This article presents several recommendations for helping elementary and secondary school students with learning problems to apply story writing strategies. Recommendations include create an environment for writing that nurtures developing writers; encourage teacher and peer interaction through a variety of collaborative activities; and monitor…

All students benefit from physical education, but equipment used in mainstream programs often is not appropriate for students with special needs. Equipment adaptation is necessary to improve students' opportunities for successful participation in class. The article describes how to create and finance adapted equipment and offers a resource list.…

The Eleventh Circuit ruling in "Greer" establishes relatively clear guidelines for making choices regarding mainstreaming in considerations of appropriate programing. Only when mainstreaming in a regular class is not appropriate may a determination be made as to how the child can be placed in a special-education setting in the least…

A study of the relationship between the deaf, their native sign languages, and the encompassing hearing societies and their cultures, within the context of schooling, demonstrates how the discourse on sign language within education is a vital ingredient in the assertion of symbolic power by the hearing establishment over the deaf community. The…

A case management system provided individualized attention to urban youths returning to mainstream high schools from alternative settings. To prevent dropping out, students received academic assistance, social services, employment services, and computerized resource data. Fewer students dropped out or returned to alternative settings, and more…

Research published in April 1989 by H. L. Rich and S. M. Ross is reconsidered. Naturalistic observation of students in resource rooms, classrooms, special classes and special schools were used and results found resource rooms inherently flawed, a finding considered in this article to be unsupported by study data. (PB)

In response to criticism (EC 600 437), H. L. Rich and S. M. Ross defend their research published in April 1989. Naturalistic observation techniques used are discussed, conclusions regarding the regular education initiative supported, and findings concerning drawbacks of resource rooms reiterated and clarified. (PB)

Semi-structured interviews with 21 nonhandicapped high school students indicated that their experiences with peers with moderate to severe disabilities had resulted in such benefits as improved self-concept, increased tolerance of other people, reduced fear of human differences, and development of personal principles. Areas of difficulty were also…

Examined the effects of age at entrance to first grade on success in elementary school, using a set of demographic, social, and early experience variables as covariates. Concluded that entrance age was a far less powerful predictor of academic achievement than were socioeconomic factors. (Author/GR)

Questionnaire responses of parents (n=165) of gifted students (grades five through eight) and regular classroom teachers (n=90) with at least one child attending an enrichment program indicated parents were more supportive of the program than teachers with both groups being concerned about a lack of task commitment and possible elitist attitudes…

The study surveyed 48 teachers in British primary schools concerning the use of computer-assisted learning by children with special educational needs in mainstream settings. Findings are reported concerning computer/pupil ratio, computer time for these children, teachers' knowledge of software, classroom practices, effects of increased computer…

An Iowa project working with elementary students' attitudes toward people with disabilities could be effectively revamped as a teacher inservice program involving discrimination activities, group discussions, films, orientation and observation videos, an overview of Public Law 94-142, and information about support service agencies. Includes 11…

This article comments on a paper (EC 231 901) calling for reduced preoccupation with the physical settings used for interventions with mentally retarded individuals. It recommends the application of normalization to both: (1) the social-psychological dimensions of environments and (2) the physical characteristics and strategies of service…

This commentary on EC 231 901 notes that mainstreamed education is not always appropriate and preferable to self-contained class placement for students with mental retardation. The school must identify elements of the mainstream education program that are likely to meet the child's instructional, social, and emotional needs and contribute to the…

This study found that mainstreamed fourth- and sixth-grade students with learning disabilities had significant weaknesses on a science curriculum-based assessment relative to nondisabled peers, and they rated themselves and were rated by their teachers more negatively. Mismatches were revealed in the perception of the student and teacher regarding…