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Ed.  Rm. 60% of clay Bahr graders 29"b Reading Handicapped Thurlow Okolo 2,3,4,5th Mildly Mentally Ysseldyke Polsgrove N=53 Res Rm Secondary Retarded Rieth (1986) (2nd yr) Mentally N = 43 Wilson Instruction Educable Mild Hand Hale (1982) N = 69 Reed & Math Harriman Reg Ed.  The distinction between active and passive engagement is explored more fully in chapter 4.  On the basis of the collected findings to date, some observations and generalizations, if not final and firm conclusions, are possible.

The challenge is to achieve an optimal balance between competing instructional and non­instructional demands.  Observations varied; some were carried out over the course of the entire school day (nonacademic and noninstructional activities were sometimes excluded) and others were focused on a particular curricular area, most often reading.  Yet in absolute terms, there was no significant difference in the amount of time (minutes per day) of reading instruction between the resource rooms and regular education classrooms (29 mpd versus 19 mpd).

Ed.  Rm. 60% of clay Bahr graders 29"b Reading Handicapped Thurlow Okolo 2,3,4,5th Mildly Mentally Ysseldyke Polsgrove N=53 Res Rm Secondary Retarded Rieth (1986) (2nd yr) Mentally N = 43 Wilson Instruction Educable Mild Hand Hale (1982) N = 69 Reed & Math Harriman Reg Ed.  The distinction between active and passive engagement is explored more fully in chapter 4.  On the basis of the collected findings to date, some observations and generalizations, if not final and firm conclusions, are possible.

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Time and learning in the special education classroom by Libby Goodman


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