Gifted programs should not be developed only to compensate for inadequate regular classrooms. Instead, the principles of gifted education should be applied to the total environment, with enrichment activities for gifted students requiring intensity of effort in specialized areas. (CL)

The author defends the use of special units for disruptive students and describes aspects of the unit in Brislington (England), which incorporated accountability, voluntary attendance, limited withdrawal from the mainstream, and counseling. (CL)

The authors, asserting that proponents of integration have often built their arguments on mistaken assumptions, proceed to discuss these assumptions with regard to emotionally disturbed/behavior disordered children and present arguments for segregation and an appropriate procedure for reintegration. (Author)

Followup and tie in between regular classrooms and gifted programs are essential for quality programing. "Ownership" of the program by the entire school community, including counselors, librarians, and administrators, is also important. (CL)

The author cites advantages of separate classes for gifted students, suggesting that they should be protected from teachers who do not understand them and school environments with which they are bored. (CL)

Factors involved in the decision to place a learning disabled child in a mainstream or special class setting include the classroom situation (class size and teacher training); the child (behavior, academic ability, and social competence); and the parents. (CL)

This paper reviews the literature on full inclusion and its applicability for students with autism. It concludes that, although the goals and values underlying full inclusion are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for…

The article responds to a criticism (EC 221 612) of a previous article by the authors (EC 212 323) and suggests the criticism is biased. They note the fallacy of value-free research, reject the allegation that their bias guided their research, and identify points of agreement and disagreement with the criticism. (DB)

Data from the 1985-86 Annual Survey of Hearing Impaired Children and Youth indicated that fewer students are enrolled in special schools. This article discusses possible consequences of movement of deaf students into the local schools and questions whether local schools can provide the educational resources and special services needed by these…

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 article criticizes a previous article (EC 212 323) on the play behavior of hearing-impaired children in integrated or segregated settings. It notes the use of terminology suggesting author bias against special class or school placement and failure to consider such variables as level of auditory function and availability of manual communication…

This article, in the form of a letter from the parent of a teenager to parents of younger children with disabilities, encourages parents to take advantage of integrated educational opportunities for their children. Negative aspects of segregated education are illustrated with examples from the teenager's life. (DB)

The paper distinguishes American and Canadian applications of the terms "mainstreaming" and "integration" in relation to placement of exceptional children in settings which foster interaction between them and their non-handicapped peers such as regular classes in neighborhood schools. The two terms are seen to represent…

There has been serious confusion between the terms "infantile autism" and "emotional disorders" in Japan, especially as pertains to special education classes. Special classes for emotionally disturbed children began in Japan in 1969 with a rapid increase to over 2000 classes by the 1980's. However, most of the children…

Disputes eight myths about special education relating to inclusion, including automatic individualization of instruction and negative effects of attending special classes, the potentially positive effects of eliminating labeling, and the neighborhood school's general education classroom as the least restrictive environment for all children.…