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Journal articles on the topic 'Regular education students'

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1

Hallenbeck, Mark J., and Darlene McMaster. "Disability Simulation for Regular Education Students." TEACHING Exceptional Children 23, no. 3 (1991): 12–15. http://dx.doi.org/10.1177/004005999102300304.

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2

Hussien, Jalal H., and Ibrahim Al-Qaryouti. "Regular Education Teachers’ Attitudes towards Inclusion in Oman." Journal of Educational and Psychological Studies [JEPS] 8, no. 4 (2014): 617. http://dx.doi.org/10.24200/jeps.vol8iss4pp617-626.

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The objectives of the study were to investigate regular education teachers’ attitudes towards inclusion and their educational setting preferences for teaching students with disabilities. In addition, the impact of teachers’ gender and teaching experience on the attitudes towards inclusion were examined. Seven hundred three Omani regular education teachers participated in this study. The findings suggest that the Omani regular education teachers held neutral behavior, cognitive, and affective attitudes towards inclusion; and a small minority of teachers believed that full inclusion in regular e
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3

Vargas, Isabel Menacho. "Phonological awareness and reading comprehension of second grade students in regular basic education." International Journal of Early Childhood Special Education 12, no. 1 (2020): 415–24. http://dx.doi.org/10.9756/int-jecse/v12i1.201021.

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4

Wright, Susan L., and Jeff Sigafoos. "Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school." Australasian Journal of Special Education 21, no. 2 (1997): 67–80. http://dx.doi.org/10.1017/s1030011200023873.

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The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implem
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5

Top, Brent L., and Russell T. Osguthorpe. "Reverse-Role Tutoring: The Effects of Handicapped Students Tutoring Regular Class Students." Elementary School Journal 87, no. 4 (1987): 413–23. http://dx.doi.org/10.1086/461505.

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6

Alper, Sandra, and Diane Lea Ryndak. "Educating Students with Severe Handicaps in Regular Classes." Elementary School Journal 92, no. 3 (1992): 373–87. http://dx.doi.org/10.1086/461698.

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7

Munson, Susan M. "Regular Education Teacher Modifications for Mainstreamed Mildly Handicapped Students." Journal of Special Education 20, no. 4 (1986): 489–502. http://dx.doi.org/10.1177/002246698602000409.

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8

Shinn, Mark, and Doug Marston. "Differentiating Mildly Handicapped, Low-Achieving, and Regular Education Students." Remedial and Special Education 6, no. 2 (1985): 31–38. http://dx.doi.org/10.1177/074193258500600207.

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9

Alghazo, Emad M., and Mohammad Salman Alkhazaleh. "Collaboration between Special Education Teachers and Regular Education Teachers: Implications for Professional Development." International Journal of Early Childhood Special Education 13, no. 1 (2021): 35–41. http://dx.doi.org/10.9756/int-jecse/v13i1.211005.

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It is essential that special education teachers help and support regular education teachers so tat they can work effectively with special needs students in their classes. Students with disabilities need modified lesson plans and methods of teaching in order to succeed and since the majority of teachers in regular education are not trained to work with special needs students, it becomes important that they collaborate with special education to teachers to provide the needed support for those students. Hence, the current study aimed at identifying the level of practicing collaboration between sp
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10

Braaten, Sheldon, James M. Kauffman, Barbara Braaten, Lewis Polsgrove, and C. Michael Nelson. "The Regular Education Initiative: Patent Medicine for Behavioral Disorders." Exceptional Children 55, no. 1 (1988): 21–27. http://dx.doi.org/10.1177/001440298805500102.

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Implications of the regular education initiative (REI) for students with behavioral disorders (BD) are examined in the context of integration and right to treatment. Arguments that BD students are being overidentified for special education are refuted. Labels for BD students are seen as important indicants of the seriousness with which professionals take their problems, not as the source of students' spoiled identities. Eligibility for services that encompass appropriate education, right to privacy, and implementation of appropriate interventions are viewed as particularly problematic issues r
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11

Salisbury, Christine, and Ian M. Evans. "Comparison of Parental Involvement in Regular and Special Education." Journal of the Association for Persons with Severe Handicaps 13, no. 4 (1988): 268–72. http://dx.doi.org/10.1177/154079698801300405.

