When 11-year-old learning disabled students who were two years behind in reading participated in an instructional program emphasizing comprehension of main ideas using basic categorization and classification skills, there was a significant and substantial improvement in reading comprehension and ability to write sentences containing the main idea…

Sixth grade students (N=8) identified as poor spellers significantly benefited from remedial instruction involving structural word analysis and self-questioning strategy, suggesting that effective spelling instruction involves conveying knowledge of phonics and the linguistic structure of words (domain specific knowledge) and knowledge of spelling…

There are no easy solutions to the problem of building an outstanding basic skills program for handicapped children. This article analyzes reasons why children fail, describes the characteristics of outstanding schools and explains how teachers and administrators can achieve excellence. (Author/CB)

This article focuses on curriculum analysis, an aspect of direct instruction that is frequently neglected or obscured by an emphasis on classroom management and teacher performance. Explicit strategies that are used to teach higher cognitive skills and the importance of teacher training in the appropriate use of direct instruction are discussed.…

The results of teacher effectiveness research in general education are summarized, the best practices in special education are hypothesized, and the discrepancies between prevailing and actual practices are discussed. Areas for future research are suggested based on discrepancies that exist between levels of current practice. (Author/CB)

A study examined how 23 resource teachers who work with paraprofessionals perceived a need to modify the manner in which the aides were used. Results indicated that resource teachers favored expanding paraprofessionals' skills to enable them to conduct more specialized and complex tasks. The development of preservice training models for…

In the early 1960s, four special education categories (slow learners, mentally retarded, emotionally disturbed, and culturally deprived) were used to explain the failure of lower class and minority children, while the less stigmatizing category of learning disabilities explained the failures of white middle class children. Later events changed the…

A total of 33 special education leaders presented forecasts, through a Delphi survey procedure, for the deinstitutionalization of and the residential and education services for the handicapped. It was predicted that the deinstitutionalization movement will not lose its momentum and that community based residential services will become increasingly…

Learning disabled and behaviorally disordered third and fourth grade students were taught test taking skills such as attending to appropriate stimuli, marking answers carefully, using time well, and avoiding errors. These students scored significantly higher than their untrained peers on the Word Study Skills subtest of the Stanford Achievement…

Normative data from 1300 (K-6) students and satisfactory psychometric data indicated a revised version (Classroom Adaptive Behavior Checklist) of the AAMD (American Association of Mental Deficiency) Adaptive Behavior Scale was valid in terms of test reliability, concurrent validity with another instrument, and discriminant validity between normal…

The author comments on the study (EC 172 390) of post-school employment factors in a sample of special education students, noting issues not addressed, findings that should be handled with caution, and implications for transition programing. (CL)

In response to a study (EC 172 390) of post-school employment factors in former special education students, the author cites findings of interest and examines research needs in the areas of postschool vocational services, employment during school, and the self-family-friend network. (CL)

The essay critically examines the transition model proposed by the Office of Special Education and Rehabilitation Services and summarizes a recent study of secondary special education, focusing upon needed improvement. Recommendations are offered for modifying the basic model of transition, and for improving high school programs as foundations of…

The implementation of a preferral model is described and data are presented on consultation, referral, testing, and placement rates before, during, and after implementation. Issues in implementation, including school system variables and barriers to implementing a consultation model, are also discussed. (Author/CL)

A brief review of the major recommendations of the National Academy of Sciences Panel on Selection and Placement of Students in Programs for the Mentally Retarded and a discussion of implications for current policy and funding practice in special education are provided. (Author/CL)