Comparison of General and Special Education Classrooms of Students with Severe Disabilities

Education and Training in Mental Retardation and Developmental Disabilities

Volumn 33, Issue 3, 1998, Pages 216-227

  Helmstetter, Edwin ^a   Curry, Chris A ^b   Brennan, Margaret ^b   Sampson Saul, Melissa ^b  

^a WASHINGTON STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002425274     PISSN: 10793917     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (12)

1. Altman, R., & Kanagawa, L. (1994). Academic and social engagement of young children with developmental disabilities in integrated and nonintegrated settings. Education and Training in Mental Retardation and Developmental Disabilities, 29, 184-193.
2. Brady, M.P., Linehan, S.A., Campbell, P.C., & Neilson, W.L. (1992). Too high, too low, too young: An ethnography of teachers' curriculum and instruction decisions for students with severe disabilities. Education and Training in Mental Retardation, 27, 354-366.
3. Bulgren, J.A., & Carta, J.J. (1992). Examining the instructional contexts of students with learning disabilities. Exceptional Children, 59, 182-191.
4. Hilton, A., & Liberty, K. (1992). The challenge of ensuring educational gains for students with severe disabilities who are placed in more integrated settings. Education and Training in Mental Retardation, 27, 167-175.
5. Hollowood, T.M., Salisbury, C.L., Rainforth, B., & Palombaro, M.M. (1995). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61, 242-253.
6. Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special education classes. The Journal of the Association for Persons with Severe Handicaps, 19, 200-214.
7. Myers, S.S. (1990). The management of curriculum time as it relates to student engaged time. Educational Review, 42(1), 13-23.
8. O'Sullivan, P.J., Ysseldyke, J.E., Christenson, S.L., & Thurlow, M.L. (1990). Mildly handicapped elementary students' opportunity to learn during reading instruction in mainstream and special education settings. Reading Research Quarterly, 25, 131-146.
9. Ysseldyke, J.E., Thurlow, M.L., Christenson, S.L., & McVicar, R. (1988). Instructional grouping arrangements used with mentally retarded, learning disabled, emotionally disturbed, and nonhandicapped students. Journal of Educational Research, 81, 305-311.
10. Ysseldyke, J.E., Thurlow, M.L., Christenson, S.L., & Weiss, J. (1987). Time allocated to instruction of mentally retarded, learning disabled, emotionally disturbed, and nonhandicapped elementary students. The Journal of Special Education, 21(3), 43-55.
11. Ysseldyke, J.E., Thurlow, M.L., O'Sullivan, P., & Christenson, S.L. (1989). Teaching structures and tasks in reading instruction for students with mild handicaps. Learning Disabilities Research, 4(2), 78-86.
12. Zigmond, N., & Baker, J. (1990). Mainstream experiences for learning disabled students (Project MELD): Preliminary report. Exceptional Children, 57, 176-185.