Background: South African schools accommodate a wide range of learners with various learning abilities in accordance with the policy of inclusion. However, little is known about how learners with learning disabilities are supported in the classrooms. Aim: The study sought to explore how learners with learning disabilities are supported in…

Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers' attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to…

This study used Giorgi's descriptive phenomenological method to investigate and document the lived experience of special education teachers serving one or more successful students in special education. A direct analysis of the psychological meaning of naive descriptions of personal experiences provided by these teachers was conducted. Taped…

Atlantic High School, a small rural school in the state of Virginia, offered co-taught inclusion classes as an optional placement for student with disabilities for the first time in the 2008-2009 school year. While inclusion was thought to afford multiple benefits for students with learning disabilities, it also presented instructional challenges…

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

The resource teacher's role as a consultant for learning disabled children in the regular classroom requires the skill of consultation which includes establishment of a contract, a working alliance, and a communications system between the resource teacher and the regular teacher as well as criteria for evaluation and termination. (DB)

A learning disabilities group teacher in elementary school describes how she improved relations with regular class students and teachers by bringing her group to the other classes to perform science experiments. (SBH)

Comments on the growth of mainstreaming, research on placement of special children, and characteristics of a successfully mainstreamed classroom. (BF/JH)

Reviews definitions of learning disabilities and program delivery practices, particularly mainstreaming. A short case study is appended. Part of a theme issue on the disabled. (SJL)

The author has attempted to identify a number of misconceptions regarding the concept of learning disabilities in childhood and youth and to counterbalance these with statements based on historical, research, or theoretical facts. (Author/SBH)

Four studies in 12 urban high schools explored accommodative powers of mainstream secondary schools and effects of teachers' attitudes and student behaviors. Findings suggested that mainstream teachers recognize the low achievement of learning disabled students but do very little that is different instructionally when these students are assigned…

Factors involved in the decision to place a learning disabled child in a mainstream or special class setting include the classroom situation (class size and teacher training); the child (behavior, academic ability, and social competence); and the parents. (CL)

A teacher describes her experiences in attempting to reintegrate elementary grade learning and behavior problem students into the mainstream of school activities, and emphasizes the importance of positive attitudes toward exceptional children in the school. (CL)

Noting that the integration of special needs children into the regular classroom requires changes that differ more in degree than in kind, this paper offers suggestions to language arts teachers for facilitating the mainstreaming of their classes. The first section deals with classroom adjustments and accommodations for children with auditory…

Based on a study of the differences between the way regular and special education teachers handle classroom transitions, this discussion suggests seven steps special education teachers should take to aid students in classroom transitions. A list of 24 different transition cues is included. (JC)