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Least-Restrictive Placement: Administrative Wishful Thinking
Peer reviewed Peer reviewed
Cruickshank, William M. – Journal of Learning Disabilities, 1977
The guest editorial by W. Cruickshank criticizes as facile the assumption that the least restrictive environment for learning disabled children is a regular classroom. (GW)
Descriptors: Editorials, Learning Disabilities, Mainstreaming, Special Classes
Evaluating LRE Decisions through Social Comparison.
Peer reviewed Peer reviewed
Brulle, Andrew R.; And Others – Journal of Learning Disabilities, 1984
Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students to establish social norms for comparision purposes, and help determine integrated placement. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students.…
Descriptors: Academic Achievement, Decision Making, Disabilities, High Schools
The Effects of Special Class Placement on the Self-Concept of Exceptional Children
Peer reviewed Peer reviewed
Ribner, Sol – Journal of Learning Disabilities, 1978
The self concept of 386 minimally brain damaged (8-16 years) in special classes was compared with that of 96 children with similar disabilities who were in regular classes. (Author/CL)
Descriptors: Exceptional Child Research, Learning Disabilities, Mainstreaming, Minimal Brain Dysfunction
An Analysis of Variables that Affect Special Education Placement Decisions.
Peer reviewed Peer reviewed
Vance, Lisa Kelly; And Others – Journal of Learning Disabilities, 1988
The study examined the ability of intellectual, achievement, and behavioral data to predict placement of 95 learning disabled students (ages 7 to 15) into a special program. Only 27-33 percent of the variance was accounted for by the battery of assessment instruments in student placement decisions. (Author/DB)
Descriptors: Decision Making, Elementary Secondary Education, Learning Disabilities, Predictive Validity
On Defining Learning Disabilities.
Peer reviewed Peer reviewed
Kirk, Samuel A.; Kirk, Winifred D. – Journal of Learning Disabilities, 1983
The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)
Descriptors: Definitions, Disability Identification, Educational Trends, Elementary Secondary Education
Effects of Self-Contained Special Class Placement on Intellectual Functioning on Learning Disabled Students.
Peer reviewed Peer reviewed
Beck, Frances W.; And Others – Journal of Learning Disabilities, 1981
The effect of 1 or 2 year special class placement on academic achievement and intellectual functioning of 28 learning disabled children (8 to 11 years old) was investigated. The number of years in a self-contained class significantly affected arithmetic achievement. (Author)
Descriptors: Academic Achievement, Elementary Education, Intellectual Development, Intelligence
The Effects of Educational Placement and Grade Level on the Self-Perceptions of Low Achievers and Students with Learning Disabilities.
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Butler, Ruth; Marinov-Glassman, Deganit – Journal of Learning Disabilities, 1994
Measures of perceived competence and perceived achievement were administered to 222 Israeli students with either learning disabilities or low achievement in grades 3, 5, and 7. Subjects were either in special schools, in special classes in regular schools, or in regular classes. Perceived competence was highest among younger children and the…
Descriptors: Age Differences, Competence, Elementary Education, Foreign Countries
Predictors of Self-Esteem: The Roles of Parent-Child Perceptions, Achievement, and Class Placement.
Peer reviewed Peer reviewed
Morvitz, Edward; Motta, Robert W. – Journal of Learning Disabilities, 1992
This study of students in grades 3-6 found that, for learning-disabled students in self-contained placements, subjects' perception of maternal and paternal acceptance plus subjects' academic achievement accounted for 58 percent of variance in subjects' self-esteem. These variables were not significantly correlated with the self-esteem of…
Descriptors: Academic Achievement, Compensatory Education, Elementary Education, Learning Disabilities