Discussed is the changing role of the school psychologist in identifying the educable mentally handicapped child for special class placement in light of recent trends toward regular class placement of the mildly retarded. (DB)

To compare the performance of children in classes for the educable mentally handicapped (EMH) with their peers (age mates) in regular classes on relevant dimensions, to investigate the validity of class placements using multiple criteria, and to determine the relationship between class placement and demographic variables, 378 children in EMH…

A survey of slow learner education in state secondary schools was conducted in Auckland and North Auckland, New Zealand. Thirty-five schools containing 30,787 pupils replied to the questionnaire which covered the following areas: assessment prior to placement, educational objectives, identification methods, special classes, teaching groups,…

Involving seven Tucson school districts, a children's home, and a child guidance clinic, the Covert School (Children Offered Vital Educational Retraining and Therapy) was designed to initiate, compare, and evaluate educational approaches to the problems of emotionally disturbed children. Six distinct approaches were implemented, including a…