A classification system for educational statistics, the International Standard Classification of Education, was created to compare statistics on adult education. However, it is necessary to untangle the terminology associated with adult education in order to utilize ISCED. Authors attempt to restate and refine terms and concepts for that purpose.…

The author reviews the history of the category of educable mental retardation (EMR), asserts that students with this label are more like children with academic or behavioral difficulties than they are like their more retarded peers, and suggests an approach focusing on returning EMR students to the regular school curriculum. (CL)

The Canadian article explores some of the implications of assigning handicapped children to two commonly used categories: learning disabilities and hearing impairments. (Author/DLS)

Discusses problems in the process used by the American Association on Mental Retardation (AAMR) to redefine mental retardation and substantive problems with various definitions of mental retardation, including the former and new 1992 AAMR definition. Recommended elements in a new educational definition of mental retardation are presented. (CR)

Discusses some aspects of the defining process in geometrical context in the reference frame of the theory of "figural concepts." Presents analysis of some examples taken from a teaching experiment at the sixth-grade level. Contains 30 references. (Author/ASK)

Contrasted four theories of natural language category acquisition by investigating the relation between category intensions and extensions in kindergarten children, second and fifth graders, and college students. Since none of the theories discussed could explain the pattern of results, an exemplar-based model was proposed. (RH)

Concludes that the three main articles in this issue represent a significant milestone in defining rural education. Points out that measuring the effectiveness of rural schools will be more difficult and that federal policy should provide resources for the development of alternative rural school models. A defensible classification system needs to…

This response to HE 531 678 argues that, although there is evidence that accelerated programs designed for gifted children can be effective, most emphasize enrichment, not true acceleration. Enrichment is seen as appropriate for all students, not just the highest-achieving 3%. (MSE)

Analyzes the application of levels of deficits or supports in the classification of mental retardation in published research. Analysis of data from three professional journals indicated that the supports model of classification has had no significant impact in subject descriptions reported in mental-retardation research. Implications for teacher…

Discusses what children with developmental language disorders should be called, how they should be defined, and how we might differentiate children with specific language impairments from other children with developmental language disorders. The lack of congruence between clinical and research constructs is discussed. (Author/CR)

Asks a spate of questions about the nature of research and boundaries of identification. Points to numerous ambiguities inherent in the research prescriptions of critical postmodernism writers. Suggests the miasma that the many implications of postmodernist injunctions about identity and representation can become. (DSK)

Introduction: The invisibility of research on information needs from the East and Central Europe in the West suggested an exploration of the published research output from Lithuania and Russia from 1965 to 2003. Method: The data were collected from the abstracting journal Informatika-59. The publications were retrieved from Lithuanian and Russian…

The book is a typological study of grammatical roles, such as agent, patient, beneficiary, and of grammatical relations, such as subject (direct) and indirect object. In addition it is concerned with the devices, such as the passive, that alter the identities in such roles and relations. Its objective is to suggest a consistent and reasonably…

In a study investigating whether middle school students can identify their own social groups, over 200 sixth- and seventh-graders were asked to name the kinds of groups to which they thought students in their school belonged, and to explain or define the groups. Data indicated that the students seemed to have no trouble in agreeing on certain…

The booklet, designed to accompany a videotape, explains the similarities and differences among students with learning problems, specific learning disabilities (LD), mild mental retardation, or behavioral disorders. Specific implications for special education in Illinois are outlined. The underlying problem of over-identification of LD students is…