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Peer reviewedMyles, Brenda Smith; Simpson, Richard L. – Journal of Special Education, 1989
A survey of 100 regular classroom teachers found that teacher participation in the mainstreaming process, rather than availability of specific classroom modifications, was an important factor in their accepting elementary-age handicapped students into their classrooms. Of the modifications surveyed, most desired were reduced class size, support…
Descriptors: Class Size, Classroom Techniques, Elementary Education, Mainstreaming
Holly Springs Municipal Separate School Dist., MS. – 1980
In a study of cognitive therapy as a strategy for compensatory education, fourteen low-achieving first graders in the Holly Springs Separate School District (Mississippi) were assigned to treatment conditions consisting of a teacher trained in cognitive therapy, an aide, and a small class size. The therapy relied upon a clinical tutorial model…
Descriptors: Achievement Gains, Class Size, Cognitive Ability, Cognitive Development
