Criteria for Defining the Regular Classroom as the Least Restrictive Environment for LD Students

1981 ◽  
Vol 4 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Timothy E. Heron ◽  
Michael E. Skinner
Keyword(s):  
Social Acceptance ◽  
Least Restrictive Environment ◽  
Learning Disabled ◽  
Children And Youth ◽  
Regular Classroom ◽  
Disabled Children ◽  
Considerable Time ◽  
Teacher Student ◽  
Initial Placement ◽  
Restrictive Environment

Members of placement teams expend considerable time and effort on determining least restrictive environments for learning disabled children and youth. Unfortunately, the placement team must use criteria which are vague and subject to interpretation. The purpose of this paper is to delineate three observable and measurable variables in the regular classroom—response opportunity, teacher-student interaction, and social acceptance—which the team can use to make the initial placement decision and to evaluate educational progress in the future.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Competencies for Professionals in Learning Disabilities

1978 ◽  
Vol 1 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field.

Implementation of the Dcld Competency Standards

1980 ◽  
Vol 3 (2) ◽  
pp. 29-34 ◽  
Author(s):  
James E. Leigh
Keyword(s):  
Learning Disabilities ◽  
Teacher Training ◽  
Training Programs ◽  
Code Of Ethics ◽  
Learning Disabled ◽  
Children And Youth ◽  
Practical Implementation ◽  
Disabled Children ◽  
Certification Standards ◽  
Teacher Training Programs

This article discusses the DCLD Code of Ethics and Competencies for Teachers of Learning Disabled Children and Youth and reviews each of its stated purposes related to: teacher training programs, certification standards, employment criteria, and monitoring of ongoing professional practices. Recommendations are made for practical implementation of the competency statements. While some of the recommendations pertain to applications in the future, the discussion emphasizes the need to implement the DCLD competencies as soon as possible. Even though the philosophical and theoretical debates regarding learning disabilities will not be resolved by the DCLD document, implementation of the competency standards will lead to significant improvement of services to children with learning disabilities.

Special Education Placement: Is it What You Know or Where You Live?

1989 ◽  
Vol 55 (5) ◽  
pp. 459-462 ◽  
Author(s):  
Howard P. Blackman
Keyword(s):  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Public Law ◽  
Regular Classroom ◽  
School Buildings ◽  
Special Education Placement ◽  
Regular School ◽  
Regular Class ◽  
Class Placement ◽  
Restrictive Environment

Danielson and Bellamy's article on federal data on segregated placement of students with disabilities (see pp. 448–455 of this issue) points out the failings in many situations to live up to the intent of Public Law 94–142, which clearly sets forth a presumption in favor of regular class placement in regular school buildings for children with disabilities. The need to eliminate geographic and funding restrictions to placement of students with disabilities in the least restrictive environment is stressed. Realistic but affirmative action and closer scrutiny of demonstration projects that have successfully integrated children with various disabilities into the regular classroom should be the focus of efforts.

Competencies for Professionals in Learning Disabilities

1988 ◽  
Vol 11 (3) ◽  
pp. 167-175 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.

Peer Acceptance of Learning Disabled Children in the Regular Classroom

1989 ◽  
Vol 56 (1) ◽  
pp. 50-59 ◽  
Author(s):  
C. Lynn Fox
Keyword(s):  
Interest Group ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Learning Disabled ◽  
Control Group ◽  
Disabled Children ◽  
Students With Learning Disabilities ◽  
Academic Task ◽  
Academic Activities ◽  
Mutual Interest

Mainstreamed handicapped children often experience social rejection by their nonhandicapped peers. To evaluate possible approaches leading to a resolution of peer rejection, 86 low socially accepted learning disabled children in the fourth, fifth, and sixth grades were paired for 8 weeks with 86 high socially accepted, same-sexed, nonhandicapped classmates, in four groups: mutual interest group, cooperative academic task group, Hawthorne Effect/Control group, and classroom control group. Social acceptance ratings of students with learning disabilities by their nonhandicapped peers, paired in the mutual interest group, increased significantly as a function of the intervention. Those in the academic activities group and in the Hawthorne control group did not change. However, ratings of the classroom control group showed a lowered acceptance level over time.

A Comparative Study of Social-Perceptual Ability in Learning Disabled and Nonhandicapped Students

1982 ◽  
Vol 5 (4) ◽  
pp. 374-378 ◽  
Author(s):  
Paul J. Gerber ◽  
Stephen A. Zinkgraf
Keyword(s):  
Comparative Study ◽  
Least Restrictive Environment ◽  
Learning Disabled ◽  
Regular Educators ◽  
Regular Classrooms ◽  
School Day ◽  
Perceptual Ability ◽  
Restrictive Environment

As many learning disabled (LD) students spend a greater part of their school day in regular classrooms, the importance of social/interpersonal abilities becomes of increased concern to both special and regular educators. Despite efforts to provide for administrative and programmatic considerations in the least restrictive environment, emphasis is still focused on academics for the learning disabled student. To date, few formal attempts have been made to address socioadaptive behavior that is crucial to any “mainstreaming” effort. Feasibly, for the learning disabled student, the least restrictive environment may be the least restrictive academically, while presently being the most restrictive socially.

Measuring Pupil Progress toward the Least Restrictive Alternative

1979 ◽  
Vol 2 (4) ◽  
pp. 81-91 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Stanley L. Deno ◽  
Phyllis K. Mirkin
Keyword(s):  
Monitoring Program ◽  
Least Restrictive Environment ◽  
Regular Classroom ◽  
Data Systems ◽  
Measurement Systems ◽  
Program Success ◽  
Special Education Program ◽  
Restrictive Environment ◽  
Least Restrictive Alternative ◽  
Progress Measurement

Urgent discussions of how to measure student progress toward special education program goals have begun to appear with greater frequency. The factors that seem to be most influential concerning pupil progress measurement are those associated with PL 94–142. Now, IEP's must be written that include specific objectives and time lines for monitoring program success. In addition, the “least restrictive environment” requirement implies that objectives be written, and progress be monitored relative to the skills required for placement and maintenance in the regular classroom. The present paper outlines the uses of pupil progress measurement, the desirable characteristics of progress measurement systems, and includes an evaluation of the adequacy of currently available data systems. Finally, two relatively recent alternatives to pupil progress measurement are recommended.

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