A study investigated predictors of teachers' attitudes (Finland=147, Hong Kong=214, United States=160) toward gifted education. Attitudes depended on whether or not they believed that their school had gifted children, all children are gifted, gifted children should help others, parents have the major responsibility, and special classes best meet…

Thirty-five studies on the efficacy of special class versus regular class placement for mildly handicapped students were reviewed for the power of their statistical tests. Twenty-one studies had adequate power to detect a large effect size but the power to detect a medium effect size was no better than chance. (Author/DB)

Comparison of the efficacy of integrating 41 elementary school students with moderate mental retardation into either regular classes, a special class with a community-based program, or a special class with a traditional developmental program found that, after 2 years, no single program was superior to the other 2. (Author/DB)

This study examined the attitudes of 34 Greek elementary special education students toward their teachers, lessons, parents, schools, and feelings of difference. Comparisons with studies of British and New Zealand children indicate that the Greek students were generally satisfied with their educational experience, and the Greek special education…

This article discusses various kinds of curriculum provision for gifted students, including pull-out extension and enrichment programs, special schools and special classes, and special programs integrated within classes. The use of the terms "enrichment" and "extension" is also examined. (Author/JDD)

Eight public school adolescent students with mild mental retardation and severely disruptive classroom behaviors participated in a cooperative behavior management intervention in which student teams were rewarded for appropriate classroom behavior. Rewarding both teams and individuals was most successful in decreasing inappropriate behavior in all…

An augmentative and alternative communication (AAC) intervention was designed to increase vocabulary acquisition in five mild to moderately handicapped children (ages seven to nine) in a self-contained class. The intervention resulted in high rates of vocabulary and sentence selection for all the children, an improvement which persisted after…

Five single-subject studies indicated that adolescents with learning disabilities can successfully implement self-monitoring procedures in special and regular education settings and correspondingly improve their on-task behavior, without regard to classmates' percentage of on-task behavior and with fading of reinforcement and self-monitoring.…

This study of 100 children with mild and moderate disabilities and 24 normal children found no main effect differences between integrated and segregated groups in a special education preschool program. Aptitude-by-treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students…

This study examined whether teacher-implemented classroom measurement procedures of short duration are as reliable as methods used in research studies to determine behavior state (e.g., awake active, awake inactive, asleep, drowsed) of six students with profound mental disabilities. Results indicated that more frequent but briefer measurements…

A survey of 43 early childhood special-education administrators in California found the programs for infants tended to be home-based, preschoolers with mild disabilities were frequently fully included, and preschoolers with severe disabilities and low-incidence disabilities were more often partially included or placed in special classes only.…

Structured interviews with 150 elementary students with learning disabilities found that they accurately perceived that special education is intended to provide extra help for children with academic problems. Students reported they liked special education classes, though some missed instruction or recreational activities in their mainstream class…

First-semester college students completed college transition courses which incorporated information on emotional, communication, and critical thinking skills. Their ability to understand, regulate, and harness emotions, and their retention rate, were higher than students completing a transition course lacking the emotional skills component. (EV)

This study examined the effect of a self-evaluation intervention using audiotaped samples of 20 teachers' instructional behavior on the rates of praise in classrooms for students with emotional and behavioral disorders. Results indicated the intervention had positive short-term effects on teacher praise and correct academic responses by students.…

Reading comprehension of fourth and sixth graders was promoted with reciprocal teaching in three mainstream classes, and three special classes for pupils with specific language impairment (SLI). Four cognitive strategies were used to enhance these pupils' reading comprehension skills. Six coordinated, 5-week interventions were held during regular…