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Evans, Susan B. – Preventing School Failure, 1991
This article reviews the literature on consultation, collegiality, and other forms of collaboration in schools, as a means of assessing the knowledge base and understanding its relationship to special education. Research on implementation of collaborative practices in special education is called for. (JDD)
Descriptors: Collegiality, Consultation Programs, Cooperation, Disabilities
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Bickel, Donna DiPrima – Preventing School Failure, 1991
This article first presents definitions of terms in special and regular preschool education, a brief history of relevant federal legislation, and the educational/social context of recent early childhood education. It then identifies major issues (e.g., funding, parent education, coordination of services) and research needs in curriculum and…
Descriptors: Curriculum, Disabilities, Early Childhood Education, Educational Finance
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Fuchs, Lynn S. – Preventing School Failure, 1992
This study examined computerized classwide applications of curriculum-based measurement (CBM) to improve teachers' math planning within large group instructional settings, using a mathematics operations curriculum in 10 sixth grade classes. Preliminary findings suggest CBM increases teachers' abilities to incorporate students with disabilities…
Descriptors: Computer Assisted Testing, Computer Managed Instruction, Computer Uses in Education, Grade 6
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Pavri, Shireen; Luftig, Richard – Preventing School Failure, 2000
This study investigated the perceived loneliness, social competence, and social status of 15 sixth-grade students with learning disabilities (LD). Comparison with 68 peers without disabilities found students with LD reported more loneliness, were less popular, and more controversial in their social status than non-disabled peers. Implications for…
Descriptors: Intermediate Grades, Interpersonal Competence, Learning Disabilities, Loneliness
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Tindal, Gerald – Preventing School Failure, 1992
This study of curriculum-based assessment of the reading ability of four elementary-level students with learning disabilities found that individual-referenced tests are powerful for understanding instructional effects, whereas norm-referenced tests are best suited for determining deployment and allocation of resources. (DB)
Descriptors: Criterion Referenced Tests, Curriculum, Elementary Education, Evaluation Methods