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This response to an article by Karen Tateyama-Sniezek (EC 230 117), which examined the effectiveness of cooperative learning with mildly disabled students, reconsiders a table by adding more comparison statistics, effect sizes, and standard individual measures of achievement. Noted are the scarcity of studies including individual accountability and group rewards and the general positive findings. (DB)

Five assumptions are inferred from the literature concerning the roles and responsibilities of elementary regular classroom teachers in educating low-performing children. These assumptions are used to define the target group of students most aptly served in regular classrooms. Models of partnership between regular education and specialized services are outlined. (Author/JDD)

Efforts to unify categorical programs for low-achieving elementary school students must address instructional validity issues (including similarities/differences between learning disabled and remedial students in instructional levels, learning rates, and learning styles) and political validity issues (including protection and equitable distribution of resources, participation in decision-making, and protection of jobs). (Author/JDD)

The author replies to an article by F. Gresham in which Gresham argued that social skill training is an important prerequisite to satisfactory mainstreaming of handicapped children. The author questions Gresham's interpretation of social skill training studies in segregated settings, and emphasizes the need for more social skills training. (MC)

Discusses gross errors of inaccuracy in the screening of kindergarten students to predict first-grade achievement. Failure to take individual differences of first-grade teachers into account; Examination of the extent to which first-grade teachersdiffer expectations of students and other measures; Method; Results.

In addition to a brief report on benefits to handicapped children under Title 1 of the Elementary and Secondary Education Act of 1965, this paper raises two major questions: (a) How will special education relate itself to new and diversified programs emerging in general education, such as Compensatory Education? and (b) Are substantial numbers of children not truly handicapped in capacity, but simply functioning as handicapped due to environmental deprivation? [ABSTRACT FROM AUTHOR]

Examines the effects of planning strategies on the approach to writing among elementary students with learning disabilities in the United States. Modification of the planning strategies; Impact of instruction on the quality of writing; Improvements in the schematic structure of stories; Usage of the Self-Regulated Strategy Development model.

Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR instruction in their general education classrooms—approximately 2 times each week over a 14-week period—made significantly greater gains in reading comprehension than students with LD in comparison classrooms (g = .52). Teachers in CSR classrooms were also more likely to provide feedback to students and to use collaborative grouping structures. [ABSTRACT FROM AUTHOR]

The article presents a study that identifies the level of training acquired by elementary school administrators in the area of special education in the U.S. The research revealed that 65 percent of the elementary school administrators had no course work which could be identified as related to exceptional child education. The amount of course work taken by the 35 percent of elementary school administrators ranged from 2-13 college hours. It is noted that an administrator who took a course in exceptional child education during his professional, he has little formal background in the area to guide his decision making.

The article examines the design, methods, and findings of the evaluational program conducted in the field of public elementary education in the U.S. The program was designed to meet the needs of a small group of seventh and eighth graders who were not achieving at their expected levels. It was believed that the program had been operational for sufficient time to warrant a formal assessment. The basic hypothesis of the program was that behavioral change in a positive direction may be increased by using a small group approach to remediation of academic difficulties in the so called solid subjects.

The purpose of this study was to determine the efficacy of specific, individualized training for students with different levels of mathematical difficulties. Fifty-four students, with either severe or mild math difficulties, were assigned to individualized training or to a control condition. Ten students with severe math difficulties ("dyscalculia") and 17 with mild math difficulties in the individualized training conditions were trained to improve their accuracy and fluency in math, compared to 9 students with severe math difficulties and 18 with mild math difficulties that were in the general training group (control condition). Students in the individualized training condition (both with dyscalculia and with mild math difficulties) outperformed the control groups after the training and at a later follow-up in almost all math components. Overall, this study supports the feasibility of treating both severe and mild mathematical accuracy and fluency difficulties with specific, customized training. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to the comparison condition. Systematic instruction, visual representations of mathematical concepts, purposeful and meaningful practice opportunities, and frequent progress monitoring were used to develop understanding in early numeracy skills and concepts. Researchers used progress-monitoring measures and a standardized assessment measure to test the effects of the intervention. Findings showed that students in the treatment group outperformed students in the comparison group on the progress-monitoring measures of mathematics performance and the measures that focused on whole-number computation. There were no differences between groups on the problem-solving measures. [ABSTRACT FROM AUTHOR]

