While the regular education initiative (also called regular education/special education initiative) has merit, the powerful complexities and dimensions inherent in the changes that are called for must be acknowledged. Excerpts from statements by teacher educators, Education Department officials, researchers, and national associations reflect the…

To assess a child's readiness to integrate, a "competency based assessment" is described. Here, the standards of a particular regular class are measured and the handicapped child's competencies are compared to those standards. (Author)

E. Burns' (1984) attempt to explain the below average mean IQ scores reported for samples of learning dsabled (LD) students through the use of the bivariate normal probability distribution was examined. Alternative explanations which focus on issues related to the referral, identification, and placement of children are presented.(Author)

The article discusses legal and educational concerns with providing services for learning disabled students under Title 1 of the Elementary and Secondary Education Act which provides services for schools with underachieving disadvantaged students. (DB)

The author considers possible educational changes in serving learning disabled students and cites opinions of others such as P. Daniels, who advocates return to self-contained classrooms, and J. Goodlad, who suggests that schools are trying to do too much. (CL)

The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

The trend to include mildly mentally retarded, emotionally disturbed (behavior disordered), and learning disabled children in the same generic category and in the same school programs is increasing. The author believes that the noncategorical trend in special education can endanger the appropriate education of many children. (Author)

This response to an article by Bruce Taylor on inclusion of students with disabilities in regular classes argues that it is not possible to meet the needs of all children in the general education classroom and points out that inclusion is generally favored by advocacy groups for low-incidence disabilities and policymakers wanting to cut costs. (DB)

The article explores implications of the noncategorization of exceptional students. One area of concern is that those children who fail in school will be lumped together with handicapped children, which, the author asserts, does an obvious disservice to both. (PHR)

Special education programs and support services for individuals with learning disabilities must be part of an education agency's total instructional program and must not be regarded as a separate and parallel system. Recommendations regarding program and service planning and implementation and service options are presented. (CB)

Focuses on problems with current referral-to-placement procedures that require a student to be found eligible for special education services before serving the student. Federal and state education agencies are urged to collaborate to support partnerships between special and general education to provide better outcomes for all students. (CR)

Special education is in danger of disintegration due to both justified criticisms of implementational failures and unjustified criticisms concerning its conceptualization and the separate placement of some students with disabilities. Needed reforms include constructing defensible rival philosophies and improving the preparation and support of…

This current response to a reprinted 1968 article by Ray Barsch (EC 602 662) focuses on legal aspects of learning disabilities, especially problems in implementing IDEA (the Individuals with Disabilities Education Act) and continuing controversies concerning definition, evaluation, instructional intervention, and placement or service delivery…