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.

Relationship of Reading Achievement of Students with Disabilities and Least Restrictive Environment Practices

2015 ◽  
Vol 3 (3) ◽  
pp. 106-114
Author(s):  
Janet L Applin ◽  
Rhonda Simpson ◽  
Nedra Atwell
Keyword(s):  
Reading Achievement ◽  
Students With Disabilities ◽  
Adequate Yearly Progress ◽  
Least Restrictive Environment ◽  
Special Education Students ◽  
Education Students ◽  
Assessment Scores ◽  
School Day ◽  
Restrictive Environment ◽  
Relationship Of

The purpose of this study was to investigate the relationship between Kentucky least restrictive environment (LRE) practices and the state’s assessment annual measureable objectives (AMO) in reading for students with disabilities. This research was designed to determine whether districts achieved AMO targets for reading within LRE, and whether a relationship exists between special education students’ placement and assessment scores attained for the disability subpopulation in the Adequate Yearly Progress (AYP) Reports. Results from this study indicated that one district achieved the scale score for reading achievement. Nine districts achieved reading AMO targets due to safe harbor, while nine districts achieved reading AMO due to confidence interval for students with disabilities. Also, the results indicated a higher correlation for students who received services in a separate location for less than 20% of the school day.

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.

Social Acceptance of Learning Disabled Adolescents

1986 ◽  
Vol 9 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Edward J. Sabornie ◽  
James M. Kauffman
Keyword(s):  
High School Students ◽  
Social Acceptance ◽  
Rating Scale ◽  
Learning Disabled ◽  
Sociometric Status ◽  
Regular Classroom ◽  
School Students ◽  
Regular Classrooms ◽  
School Day ◽  
Acceptance Scale

The regular classroom sociometric status of learning disabled (LD) and nonhandicapped (NH) high-school students was examined. Forty-six LD students who attended regular classes for portions of the school day were matched with an equal number of NH students in 6 schools. A sociometric rating scale, the Ohio Social Acceptance Scale (OSAS), was administered in 32 physical education classes enrolling LD students. LD and NH students were found not to differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters. The findings are inconsistent with those of previous studies involving younger students by suggesting that regular classrooms can be socially rewarding for LD adolescents.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

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