The selected bibliography on regular class placement and special classes for handicapped and gifted children contains approximately 70 abstracts with indexing information explained to be drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of July, 1972. Abstracts are…

Children labeled neurologically handicapped subsequent to psychological and medical evaluation were exposed to treatments: (1) placement in a self-contained classroom; (2) retention in a regular class with help from tutors; (3) retention in a regular class with no extra help. Effects on academic achievement and visual-motor functioning showed no…

Regular and special class placement of handicapped children is discussed in terms of teacher needs, individualized programing, research, and the role of individuals other than the teacher who are responsible for inadequate progress in special classrooms. (SBH)

Discussed are undesirable proliferation of special education classes and some possible alternatives which could increase the number of children able to remain in regular classes. (KW)

Of 50 educators interviewed, 27 favored retention of special classes for the mildly exceptional child and 23 favored integration into regular classes. Teachers tended to prefer special classes; nonteaching educators (administrators, school psychologists) tended to favor regular class placement. (KW)

Argues that if mainstreaming is to be effective, specialists ans classroom teachers must combine efforts and work cooperatively to provide the most appropriate education for all children. (BF/JH)

Children 5- to 8-years-old with educational, emotional and neurological problems received individualized instruction in a behavior modification oriented diagnostic class with emphasis on reentering the regular classroom. (CL)

The characteristics and functions of effective special education and integrated programs are evaluated in the light of current educational trends toward integration. (GW)

Issues concerning the interpretation and application of the "least restrictive environment" (LRE) principle for handicapped children are examined. Overly optimistic predictions about the use of regular class placements for all exceptional children are cautioned against, and issues regarding LRE in private schools and separate segregated…

Outlined are special educational programs and supportive services provided for handicapped children in Michigan during the year 1970-1971. Included are goals for serving the estimated 12.5 0/0 of the school age population needing special services; a listing of incidence rates by handicapping condition; federal and state sources of funds; the…

Developments in the integration of handicapped children in the educational system of Ontario, Canada are reviewed. (GW)

In response to a paper by David Sabatino (EC 051 608), the author provides data from a 13 year study of special education placement further supporting findings of the ineffectiveness of special class placement, and suggests that resource personnel can best function by providing assistance to regular teachers. (DB)

The 1975 school status of 696 students enrolled in Toronto special education (nonmedical related) programs in 1970 was examined to determine whether special education was effective in returning children to regular classes. Data indicated that of the 49 percent of the students remaining in the Toronto school system, 32 percent had returned to…