Teachers' instruction of noncategorically grouped handicapped children

Abstract

The sample for this study consisted of 46 noncategorically identified handicapped students who had been assigned to functionally grouped self‐contained classes. For purposes of this research, only a child study team reevaluated the students and supplied a label, learning disabled or emotionally disturbed. We observed all students on at least nine occasions on three behaviors: teachers' academic questions directed toward them, extended feedback from teachers, and dyadic work interactions. Although the special education classroom teachers did not know the labeled identity of any student in the class, they instructed the two groups differently. They instructed the emotionally disturbed children with fewer instances of academic questioning, less extended feedback for their responses, and fewer dyadic work interactions.     

Formation of the scientific concepts about the documental forms of information. The legal and source-study concepts of a document

The active use of documental information in various fields of activity has resulted in the formation of four main concepts of a document: the legal, source-study, gnoseological, and management concepts. The history of the origin and development of the legal and source-study concepts is considered. The significant influence that is exerted by the positivistic philosophy on the formation of these concepts is noted.