Briefly outlines the National Research Council's 1979 study of minority student representation in special education classes. Outlines results from recent study analyzing the ethnic make-up of children labeled "learning disabled" in a large school district in Texas. Results indicate that a disproportionate number of minority students are…

Forty-eight textbooks in educational psychology published after 1950 were located for review. Half the books were published before 1975 and half following 1975. The purpose of the study was to describe changes in coverage and treatment of individual differences and special populations since the passage of Public Law 94-142 (the Education for All…

In relatively recent months the U. S. Congress and the Georgia General Assembly have enacted comprehensive legislation that affects the placement of students in special education programs. The major concern of this article is the procedural safeguards in regard to student classifications. The major precedent-setting cases in the area of due…

The question of responsibility for the education of disabled students has become a controversial issue. This article explores the debate between proponents of special education and of mainstreaming for academically handicapped children. Under Public Law 94-142, disabled children are guaranteed an appropriate public education in the least…

This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…

This collection of essays is intended to give a broad view of what is currently known about the management of classrooms. Contents include "Conceptualizing Classroom Management" by Mauritz Johnson and Harry Brooks; "Making Managerial Decisions in Classrooms" by Walter Doyle; "Authority and the Management of Classroom…

Discusses the growing legal, philosophical, and empirical support for allowing students with severe handicaps to attend regular classes with peers of the same age. Presents advantages of integration for students with and without handicaps. Resources for bringing about integration are described. (GLR)