Examined cognitive-developmental functioning across a series of developmental domains among 8- to 10-year-old children. Results supported the sequential nature of stage development from less complex to more complex levels of functioning. There does not seem to be support for synchronicity of development across the three domains. (BL)

This article reports on the activities and interactions of a highly gifted 9-year-old boy working in a fifth grade classroom with students of mixed ability levels. School modifications to manage gaps between the boy's intellectual development and his social and emotional development took little account of his affective needs, and resulted in…

Project PRIME (Programmed Re-Entry Into Mainstream Education) is concerned with evaluating the effectiveness of programs that aim at integration of handicapped children into regular classrooms. The main goals of the project are to determine which handicapped children can benefit from integration and under which conditions would it prove the most…