scholarly journals GENERALIZATION OF STUDENT QUESTION ASKING FROM SPECIAL CLASS TO REGULAR CLASS SETTINGS

1989 ◽  
Vol 22 (1) ◽  
pp. 77-83 ◽  
Author(s):  
Dennis R. Knapczyk
Keyword(s):  
Special Class ◽  
Question Asking ◽  
Regular Class ◽  
Student Question

Social Interaction and Acceptance of Mildly Retarded Children in a Mainstream Special Educational Setting

1985 ◽  
Vol 9 (2) ◽  
pp. 8-15 ◽  
Author(s):  
Debbie Espiner ◽  
Keri Wilton ◽  
Ted Glynn
Keyword(s):  
Social Behaviour ◽  
Special Class ◽  
Social Acceptance ◽  
Academic Progress ◽  
Educational Programme ◽  
Educational Setting ◽  
Educational Facilities ◽  
Handicapped Children ◽  
Regular Class ◽  
The Social

AbstractThe social acceptance (by non-handicapped children) and classroom and playground social behaviour of the five former special class pupils was studied. Six months prior to the study the pupils had been transferred to an experimental mainstream special educational programme within the same school. At the time of the study, the mainstreamed children were all maintaining or surpassing the rates of academic progress they had shown in the special class and they were well accepted by their classmates. Their social behaviour during unstructured classroom and playground activities closely approximated that of their classmates, but in the case of playground activities differed markedly from that of pupils who had remained in the special class. The results indicate that mainstream special educational facilities can work effectively — i.e., academically and socially, for at least some mildly retarded children. Where resources permit and the support of regular class teachers is available, there would appear to be some advantages for the children concerned.

Factors in Special Class Placement

1973 ◽  
Vol 39 (7) ◽  
pp. 525-532 ◽  
Author(s):  
Rosalyn A. Rubin ◽  
Patricia Krus ◽  
Bruce Balow
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Special Class ◽  
School Behavior ◽  
Low Socioeconomic ◽  
Regular Class ◽  
Class Placement ◽  
Low Iq ◽  
Preschool Readiness ◽  
Status Differences

In an effort to identify factors associated with placement in classes for the educable retarded, comparisons were made between a group of 17 low IQ (< 80) regular class subjects and three groups of special class subjects: (a) 18 low IQ (< 80) subjects, (b) 9 average IQ (≧80) subjects, and (c) the total group of 32 special class subjects. No differences were found between regular and special class subjects on preschool readiness and language development or on achievement prior to differential placement. Significant socioeconomic status differences favored the regular class subjects. Both low socioeconomic status and poor school behavior were associated with special class placement of average IQ children. At 9 years of age, significant differences favoring regular class subjects were found on measures of academic achievement. These differences were attributed to the effects of differential school placement.

scholarly journals Student Question-Asking Patterns in an Intelligent Algebra Tutor

2004 ◽  
pp. 455-467 ◽  
Author(s):  
Lisa Anthony ◽  
Albert T. Corbett ◽  
Angela Z. Wagner ◽  
Scott M. Stevens ◽  
Kenneth R. Koedinger
Keyword(s):  
Question Asking ◽  
Student Question

An Economical Model of the Engineered Classroom

1971 ◽  
Vol 28 (3) ◽  
pp. 963-966 ◽  
Author(s):  
Richard Coleman
Keyword(s):  
Behavior Modification ◽  
Special Class ◽  
Classroom Behaviors ◽  
Full Time ◽  
Regular Class

A behavior modification model was developed for a special class of 5 ‘disturbed’ children following the collapse of a “green thumb” program. Specific appropriate classroom behaviors were identified for each child. The goal of the program was to increase the frequency of these appropriate behaviors to the extent that the child could function full-time in a regular class. The organization of the class as well as the behavior modification procedures are described.

Students' Time on Learning Tasks in Special Education

1989 ◽  
Vol 55 (6) ◽  
pp. 508-515 ◽  
Author(s):  
H. Lyndall Rich ◽  
Steven M. Ross
Keyword(s):  
Special Education ◽  
Special Class ◽  
Special School ◽  
Naturalistic Observation ◽  
Resource Room ◽  
Learning Time ◽  
Use Of Time ◽  
Regular Class ◽  
Learning Tasks

The purpose of this study was to measure, through naturalistic observation procedures, the use of time among handicapped students in four special education alternatives—regular class, resource room, special class, and special school. The sample included 230 elementary age students enrolled in 58 classes in 16 schools. ANOVA comparisons revealed that the least restrictive alternatives, particularly the resource room, made more in-class learning time available. Discussion includes recommendations for increasing learning time.

Achievement Related Classroom Behavior of Secondary School Normal and Disturbed Students

1969 ◽  
Vol 35 (9) ◽  
pp. 677-684 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Emotionally Disturbed ◽  
Special Class ◽  
Classroom Behavior ◽  
School Students ◽  
Regular Class ◽  
Regular Classes ◽  
Item Scale ◽  
Senior High School Students

How can the educator be helped to focus upon achievement related classroom behavior in an organized, reliable, and communicable fashion? Academically related behaviors were described by teachers of regular (public school) and special class (emotionally disturbed) junior-senior high school students. An initial 102 item scale was used by teachers to rate 882 regular class and 672 special class youngsters. The result was a 45 item scale defining 13 factors, 12 common to both the regular and special class groups. All of the 13 factors were significantly correlated with academic achievement in the special classes, 12 of the 13 in regular classes. The results were interpreted in terms of the relevance of behavior to academic success or failure.

Remediation of the Conduct Problem Child in the Special Class Setting

1966 ◽  
Vol 32 (8) ◽  
pp. 509-515 ◽  
Author(s):  
Herbert C. Quay ◽  
John S. Werry ◽  
Marjorie Mcqueen ◽  
Robert L. Sprague
Keyword(s):  
Public School ◽  
Mental Health Professionals ◽  
Special Class ◽  
School Setting ◽  
Group Versus ◽  
Conduct Problem ◽  
The Public ◽  
Problem Child ◽  
Regular Class

This paper describes principles and assumptions which underlie an experimental special class for conduct problem children which has been developed cooperatively by an interdisciplinary university research center and a public school. A conceptualization of the nature of children's behavior disorders is offered, and some principles of behavior modification and remediation of academic deficiencies are discussed. Some particular characteristics of the conduct problem child relevant to the education process are outlined. Also considered are factors relevant to remediational efforts within the public school setting, including the problem of group versus individual techniques, the role of mental health professionals, the place of other than classroom treatment, the goals of the special class, and the utilization in the regular class of techniques developed in the special class.

Sign in / Sign up

Export Citation Format

Share Document