The article examines some of the implications of minimum competency standards and alternative policies for handicapped students. It is concluded that although the alternative of determining policies on an individual basis presents problems in terms of consistency and equity across handicapped students, it still seems to be the best approach. (SBH)

The retiring Executive Director of the Council for Exceptional Children (CEC) offers his ideas (in the form of excerpts from previous columns) on CEC membership, on being a professional, on today's leaders, and on teaching. (DB)

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)

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…

The authors respond to T. Burton and A. Hirshoren's position (EC 115 029) regarding the three areas of the education of the severely and profoundly retarded: (1) anticipated levels of learning, (2) personnel training, and (3) locus of educational services. (Author)

The article discusses the need for providing specialized education services to handicapped students in correctional settings, along with the implications of developing such programs. (DLS)

A study of three fifth-grade students with learning disabilities examined the effectiveness of a strategy deigned to help them become more reflective when writing opinion essays. Following the instruction, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. (Author/CR)

Evidence supporting the use of a revision of the Opinions Relative to Mainstreaming scale, called Opinions Relative to Integration of Students with Disabilities, is presented. Scale testing with 376 professionals revealed satisfactory item characteristics, adequate reliability and homogeneity, and initial support for construct validity. The scale…

This article briefly explains the position of the Council for Exceptional Children in opposing the addition of attention deficit disorder under the Individuals with Disabilities Education Act. A clarifying joint memorandum issued by three Department of Education agencies is summarized. (DB)

Presented is an interview with W.C. Morse, an educational psychology professor at the University of Michigan, on the education of children with behavior disorders. (IM)

The authors rejoin E. Sontag, N. Certo, and J. Button's response (EC 115 030) to their original position (EC 115 029) on educational programing for the severely and profoundly retarded. (Author/SBH)

The authors consider the implementation of P.L. 94-142 (the Education for All Handicapped Children Act) as it relates to educational programing for the severely and profoundly retarded. Their position focuses on three basic issues involving anticipated levels of learning, personnel training, and the appropriate locus of educational services.…

Responses to a paper on increasing the quality of and demand for research findings in education include opinions of individuals representing the American Federation of Teachers, the Learning Disabilities Association, the National Alliance of Business, the National Association of State Directors of Special Education; and the Disability Policy…

This paper presents a synthesis of responses by various national groups to a paper calling for increasing the quality of and demand for research findings in education. Also presents the Council for Exceptional Children's suggestions for improving the utilization of research findings and bridging the gap between theory and practice. (DB)

An interview with four leaders (L. Brown, A. Halpern, S. Hasazi, and P. Wehman) on the conceptualization and implementation of transition programming for handicapped students focuses on such issues as the role of political factors, the possibility of effective school/adult service agency coordination, the importance of social skills, and emerging…