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The importance of parental participation in the educational process has been recognized in both regular and special education. However, most of what is known about parent involvement in special education has been garnered through studies at the elementary age level and with families of students with mild disabilities. In this study, mothers of students with severe disabilities were compared with mothers of nondisabled students and students with mild to moderate disabilities regarding their perceptions of school involvement. A total of 117 mothers were interviewed. The results indicated that in
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12

Wright, Susan, and Jeff Sigafoos. "Parent Views on the Placement of Students with Special Needs in Regular Classrooms at an Australian Primary School." Australasian Journal of Special Education 22, no. 1 (1998): 30–37. http://dx.doi.org/10.1017/s1030011200024246.

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The present study surveyed the views of parents about the education of students with special needs in regular classrooms. The survey involved 81 parents of students without disabilities and 29 parents of students with special needs. The children attended an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms. Both groups of parents provided a range of supportive comments, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns
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13

Martha Yunita, Vania, Abdul Salim, and Sunardi Sunardi. "The Analysis of Regular Students’ Parents Perception Towards Inclusion Program." JARTIKA : Jurnal Riset Teknologi dan Inovasi Pendidikan 3, no. 1 (2020): 140–48. http://dx.doi.org/10.36765/jartika.v3i1.33.

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Abstrak: Program pendidikan inklusi merupakan salah satu program pemerintah yang sedang digalakkan di Indonesia. Banyak dampak yang disebabkan oleh program ini, dampak terhadap siswa berkebutuhan khusus, siswa reguler, orangtua siswa berkebutuhan khusus, orangtua siswa reguler bahkan pendidik. Semua mempunyai pengaruh terhadap kemajuan program inklusi, orangtua siswa reguler yang diteliti disini mempunyai andil yang kurang terlihat sehingga perlu adanya penelitian terkait dengan persepsi program inklusi menurut para orangtua siswa reguler. Penelitian ini menggunakan metode pengisian angket dan
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14

Smith, Maureen A., and Anjali Misra. "A Comprehensive Management System for Students in Regular Classrooms." Elementary School Journal 92, no. 3 (1992): 353–71. http://dx.doi.org/10.1086/461697.

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15

Bakker, Joep T. A., and Anna M. T. Bosnian. "Self-Image and Peer Acceptance of Dutch Students in Regular and Special Education." Learning Disability Quarterly 26, no. 1 (2003): 5–14. http://dx.doi.org/10.2307/1593680.

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This study focused on differences in well-being and peer acceptance of three groups of low-achieving students in regular and special education in the Netherlands. Well-being was assessed by means of a self-image scale consisting of 39 statements and peer acceptance through sociometric nomination and rank-order procedures. Low-achieving students in regular education who received remedial help had a similar self-image and were equally accepted by their peers as the low-achieving students in regular education who did not receive remedial support. Students in special education, however, had a slig
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16

Mallinger, Barry L., and Kaye F. Longley. "Bip-Bender Protocols of Learning Disabled and Regular Education Students." Perceptual and Motor Skills 67, no. 1 (1988): 193–94. http://dx.doi.org/10.2466/pms.1988.67.1.193.

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20 learning disabled and 20 normal elementary school children took the Bender Visual-Motor Gestalt Test twice, once under standard conditions and again using Background Interference Procedure paper. Based on Koppitz's scoring system, the disabled pupils did equally poorly on both modes but performed significantly worse than the normal children when given the standard Bender first. No other differences were found. Other scoring methods are suggested for investigation.
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17

Muir, Steven L., and Jerry B. Hutton. "Regular Education Initiative: Impact on Service to Mildly Handicapped Students." Action in Teacher Education 11, no. 3 (1989): 7–10. http://dx.doi.org/10.1080/01626620.1989.10462731.

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18

Ferguson, Janet M. "High School Students' Attitudes toward Inclusion of Handicapped Students in the Regular Education Classroom." Educational Forum 63, no. 2 (1999): 173–79. http://dx.doi.org/10.1080/00131729908984409.

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19

Conley, Terri D., Negin Ghavami, Jill VonOhlen, and Phyllis Foulkes. "General and Domain-Specific Self-Esteem Among Regular Education and Special Education Students." Journal of Applied Social Psychology 37, no. 4 (2007): 775–89. http://dx.doi.org/10.1111/j.1559-1816.2007.00185.x.