The predictive utility of screening measures for forecasting math disability (MD) at the end of 2nd grade and the predictive and discriminant validity of math progress-monitoring tools were assessed. Participants were 225 students who entered the study in 1st grade and completed data collection at the end of 2nd grade. Screening measures were Number Identification/Counting, Fact Retrieval, Curriculum-Based Measurement (CBM) Computation, and CBM Concepts/Applications. For Number Identification/Counting and CBM Computation, 27 weekly assessments were also collected. MD was defined as below the 10th percentile at the end of 2nd grade on calculations and word problems. Logistic regression showed that the 4-variable screening model produced good and similar fits in accounting for MD-calculation and MD-word problems. Classification accuracy was driven primarily by CBM Concepts/Applications and CBM Computation; CBM Concepts/Applications was the better of these predictors. CBM Computation, but not Number Identification/Counting, demonstrated validity for progress monitoring. [ABSTRACT FROM AUTHOR]

Investigates the knowledge base of effective instruction for English-language learners in elementary and middle school grades using a qualitative multivocal method. Ability of students to learn English while learning academic content; Need for explicit teaching in English-language development class; Problems with the omission of language learning in sheltered content instruction.

This study examined educational practices in regular education classes in grades K-5 to determine changes required to facilitate a full-time mainstreaming program for students with learning disabilities. Data collected during the planning year of a mainstreaming project permitted a detailed analysis of the elementary school and the extent to which it accommodated individual differences. Data from informal and structured observations, interviews, and surveys of students, parents, and teachers suggested that fundamental changes in instruction are necessary for the regular education initiative to work in this school. [ABSTRACT FROM AUTHOR]

This article compares student achievement data of the Integrated Classroom Model (ICM) to achievement data in resource room programs. Cost-effectiveness of the two programs is also compared. Comparison of pre- and postscores on the reading, math, and language subtests of the Woodcock-Johnson Psycho-Educational Battery indicated no significant differences in performance among elementary-school students with learning disabilities in integrated classrooms and resource classrooms. Comparisons of California Achievement Test scores indicated no significant differences among regular education students in the ICM and in regular classrooms. The ICM was shown to be more cost effective than resource room programs while achieving similar results. [ABSTRACT FROM AUTHOR]

The program for the preparation of professional personnel in the education of handicapped children and youth under Public Law 85-926, as amended, is described. The activities conducted by the professional staff of the Office of Education in the administration of this grant program are summarized. These activities include site visits to colleges, universities, and state educational agencies, consulting with professional persons in special education, planning and holding conferences, and preparing publications. Data regarding grants in the various areas of the handicapped awarded to colleges, universities, and state educational agencies during the past two award years are presented. A brief discussion of future trends in the program is included. [ABSTRACT FROM AUTHOR]

The article provides information on the speech therapy programs in elementary schools in the U.S. Numerous children with speech problems have been forced to wait for assistance while others have been scheduled for some proper assistance. Studies in the schools of Rochester, New York indicated that there should be basis in the reorganization of educational program. In order to prevent speech defects, there should be a parent and a teacher conference to explain the progress a child is making in his speech development. Moreover, if the parents and teachers are not aware of the developmental process of the child, they may employ a technique in which they will treat the child who has a normal speech errors as a speech defective child. The parents and the teacher may also inflict the same damage to the child's personality as if he has a speech defect.

The article provides information on the major work classes of Winnipeg, Manitoba for mentally advance students. The school board approved three special classes for the exceptional students in 1954. During the same year these classes were organized in the elementary schools. Teachers are selected from those who have had several years of experience in this line of teaching. Furthermore, series of in-service training conferences has been held in order to help teachers in planning, and carrying on their work.

The article presents a comparison of the ratings of the same educable mentally handicapped child by special and regular class teachers. Special and regular class teachers observed the same student in a regular elementary class assigned with educable mentally handicapped children. A multiple choice behavioral observation scale was used by these special and regular class teachers to obtain the ratings on school adjustment. The items differentiating the ratings of special class teachers from the regular class teachers were determined using the discriminant analysis statistical technique. Results of the study are discussed.