The article examines the impact of Aguilar v. Felton on instructional services in one archdiocese, a case in which the Supreme Court ruled that Chapter I remedial instruction could not be provided on nonpublic premises. It is concluded that curricular issues must be foremost in the negotiation process. (Author/JW)

The article describes the Community Vocational Training program, a transition program that trains and places high school seniors with mild handicaps in permanent employment and postsecondary schools. Considered are theoretical foundations, recruitment, on the job experiences, the employment skills workshop, staff roles, and outcomes. (DB)

Discusses instructional modifications to increase the academic success of rural behavior-disordered students in regular classes. Describes adaptations of teaching mode, media use, presentation of academic content, textbook content and organization, and test construction and administration. Contains 10 references. (SV)

The article briefly reviews 11 social skills training packages for use with mildly handicapped students in secondary settings. Programs are also compared in tabular form for cost, target population, social skills trained, and training approaches. (DB)

The study investigated the relationship between mildly handicapped high school student (N=52) self-ratings and vocational teacher ratings of the students' generalizable communication skills. Results indicated that the ratings of the two groups tended to be in disagreement. (Author/DB)

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

Incidental teaching procedures were used to train a 16-year-old mildly handicapped student to use social amenities in a resource classroom. Generalization to another resource room and an art classroom was assessed. Results indicated increased use of social amenities in the training setting and generalization settings. (Author/PB)

Information on students' math skill mastery based on curriculum-based measurement was provided to nine special and general education elementary teachers. Teachers were asked to identify the specific math skills their students had mastered. Results indicated that most teachers were not accurate at judging math skill mastery despite having specific…

A two-dimensional framework consisting of knowledge forms and intellectual operations was used to analyze curriculum materials, teacher-mediated instruction, and student use of information on essay and traditional criterion-referenced measures in two sixth-grade general science classes. Results suggest low-achieving students may need more exposure…

The article proposes a transition program for mildly handicapped students which stresses appropriate placement and ongoing support systems. Following intensive remedial academic instruction in junior high school, students would be tracked into either the traditional high school program (with ongoing support) or an alternative program designed to…

This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and…

The article describes Project SHINE (Summer Home Instruction and Evaluation), which trains parents to provide brief instructional sessions to their mildly handicapped children. Five parent-child teams were trained in the six program components: pretest, practice, test, track and chart, supplemental practice, and maintenance probes. (DB)

A study examined the effects of Venn diagram strategy on the literal, inferential, and relational reading comprehension of 26 high school students with mild disabilities who exhibited poor reading comprehension. Students who were taught the Venn diagram strategy demonstrated gains in both literal and relational comprehension measures. (Contains…

Thirty-nine high school students with mild disabilities and poor reading comprehension were trained to use either student-generated or expert-generated cognitive organizers to improve literal and inferential reading comprehension. Following training, both groups exceeded the reading comprehension performance of a control group, and students using…

This article describes how a variety of peer-mediated instruction and intervention might assist teachers in meeting the needs of students with mild disabilities in inclusive classrooms. The needs of these students, peer-teaching methods such as class wide student tutoring teams and Numbered Heads Together, and future research directions are…