Rural school districts often have limited numbers of special educators available, limited financial resources, and schools with very small, isolated populations. These limitations reveal the need for regular educators in the schools to gain skills needed for diagnosis and remediation of mildly handicapped students. This paper suggests utilizing…

The resource paper for regular and special teachers of learning disabled students on cooperative initiatives between regular and special education is presented in a question and answer format. The following questions are discussed: How can I recognize children with learning disabilities in my classroom? If I suspect a student to have a learning…

The book provides an overview of the problems and needs of hard of hearing children, the personnel necessary for adequate support services, and the role of teacher training. The five chapter book was designed to give guidelines for administrators and educators. Chapter 1 (by M. Ross), "Definitions and Descriptions", defines the terms hearing…

A study was conducted to determine the academic and behavioral growth of 50 learning disabled students (in grades 2-5) who participated in a teacher-consultant program for 1 year. As part of the program, the consultant provided remedial instruction, visited the regular teachers to monitor and evaluate the work of special students, shared…

Scholastica '85 (University of Regina) was an academic summer day camp designed to serve both gifted and learning disabled adolescents and to afford experienced teachers a practicum opportunity wherein learning disabled and gifted student engaged in integrated activities when common denominators were present and segregated activities when the…

Several delivery models for learning disabled (LD) secondary school students are described, including the resource room model (with special curriculum or tutoring support) self-contained classes, (with special or standard curriculum) the consultation model, and the work-study model. Factors (such as administrative practices) which influence the…

After being paired with regular educators (N=25), special education resource teachers (N=25) attempted to predict regular education responses to an opinionnaire regarding mainstreaming. Special educators underestimated regular education willingness to teach the handicapped, but correctly predicted attitudes involving resources, feelings of…

Five case studies of 7- to 14-year-olds mainstreamed (by necessity) in isolated rural Queensland (Australia) schools were reviewed. Five factors influenced mainstreaming outcomes: (1) the "self-sufficiency myth" (2) availability of specialist support; (3) effective use of support services; (4) quality of staff communication; and (5) lack…

Argues the advantages of setting up programs for special education students within local schools as an alternative to outside placements and residential institutions. The author details the financial savings of the two-year old program of which he is director and describes adjustments made to better meet students' needs. (JBM)

Compares and contrasts movements for education of handicapped and of gifted children to discover philosophical and economic incompatibilities as well as grounds for future cooperation between advocates for the two groups. Shared concerns include identification of gifted and retarded, rationales for providing services, opposition, mainstreaming vs.…

Because extremely small rural districts in Oklahoma have limited resources and are not able to hire additional specialists, and because parents want education in local inclusive settings, most special education teachers in these districts serve students with disabilities for which they are not certified. A survey of school districts in Oklahoma…

This study of instructional priorities in preparing mentally retarded students for mainstreaming found that 41 primary-level regular class teachers gave higher priority to academic areas of reading and writing and to the behavioral problem of aggressive behavior than did 35 teachers in special schools for mentally retarded students. (Author/JDD)

The paper describes Scotland's development of a delivery system for mainstreaming special needs students, the "Learning Support System." The system redefined the role of remedial teachers to focus on: cooperative teaching, consultancy, student support, and direct instruction for pupils with marked difficulties. Results of field-based…

This study gathered advice about integration from 53 Virginia general/special education teachers and administrators involved in integrating students with moderate/severe disabilities into general education schools/classes. The study examined teachers' and administrators' judgments about success of integration and examined their perceptions of…

This paper examines overall themes arising from five case studies of elementary schools implementing inclusive models for students with learning disabilities and draws implications for policy and teacher preparation. Themes concern model variations, the role of the special education teacher, and evidence that students with learning disabilities…