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Frohreich, Lloyd E. – Exceptional Children, 1973
Costs of programs for 10 categories of exceptional children were compared with costs of regular educational programs on the basis of data from 24 school districts in five states. (GW)
Descriptors: Cost Effectiveness, Educational Programs, Exceptional Child Education, Expenditure per Student

Vaughan, Richard W. – Mental Retardation, 1973
Descriptors: Court Litigation, Disadvantaged Youth, Educational Objectives, Exceptional Child Education

Odom, Samuel L.; And Others – Learning Disability Quarterly, 1982
The Integrated Preschool Curriculum (IPC), which is designed to facilitate the social integration of young children at risk for learning disabilities into mainstreaming and integrated special education classes, was compared with a standard early childhood education model curriculum. The IPC successfully promoted social interaction between…
Descriptors: High Risk Persons, Interaction, Learning Disabilities, Mainstreaming
Baine, David – B. C. Journal of Special Education, 1990
This paper compares segregated, integrated, and community-based environments for instructing students with severe, multiple handicaps. Advantages and disadvantages are reviewed, recommendations for selection of suitable instructional environments are offered, and essential criteria for the evaluation of instruction in the various environments are…
Descriptors: Community Programs, Decision Making, Delivery Systems, Educational Environment
Bender, William N.; Golden, Lorri B. – Learning Disabilities Research, 1989
Two elementary teachers rated 91 learning-disabled students (56 mainstreamed and 35 in self-contained classes) using the Weller-Strawser Scales of Adaptive Behavior. Results indicated that personality variables and problem behavior were related to teachers' perceptions of the ability of learning-disabled students to adapt to the classroom.…
Descriptors: Adaptive Behavior (of Disabled), Behavior Problems, Elementary Education, Learning Disabilities
Haring, Kathryn; Lovett, David – Education and Training in Mental Retardation, 1990
The follow-up study of 58 persons with severe mental retardation who had exited self-contained special education programs from 1983 to 1985 found 57 percent were placed in sheltered workshops or day activity centers, 15 percent received formal postsecondary training, 62 percent resided in their family homes, and 26 percent lived in group homes.…
Descriptors: Employment, Followup Studies, Graduate Surveys, Group Homes

Rich, H. Lyndall; Ross, Steven M. – Exceptional Children, 1989
Naturalistic observation procedures examined the use of time by 230 elementary students with disabilities in four special education placements--regular class, resource room, special class, and special school. The least restrictive alternatives, particularly the resource room, made more in-class learning time available. (Author/DB)
Descriptors: Disabilities, Elementary Education, Instructional Effectiveness, Mainstreaming

Vinsonhaler, John; And Others – Journal of Special Education Technology, 1993
Expert systems technology was applied to placement decisions of deaf and hard-of-hearing children. The application involved developing a model of how experts make placement decisions. The decisions of the expert system were found to agree with those of a majority of teachers in 90% of the cases. (DB)
Descriptors: Computer Uses in Education, Deafness, Decision Making, Elementary Secondary Education

Holt, Judith – American Annals of the Deaf, 1994
Analysis of data from approximately 58,000 deaf and hard of hearing students (ages 6 through 21) analyzed relationships among reading comprehension and mathematics computation achievement scores, classroom attributes, and demographic factors associated with achievement. Adjustment of scores for demographic factors suggested higher performance for…
Descriptors: Academic Achievement, Classroom Environment, Computation, Deafness
McGovern, John E. – Momentum, 1994
Discusses the impact of the Individuals with Disabilities Education Act (IDEA) of 1990 upon Catholic schools. Indicates that IDEA allocates funds based on the number of students with handicaps enrolled in each state in public and private schools and that public schools must provide special education facilities to parochial school students. (MAB)
Descriptors: Access to Education, Catholic Schools, Disabilities, Educational Legislation

Curci, Richard A.; Gottlieb, Jay – Exceptionality: A Research Journal, 1990
Forty-six noncategorically identified intermediate-level handicapped students were assigned to functionally grouped self-contained classes and were observed. Although special education teachers did not know unofficial labels applied to students (emotional disturbances or learning disabilities), they instructed emotionally disturbed children with…
Descriptors: Emotional Disturbances, Intermediate Grades, Labeling (of Persons), Learning Disabilities

American Annals of the Deaf, 1991
United States and Canada schools and classes for deaf children from preschool to postsecondary levels are arranged into three sections: (1) a directory listing program name, contact data, and administrator; (2) a summary table listing program type, number of students, services offered, and communication modes used in the classroom; and (3) summary…
Descriptors: Deafness, Educational Facilities, Educational Methods, Elementary Secondary Education
Gottlieb, Jay – American Journal on Mental Retardation, 1990
This commentary on EC 231 901 notes that mainstreamed education is not always appropriate and preferable to self-contained class placement for students with mental retardation. The school must identify elements of the mainstream education program that are likely to meet the child's instructional, social, and emotional needs and contribute to the…
Descriptors: Delivery Systems, Educational Quality, Elementary Secondary Education, Intervention

Herring, Melissa; Northup, John – Child & Family Behavior Therapy, 1998
Discusses a case study designed to develop an intervention to promote the generalization of social skills for a child with an educational classification of behavior disorders. Results indicate that social-skills instruction alone failed to result in generalization but subsequent use of a group contingency resulted in generalizations across…
Descriptors: Behavior Disorders, Case Studies, Children, Cues

Musselman, Carol; And Others – Journal of Deaf Studies and Deaf Education, 1996
This study examined the social adjustment of deaf adolescents enrolled in segregated (n=39), partially integrated (n=15), and mainstreamed (n=17) settings. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with…
Descriptors: American Sign Language, Deafness, Inclusive Schools, Interpersonal Competence