ABSTRACT
In Susan Mercer's four seventh-grade classes, students have a wide range of math skills and English proficiency. In addition to mainstream students, one of her classes has special education students from a Special Day Class (SDC), and
having Limited English Proficient (LEP). Susan describes her special students as folIows:
The SDC students receive special education services and support during 51 percent or more of the school day. The SDC students' disabilities range from Specific Learning Disabled to Mild Mental Retardation, Seriously Emotionally Disturbed, and Traumatic Brain Injured. RSP students receive special education services and support during less than 50 percent of the school day. Their disability is diagnosed as Specific Learning Disabled.
