Proposes a paradigm, built around such parameters as teacher-preferences for teaching strategies that are teacher-centered with cognitive objectives and strategies that are student-centered with affective objectives, predicting the quantity-quality aspects of "openness." By trial and error, teachers develop managerial skills compatible with…

Discusses results of a three-year investigation of personal, social and academic adjustment by learning disabled students. Concludes that younger children in self contained classrooms achieve more academic and personal success than older ones and those in mainstreamed classes. Identifies five critical factors affecting educational outcomes with…