Questionnaires were completed by superintendents and special education teachers on the delivery of services to special education children of military dependents in a state with several military installations. Questionnaires addressed such issues as availability of services, program evaluation, knowledgability of military families regarding federal…

Significant predictors of a positive attitude toward mainstreaming include: team teaching, years of experience (negative correlation), courses in diagnosing learning and behavior problems, previous special education teaching experience, special education courses, size of class, and inservice program experience related to exceptional children.…

Formative evaluation focuses on program modification based on ongoing measurement of student progress. The literature on formative evaluation for mildly handicapped students indicates that four measurement dimensions are critical: (1) focus of measurement; (2) frequency of measurement; (3) data display; and (4) data utilization methods. (Author/CB)

A four-dimensional model (occupation, residential environment, social support/safety, and client satisfaction) of community adjustment using 257 borderline to moderately mentally retarded adults proved empirically viable for describing independent dimensions of community adjustment for this population. (CB)

The study found that the Kaufman Assessment Battery for Children (K-ABC) was valid in predicting reading, mathematics, and written expression for Black, Hispanic, and White male students referred for special education services. The K-ABC scores were not valid predictors, however, of written language achievement for referred females. (Author/DB)

A review of the literature concerning desirable management practices associated with three secondary resource room models serving mildly handicapped students (teacher-consultant, pull-out, and study period) is followed by reported results of a survey of 80 secondary educators in British Columbia, who preferred the study period model. (JW)

Observations of teaching behaviors of 40 teachers in categorical special education classrooms (educable mentally retarded, learning disabled, emotionally handicapped) revealed no differences in the extent to which teachers of different types of students demonstrated six of seven teaching behaviors defined as effective. Questions concerning the…

Suggestions for implementing cooperative learning strategies with mildly handicapped students in mainstreamed, resource room, and self-contained classroom settings are given. Guidelines are presented for: selecting a format for cooperative learning; establishing working guidelines; forming groups; arranging the classroom; developing cooperative…

The SOBR observation technique was used to observe reading instruction in special education resource room programs for mildly disabled students. Disabled and nondisabled students in regular classrooms were also observed. There were considerable differences in reading instruction across programs and students. The amount of reading instruction was…

Research contrasting special class placement, partial mainstreaming, and complete mainstreaming of students with mild academic handicaps is critically reviewed. Also reviewed is recent research on programs designed to improve the outcomes of mainstreaming, particularly programs directed at diminishing the rejection of students with mild academic…

Success in general education settings is an increasingly important goal for all students, including those identified as having mild disabilities (Cobb Morocco, 2001). The No Child Left Behind Act (NCLB) of 2001 introduces higher performance standards for all students in the general education curriculum. This situation has become especially…

Black children are currently underrepresented in the less stigmatized and more prestigious special education classes for learning disabled students. Learning disabilities classification procedures discriminate against Black children. Ohio's placement formula is critiqued, and parents are urged to become politically active on their children's…

This article presents two case examples of secondary level schools that have successfully included students with mild disabilities throughout the general education program. Both examples indicate that the building of an environment conducive to inclusion takes considerable time and a broad base of faculty and administrative support and commitment.…

A study investigated teachers' and parents' engagement in recommended practices for fostering self-determination skills of 58 secondary students with disabilities. Fewer than half of parents frequently engaged in recommended behaviors and more than half of the teachers engaged frequently in most practices. Student demographic variables did not…

Intelligence quotient profiles in 81 high-functioning children and adults with autism were examined. Profiles did not reveal the presumed typical pattern of a lower verbal IQ than performance IQ. Results found that individuals with autism demonstrated a wide range of ability levels and patterns on the Wechsler Intelligence Scales, without a single…