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20

Shapiro, Edward S., and Christina Ager. "Assessment of Special Education Students in Regular Education Programs: Linking Assessment to Instruction." Elementary School Journal 92, no. 3 (1992): 283–96. http://dx.doi.org/10.1086/461693.

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21

Husna, Difaul, Yazida Ichsan, and Unik Hanifah Salsabila. "Islamic Religious Education in Inclusive Education: Curriculum Modification for Slow Learner Students at SMP Muhammadiyah 1 Godean." International Journal on Advanced Science, Education, and Religion 4, no. 1 (2021): 19–27. http://dx.doi.org/10.33648/ijoaser.v4i1.93.

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Education for children with special needs began to change on the basis of diversity and the fulfillment of the right to obtain an education and an inclusive education. Inclusive educators enforce learning in the same learning environment for each student, for regular students or students with special needs, including for slow learners. This qualitative descriptive research was conducted with the intention of knowing the implementation of Islamic Religious Education curriculum in the setting of inclusive education, namely at SMP Muhammadiyah 1 Godean. The research subjects were obtained through
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22

Schmidt, Sharon. "Hearing Impaired Students in Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (1985): 300–306. http://dx.doi.org/10.1123/apaq.2.4.300.

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Unless vestibular etiology exists, the hearing impaired student exhibits no difference in motor performance than other students in the regular physical education class. Physical educators will need to plan and teach lessons which show an understanding of the concomitant language delay that will accompany a hearing impairment. Using sign language and a variety of visual aids as well as monitoring the language level of handouts can make the physical education class highly beneficial for the hearing impaired student.
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23

Bernuy, Edith Palacios. "Effect of the API Program on the Scientific Inquiry of students in regular basic education in Lima." International Journal of Early Childhood Special Education 12, no. 1 (2020): 398–405. http://dx.doi.org/10.9756/int-jecse/v12i1.201019.

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24

George, Pamela G., and Tom Scheft. "Children's Thoughts about the Future: Comparing Gifted & Nongifted Students after 20 Years." Journal for the Education of the Gifted 21, no. 2 (1998): 224–39. http://dx.doi.org/10.1177/016235329802100206.

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Twenty years after the original study comparing gifted and regular students' thoughts and concerns about the future, this study reexamines those same issues in the same school community. In 1975, gifted students were significantly more pessimistic toward the future than regular students. When faced with future problems, the gifted students were significantly more solutions oriented than regular students. Today, the situation has changed. Both groups are increasingly more negative toward the future, and the pessimism of gifted students has dramatically increased. More problematic for educators
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25

Sabornie, Edward J., and James M. Kauffman. "Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents." Behavioral Disorders 10, no. 3 (1985): 191–97. http://dx.doi.org/10.1177/019874298501000305.

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This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were
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26

Sabornie, Edward J., and James M. Kauffman. "Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents." Behavioral Disorders 10, no. 4 (1985): 268–74. http://dx.doi.org/10.1177/019874298501000407.

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This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were
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27

Troxclair, Debra A. "Differentiating instruction for gifted students in regular education social studies classes." Roeper Review 22, no. 3 (2000): 195–98. http://dx.doi.org/10.1080/02783190009554033.

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28

Lidström, Helene, Helena Hemmingsson, and Elin Ekbladh. "Individual Adjustment Needs for Students in Regular Upper Secondary School." Scandinavian Journal of Educational Research 64, no. 4 (2019): 589–600. http://dx.doi.org/10.1080/00313831.2019.1595714.

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29

Sayler, Micheal F., and William K. Brookshire. "Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade." Gifted Child Quarterly 37, no. 4 (1993): 150–54. http://dx.doi.org/10.1177/001698629303700403.

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30

Kareem, Uzma, Dr Asif Jamil, Malik Amer Atta, Mohammad Younis Khan, and Tahirullah Jan. "Comparative Study of the Professional Attitudes of Prospective Teachers Recruited in Regular and Distance Education Programmes." International Journal of Learning and Development 2, no. 5 (2012): 182. http://dx.doi.org/10.5296/ijld.v2i5.2450.

