This study examined the sociometric status of 79 children with current or suspected (mostly mild) disabilities in a full-inclusion elementary school, using a positive and negative peer nomination technique for the school's 592 students. Full inclusion did not eliminate negative social perceptions of students with disabilities. (Author/SW)

Described is a strategy for teaching elementary or secondary level students to use a self-monitoring procedure and a mnemonic device to help students independently solve multidigit subtraction problems sometimes requiring regrouping. (DB)

A seven-step instructional modification process was devised to match adaptations to individual needs of students with mild disabilities. The steps include clarification of elements under teacher control; decision about whether or not a problem exists; selection and grouping of modifications; and selection of modification option and implementation.…

In response to the establishment of school-based teacher support teams to assist teachers serving students with learning and behavior problems in the general classroom, this article summarizes data from 5 studies of 96 teams concerning team goals, team impact on student performance and special education referral, reactions of classroom teachers,…

The paper presents a research-based case for mnemonic instruction with mildly disabled students, and recommends learning tasks, designs, and implementation formats. Evolution of the research, from theory-driven laboratory research to long-term classroom applications, is described. Recommendations are offered for further research. (Author/JDD)

The article offers suggestions for teaching secondary students with mild to moderate disabilities the school survival skills of attending class, arriving promptly, going to class prepared, meeting assignment deadlines, talking to teachers appropriately, and reading and following directions. (DB)

Attitudes of 49 principals and 64 special-education teachers regarding the inclusion of students with mild disabilities were investigated. Participants disagreed most strongly on whether achievement increases when students are included, that inclusive placements are the most appropriate, and that resources must be protected regardless of setting.…

Teachers (N=20) described problems, goals, interventions, data collection, and consultation practices employed across prereferral, prereferral intervention, referral, and postreferral phases of service delivery for mildly handicapped students. Findings highlight teachers' difficulties with data collection and intervention practices. Implications…

This article discusses the difficulties students with mild disabilities can have with note taking. It begins with a vignette and then describes how teachers can modify their lectures and how they can teach note-taking techniques to students. The two note-taking techniques described are strategic note taking and guided notes. (Contains references.)…

Matrix organization can be used to construct math word problems for children with mild disabilities. Matrix organization specifies the characteristics of problems, such as problem theme or setting, operations, level of computation complexity, reading vocabulary level, and need for classification. A sample scope and sequence and 16 sample word…

The purpose of this study was to assess the effects of curriculum-based measurement (CBM), with and without diagnostic feed-back, on general and special educators' instructional planning in reading. Participants were 19 second-grade teachers with their 309 students without disabilities and 16 resource teachers with their 127 first-through…

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by…

The purpose of this study was to determine whether Black students with mild disabilities receiving their education in general education settings perform better academically than Black students with mild disabilities receiving their education in resource classroom settings. Sixty-four Black high school students with mild disabilities receiving…

Recent legislation, such as the No Child Left Behind and the Individuals with Disabilities Education Act amendments of 1997 and 2004, emphasizes the importance of teaching students with mild disabilities in the general education classroom using the general curriculum. Consequently, students with learning problems take a variety of science courses,…

Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…