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Showing all 8 results
Direct linkBrigham, Nancy; Parker, Caroline E.; Morocco, Catherine Cobb; Zigmond, Naomi – Learning Disabilities Research & Practice, 2006
Located in the Florida panhandle, Apalachee High School has a student population of 1,894 students, 13% of whom have identified disabilities. The school has a highly experienced teaching staff and a special education faculty that provides acknowledged leadership in the school. Apalachee includes students with disabilities in all aspects of school…
Descriptors: High Schools, High School Students, Disabilities, Case Studies
Aguilar, Cynthia Mata; Morocco, Catherine Cobb; Parker, Caroline E.; Zigmond, Naomi – Learning Disabilities Research & Practice, 2006
Middletown High School is a comprehensive high school with 1,970 students, located in the environs of Washington, DC. It is distinguished by an open enrollment policy for all courses; a strong emphasis on inclusion of students with learning disabilities (LD) in general education classrooms; block scheduling that allows for more in-depth and…
Descriptors: High Schools, Equal Education, Academic Achievement, Comprehensive Programs
Morocco, Catherine Cobb; Clay, Karen; Parker, Caroline E.; Zigmond, Naomi – Learning Disabilities Research & Practice, 2006
Walter Cronkite High School is a comprehensive high school of nearly 4,000 students, located in New York City. The population of students with disabilities includes many students with severe and low-incidence disabilities, including 70 students with visual or hearing impairments and 20 students with orthopedic impairments. Cronkite High School's…
Descriptors: High Schools, Freedom, Inclusive Schools, Visual Impairments
Brigharm, Nancy; Morocco, Catherine Cobb; Clay, Karen; Zigmond, Naomi – Learning Disabilities Research & Practice, 2006
This article summarizes the findings and themes from the three high schools we studied. All three schools engaged in five schoolwide strategies for educating students with disabilities. They provided a broad array of academic courses and program options; provided schoolwide support structures that could be combined and customized to the needs and…
Descriptors: High Schools, Special Needs Students, Disabilities, Student Needs
Magiera, Kathleen; Zigmond, Naomi – Learning Disabilities Research and Practice, 2005
Co-teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an additive effect of the special education teacher on the…
Descriptors: Teaching Methods, Team Teaching, Teacher Collaboration, Educational Practices
Peer reviewedRice, Don; Zigmond, Naomi – Learning Disabilities: Research & Practice, 2000
Interviews with, and classroom observations of, 17 teachers in Queensland (Australia) and Pennsylvania examined co-teaching approaches to provide support to students with disabilities in inclusive secondary classrooms. Co-teaching partnerships in both countries were dominated by content subject teachers with special educators in "monitoring" or…
Descriptors: Comparative Education, Foreign Countries, Inclusive Schools, Instructional Effectiveness
Peer reviewedPadeliadu, Susana; Zigmond, Naomi – Learning Disabilities Research and Practice, 1996
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…
Descriptors: Elementary Education, Elementary School Students, Interviews, Learning Disabilities
Peer reviewedZigmond, Naomi; Baker, Janice M. – Learning Disabilities Research and Practice, 1994
Data relating to an intermediate-grade student with learning disabilities were collected when the student was being served in a resource room and during full-time mainstreaming. Data included achievement measures, classroom observation data, and school adjustment data. Data do not show significant improvements in reading achievement when in the…
Descriptors: Academic Achievement, Case Studies, Instructional Effectiveness, Intermediate Grades