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Lack of professional attitude in teachers is the burning issue nowadays. The study was done in order to judge whether this difference results due to changed methodology of teaching in distance and regular programmes. The prime focus was on doing a comparative analysis of the professional attitude among the students enrolled in regular and distance) programmes (B.Ed and M.Ed level) in IER, Gomal University and reasons for the differences. Research findings revealed that students enrolled in regular programmes show high levels of professionalism as compared to distance education students. Simila
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31

Ritter, Shirley A. "Helping students succeed in the regular classroom." Remedial and Special Education 11, no. 1 (1990): 60–61. http://dx.doi.org/10.1177/074193259001100109.

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32

Reynolds, Maynard C., Margaret C. Wang, and Herbert J. Walberg. "The Necessary Restructuring of Special and Regular Education." Exceptional Children 53, no. 5 (1987): 391–98. http://dx.doi.org/10.1177/001440298705300501.

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The categories used in special education for mildly handicapped students are not reliable nor valid as indicators of particular forms of education. Their use is expensive and inefficient; they cause much disjointedness in school programs. It is recommended that a program of pilot projects be initiated in conjunction with regular educators to redesign categorical programs and policies.
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33

Selekman, Janice. "Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers." Journal of School Nursing 33, no. 4 (2016): 307–15. http://dx.doi.org/10.1177/1059840516674053.

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School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to
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34

Yanok, James, and Diane Derubertis. "Comparative Study of Parental Participation in Regular and Special Education Programs." Exceptional Children 56, no. 3 (1989): 195–99. http://dx.doi.org/10.1177/001440298905600304.

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The purpose of this study was to determine if significantly different opinions existed between parents of regular education students and parents of special education students concerning (a) school involvement, (b) quality of instruction, and (c) equality of educational opportunity. Data were gathered from a telephone survey of 1,702 randomly selected parents. Results showed a comparable pattern of responses between parents of handicapped and nonhandicapped students. Apparently, whether a child was enrolled in regular or special education had only a negligible effect on either parent involvemen
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35

Vinković, Dajana, and Andrej Hodonj. "Secondary school students' attitudes towards the inclusion of students with developmental disabilities in the regular education system." Život i škola 66, no. 2 (2020): 41–50. http://dx.doi.org/10.32903/zs.66.2.3.

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Peer acceptance is a necessary aspect of the inclusion of students with developmental disabilities in the system of inclusive education, primarily in terms of secondary education. Therefore, this paper examines the attitudes of 496 students of the first, second, third and fourth grade of grammar and vocational schools (three-year and four-year) in the Osijek- Baranja County towards students with developmental disabilities. Based on the results of the research, it can be concluded that high school students are indecisive, with a slight tendency of increasing positive attitude towards the inclus
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36

Peterson, Dan, and Cleborne D. Maddux. "Rural regular and special education teachers’ perceptions of teaching hyperactive students." Rural Special Education Quarterly 9, no. 2 (1988): 10–15. http://dx.doi.org/10.1177/875687058800900203.

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This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received f
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37

Zweers, Inge, Rens A. G. J. van de Schoot, Nouchka T. Tick, et al. "Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education." International Journal of Behavioral Development 45, no. 1 (2020): 59–68. http://dx.doi.org/10.1177/0165025420915527.

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The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social–emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in comparison with their typically developing peers and (2) whether factors—present before students with SEBD received special education services—predicted social–emotional development in either educational setting. Thirty-six students with SEBD in regular s
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38

Vizer, Nirit Karni. "Violence among Students with and without Special Needs in Regular Education." Open Journal of Social Sciences 03, no. 09 (2015): 77–82. http://dx.doi.org/10.4236/jss.2015.39012.

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39

Bendel, S. E., A. N. Bardos, and N. Politikos. "Efficiency of visual search strategies: Reading disabled versus regular education students." Archives of Clinical Neuropsychology 10, no. 4 (1995): 298. http://dx.doi.org/10.1093/arclin/10.4.298.

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40

Baker, Janice M., and Naomi Zigmond. "Are Regular Education Classes Equipped to Accommodate Students with Learning Disabilities?" Exceptional Children 56, no. 6 (1990): 515–26. http://dx.doi.org/10.1177/001440299005600603.

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41

Junkala, John, and Jean F. Mooney. "Special Education Students in Regular Classes: What Happened to the Pyramid?" Journal of Learning Disabilities 19, no. 4 (1986): 218–21. http://dx.doi.org/10.1177/002221948601900408.

