The school records of 40 boys and 20 girls placed in special education programs (for learning disabled, educable retarded, or behavior disordered) were examined to compare reasons for referral and placement. Results indicated that boys were more likely to be referred for behavior problems or behavior and academic problems. (DB)

The article examines the services offered by the disciplines of special education and vocational education and proposes a variety of roles each can perform in the delivery of the most effective combination of career programing options to the handicapped adolescent. (SB)

The Children's Developmental Play Program at Jacksonville State University (Alabama) encourages fine and gross motor skills in developmentally disabled children while simultaneously improving self-concept and optimizing risk taking behaviors. (SB)

The article offers a perspective on the mildly handicapped as an important and possibly overlooked group within the population of unserved handicapped children and youth. It is said that the identification data being reported are low and that substantial numbers of mildly handicapped children are not being identified. (DLS)

In 2 studies, 36 seventh- through ninth-graders and 44 secondary students with mild disabilities were taught work-related social skills using the Work Awareness Curriculum. Results showed 89% of the first group and 93% of the second increased knowledge of the curriculum components. (SK)

This article reviews social studies instructional approaches for secondary students with mild disabilities, with an emphasis on methods that provide access to the general education curriculum. It highlights research findings on domain-specific instructional approaches for teaching social studies concepts such as historical understanding and…

This article discusses how one teacher uses a weekend study buddy as a portable learning center for students (ages 5-9) with mild disabilities. The study buddy is a colorful cloth or paper bag that the students take home over the weekend. It can also be individualized to target particular needs. (Contains 8 references.) (CR)

Long-term instructional plans written by 22 resource room teachers for 61 mildly handicapped elementary students indicated that students spend about half their resource room time reading aloud to the teacher (one-to-one) and about one-third of the time working independently. Little instruction unique to individual students is offered. Implications…

Based on a review of the instructional effectiveness literature, 10 factors are identified that are essential for achievement by students with mild handicaps. It is concluded that systematic use of an organized instructional cycle characterized by match structure, and monitoring is needed to improve academic outcomes for students with mild…

Interviews with 22 high-school special education teachers, 24 mildly handicapped adolescents, and 8 administrators found that almost half of the teachers were not using microcomputers. Teachers with at least one computer in their classroom were more likely to use computers and have positive attitudes toward computers. Predominant uses included…

This investigation compared the Peabody Individual Achievement Test and the Woodcock Reading Mastery Test scores of 131 children in grades 1-8, in order to determine whether findings of lower Woodcock scores are equally robust for each level. Differences in validity coefficients decreased from earlier to later grades. (Author/PB)

The categorical stability of 523 students with mild handicaps was investigated in a retrospective study of special education records. Results indicated that many students had at least two different classifications during their school years. Analyzed were the stability of various categories, student age when changes took place, and predictors of…

The article describes a data-based method by which teachers can differentiate motivational problems from learning problems and increase the academic performance of learners with mildly handicapping conditions. The method involves graphing work attempted and percentage correct, reinforcing work attempted, and analyzing performance data for…

The article describes current and emerging curricular models for students with learning-related disabilities, evaluates their effectiveness, outlines the decision-making process vis-a-vis curricular model selection, and discusses programatic needs of identifiable subgroups of students with mild handicaps, as they relate to specific curricular…

Reports findings from a survey of parents whose mildly disabled children participated in a time-limited transition program--Job Training and Tryout--after leaving the public school system. Examines parents' expectations and perceptions of vocational abilities and training needed to facilitate the transition process. (JOW)