Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Remedial and Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Bender, W. N.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Other Side of Placement Decisions

Assessment of the Mainstream Learning Environment

William N. Bender

William N. Bender is an assistant professor of special education at the University of Georgia. He earned his PhD in special education at the University of North Carolina in 1983. His interests include assessment of mildly handicapped students, behavior of LD students in mainstream classes, and instructional strategies for mainstreaming. Dr. Bender is very interested in corresponding with anyone concerning assessment of mainstream instructional environments.

This article explores the recommendation for assessment of mainstream learning environments in order to facilitate placement of mildly and moderately handicapped students. First, a six-point rationale for such assessment is presented. Next, three types of indicators for learning environment assessments are described, including indication of substantive modifications, more typical modifications, and curriculum anomalies in the local setting. Recommendations concerning who should conduct the assessment are presented, followed by suggestions for needed research in this area.

Remedial and Special Education, Vol. 9, No. 5, 28-33 (1988)
DOI: 10.1177/074193258800900507
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Special EducationHome page
B. Gunn, K. Smolkowski, A. Biglan, C. Black, and J. Blair
Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students
Journal of Special Education, August 1, 2005; 39(2): 66 - 85.
[Abstract] [PDF]

Home page
 Career Development for Exceptional IndividualsHome page
R. B. Evers and W. Bursuck
Literacy Demands in Secondary Technical Vocational Education Programs: Teacher Interviews
Career Development for Exceptional Individuals, October 1, 1994; 17(2): 135 - 143.
[PDF]

Home page
 Remedial and Special EducationHome page
K. S. Fad and G. R. Ryser
Social/Behavioral Variables Related to Success in General Education
Remedial and Special Education, January 1, 1993; 14(1): 25 - 35.
[Abstract] [PDF]

Home page
 Intervention in School and ClinicHome page
W. N. Bender
The Bender Classroom Structure Questionnaire: A Tool for Placement Decisions and Evaluation of Mainstream Learning Environments
Intervention in School and Clinic, May 1, 1992; 27(5): 307 - 312.
[Abstract] [PDF]

Home page
 Remedial and Special EducationHome page
W. N. Bender and I. C. Ukeje
Instructional Strategies in Mainstream Classrooms: Prediction of the Strategies Teachers Select
Remedial and Special Education, March 1, 1989; 10(2): 23 - 30.
[Abstract] [PDF]