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42

Sachs, John J. "The Self-Efficacy Interaction Between Regular Educators and Special Education Students." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, no. 3-4 (1990): 235–39. http://dx.doi.org/10.1177/088840649001300321.

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43

Bendel, S. "Efficiency of visual search strategies: Reading disabled versus regular education students." Archives of Clinical Neuropsychology 10, no. 4 (1995): 298. http://dx.doi.org/10.1016/0887-6177(95)92879-a.

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44

Cappers, Colleen A., and John Larkin. "The Regular Education Initiative: Educational Reorganization for Rural School Districts." Journal of School Leadership 2, no. 2 (1992): 232–45. http://dx.doi.org/10.1177/105268469200200208.

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The purpose of this analysis is to explore how rural school administrators can implement educational processes to enable the full inclusion of students with disabilities into the general education program. First, we review related literature including the historical basis of inclusion, the limitations of traditional special education practices, arguments of those opposed to full inclusion, and the unique characteristics of rural communities. We ground our analysis in a theoretical framework comprised of a categorical description of organizational theories and behavior. We apply this framework
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45

Stone, Brian, Bert P. Cundick, and Dave Swanson. "Special Education Screening System: Group Achievement Test." Exceptional Children 55, no. 1 (1988): 71–75. http://dx.doi.org/10.1177/001440298805500109.

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The purpose of this study was to assess the efficacy of standardized group achievement testing in screening and identifying mildly handicapped students for referral to special education programs. Stanford Achievement Test scores of students already placed in either regular or special education programs in four elementary schools were arranged according to four cutoff points: 20th, 15th, 10th, and 5th percentiles. At the 10th percentile cutoff, 71% of the special education and 97% of the regular education students were correctly identified. These results were cross-validated for students at two
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46

Foster, Carl G. "Special education program for Native American exceptional students and regular program staff." Rural Special Education Quarterly 8, no. 3 (1987): 40–43. http://dx.doi.org/10.1177/875687058700800307.

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Tuba City Boarding School, in northern Arizona, is a Western Navajo Agency facility responsible for the education of kindergarten through eighth grade Navajo children. For several years, the school's Special Education Coordinator has received informal grievances from the regular faculty about their inability to adequately teach the mainstreamed exceptional students. As a result, the School initiated a Summer Special Education Program, which provided instruction to the special education students. The Summer Program's approach precipitated significant change in teacher/student interpersonal rela
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47

Luckner, John L. "Mainstreaming Hearing-Impaired Students." Language, Speech, and Hearing Services in Schools 22, no. 1 (1991): 302–7. http://dx.doi.org/10.1044/0161-1461.2201.302.

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Increased emphasis has been placed on mainstreaming hearing-impaired students into regular classes with their hearing peers. The purpose of this study was to survey a large sample of regular education teachers who currently provide educational services to hearing-impaired students. Information regarding their attitudes about working with hearing-impaired students, administrative support, assistance from the teacher of the hearing-impaired, and student socialization were obtained and are reported. Concerns about current practices in teacher-training programs and existent approaches to mainstrea
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48

Roux, Johann le, Lorraine Graham, and Suzanne Carrington. "Effective teaching for students with Asperger's syndrome in the regular classroom." Australasian Journal of Special Education 22, no. 2 (1998): 122–28. http://dx.doi.org/10.1080/1030011980220206.

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49

Slavin, Robert E., and Nancy A. Madden. "The integration of students with mild academic handicaps in regular classrooms." Prospects 16, no. 4 (1986): 443–61. http://dx.doi.org/10.1007/bf02195396.

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50

Kadmon, H. "Education of the Blind and Visually Impaired Population of Israel." Journal of Visual Impairment & Blindness 83, no. 1 (1989): 26–27. http://dx.doi.org/10.1177/0145482x8908300107.

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This article describes the various models of educating blind and visually impaired students in Israel, including residential schools, resource rooms, itinerant teachers, and joint and individual initiatives. Although the overall policy on special education encourages the mainstreaming of blind and visually impaired students into regular classrooms, the staff of special education have considerable autonomy in planning programs. This freedom encourages the development of programs that cater to the needs of individual students.
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