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Hollowood, Tia M.; And Others – Exceptional Children, 1995
This study of 6 students with severe disabilities and 12 without disabilities in an inclusive elementary school found that both groups evidenced comparable levels of engaged time in general education classrooms. The quantity of time actually used for instruction was unaffected by the presence of students with severe disabilities. (Author/JDD)
Descriptors: Educational Opportunities, Elementary Education, Inclusive Schools, Mainstreaming
Thurlow, Martha L.; And Others – 1982
Thirty-four third and fourth grade students were observed over two entire school days to examine the nature of instruction and academic responding time for LD and non-LD students in regular classrooms. Across students, a typical school day was characterized by a limited amount of academic responding (about 45 minutes). Comparison of LD and non-LD…
Descriptors: Elementary Education, Individual Instruction, Learning Disabilities, Mainstreaming
Chow, Stanley H. L.; And Others – 1980
The study examined whether there were differences in the quality of classroom time spent by 79 mainstreamed learning disabled fifth grade students and 141 regular fifth grade students; and also whether differences in qualtiy of time related to student, instructional, and classroom variables. Trained observers coded learner moves, content area, and…
Descriptors: Classroom Observation Techniques, Grade 5, Intermediate Grades, Learning Activities
Ysseldyke, James E.; And Others – 1987
This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…
Descriptors: Academic Education, Classification, Comparative Analysis, Elementary Education