Diane Haager

TL;DR: This paper examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher.

TL;DR: Vaughan, Haager, and Haager as mentioned in this paper proposed a three-tiered model of reading intervention for primary and secondary education, with three levels of intervention: primary, secondary, and tertiary.

TL;DR: The social competence of students with learning disabilities, low achievement (LA), and average to high achievement (AHA) was examined from the perspectives of parents, teachers, peers, and self, guided by a theoretical model of social competence that includes social skills, behavior problems, peer relations, andSelf-perceptions.

TL;DR: This paper explored the relationship between beginning teachers' knowledge for teaching reading and their classroom practices during reading instruction and further relationships between classroom practices and student achievement gains on various reading measures, finding that beginning teachers were somewhat knowledgeable about teaching reading, but this knowledge did not contribute a significant portion of variance to classroom practice.

TL;DR: For example, this paper found that elementary general education teachers did more planning to include the needs of diverse students and collaborated more with special education teachers than did teachers at other levels, indicating the extent of special help offered by teachers, as well as the pressures felt by teachers to cover the curriculum.