site…