This article illustrates (a) 2 recent innovations in the changing criterion research design, (b) how these innovations apply to research and practice in special education, and (c) how clinical needs influence design features of the changing criterion design. The first innovation, the range-bound changing criterion, is a very simple variation of…

The article reacts to and expands a symposium on the desirability of a transition from the traditional diagnostic-remedial model to the teacher-consultant model for providing services to children with "mild learning and behavior problems." (Author)

This article describes the inclusion model implemented in one Washington elementary school and the educational experiences of two children, both with learning disabilities. The building-level model included the following components: university-based assistance, cooperative integrated reading and composition, cross-age tutoring, in-class specialist…

This paper proposes that research on a constructivist approach for students with disabilities should emphasize specific instructional and assessment practices, as opposed to broad educational ideologies. The value of a particular instructional or assessment practice (such as constructivism) is probably dependent upon context and learner…

This introductory article describes a study that explored the meaning of special education in the context of full-time mainstreaming and the Regular Education Initiative. The study involved observing five full-time mainstreaming models of service delivery for elementary-age students with learning disabilities (described in subsequent articles).…

This article describes the inclusion model implemented in one Kansas elementary school and the educational experiences of two children, both with learning disabilities. The model is a variant of the Hudson Class-within-a-Class model, in which a substantial number of students at risk or with disabilities are grouped in a single class where they…

This article presents major principles of constructivism for teaching and learning of students with disabilities and those at risk for school failure. It describes three idealized constructivist models (endogenous, exogenous, and dialectical) and explores major issues related to constructivism, including the possibility of integrative stances.…

This article describes the inclusion model used at one elementary school in Virginia and the educational experiences of a third grader and a fifth grader, both with learning disabilities. The school uses a collaborative teaching model that emphasizes strategy training and provides full-time services in general education classes. (DB)

This article describes an inclusion model called MELD (Mainstreaming Experiences for Learning Disabled) implemented at an elementary school in Pennsylvania and the educational experiences of a second grader and a fifth grader, both with learning disabilities (LD). The model is a schoolwide effort with special education teachers providing in-class…

This response to five case studies of inclusive practices for elementary students with learning disabilities raises questions about bottom-line practices expected in inclusive classrooms, the relationship between classrooms and their schools and administrators, and how the case studies can be used to stimulate development of the next generation of…

This response to five case studies of inclusive practices for elementary students with learning disabilities evaluates the studies by standards that require prioritized objectives, adapted methods and materials, effective teacher presentation, and systematic monitoring. It finds that the case studies show shortcomings in all areas, which appeared…

This paper argues for a paradigmatic shift away from individualistic models of development and learning in early childhood special education to a social constructivist model. Principles for inclusive early childhood practice are explicated, based on classrooms as communities, learning as socially mediated, curriculum as contextually relevant and…

This response to five case studies of inclusive practices for elementary students with learning disabilities stresses the importance of educational restructuring, especially establishing goals that focus and direct what is taught in all classrooms and changing policies and operations to create more collaborative work structures. (Author/DB)

This paper discusses the historical context of communication and language intervention and critiques three widely used interventions. It advocates a cross-paradigmatic approach because its inherent flexibility fits with what is known about language acquisition, the nature of different intervention approaches, and human development. This approach…

This article examines constructivism in terms of the learner, the content, teacher-student interactions, motivation, and assessment; evaluates mathematics standards and their sensitivity to students with mild/moderate disabilities; and identifies 19 instructional components derived from constructivism, focusing on teacher behaviors, teacher…