Time Allocated to Instruction of Mentally Retarded, Learning Disabled, Emotionally Disturbed, and Nonhandicapped Elementary Students

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Abstract
Observers followed 30 learning disabled (LD), 32 emotionally/behaviorally disturbed (EBD), 30 educable mentally retarded (EMR), and 30 nonhandicapped students each for one entire school day. They recorded in 10-second intervals the amount of time allocated to instruction in specific content areas, amounts of time spent in different school settings, and time allocated to instruction as a function of setting. While there were differences among groups in amount of time spent in regular versus special education, there were few differences among categories in the amount of time allocated to instruction in specific content areas. Issues related to current special education practice are addressed.