Kenneth A. Kavale

TL;DR: Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficit appear warranted.

TL;DR: In this paper, the authors performed a meta-analysis of 50 primary research studies of special versus regular class placement, and found that special classes were significantly inferior to regular classes for students with below average IQs, and significantly superior for behaviorally disordered, emotionally disturbed, and learning-disabled children.

TL;DR: The history of the integration of students with disabilities into general education classrooms is examined in this article by tracing the movement from mainstreaming and the least restrictive environment in 1975, to the call for a more integrated system during the 1980s under the Regular Education Initiative, and to full inclusion of all students in age-appropriate general education classroom, with no separate special education.

TL;DR: In this paper, the authors synthesize the findings from 35 studies investigating the effects of social skill interventions for students with emotional or behavioral disorders (EBD) using quantitative methods of meta-analysis.

TL;DR: It is concluded that LD definitions fail to provide substantive insight into the nature of the condition and the reasons for this failure are discussed in relation to the nature and difficulties in providing operational definitions of LD that are meaningful and significant.