Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 1,548). Differences were observed in the implementation mechanics of English and mathematics curriculum. Interrelationships…

Considering the benefits that accrue in countries having low levels of social inequality and the harm that accompanies wide disparities in income, it is important to examine any practices or traditions that contribute to inequality. Under some circumstances, gifted education does confer advantages that are not available to all students,…

The Albuquerque Public Schools provide services to severely and profoundly handicapped students in side by side sites, programs in which the handicapped students are educated in special classes alongside nonhandicapped students on regular school campuses appropriate to their chronological ages. (SBH)

This commentary on EC 605 995 argues that rendering services to students with disabilities in general education does not preclude future problems; general education is not equipped to deal with great student diversity; and training needs should be addressed through special education, community-based education, employment preparation, transition…

The guide is intended to serve as a basic information resource to the principal and/or classroom teacher pertaining to the nature of the bright and gifted student. Chapter I focuses on general considerations for gifted children with sections on the history of gifted education, definition and identification of the gifted, programs for the gifted,…

The report summarizes research and reported experience on day school care for severely mentally retarded children falling in the trainable range (IQ 25-50). Characteristics and numbers of such children, and literature reporting some methods and experiences in educating trainable mentally retarded (TMR) children are reviewed. Four public school TMR…

United States and Canada schools and classes for deaf children from preschool to postsecondary levels are arranged into three sections: (1) a directory listing program name, contact data, and administrator; (2) a summary table listing program type, number of students, services offered, and communication modes used in the classroom; and (3) summary…

A descriptive study reports on attitudes of 24 special day class teachers toward mainstreaming of learning handicapped students and toward practices used to implement mainstreaming. Questionnaires were completed concerning factual, attitudinal, and process information for placement and monitoring in the least restrictive environment (LRE).…

The study compared two special education models, resource and self-contained, to investigate the effects of delivery systems on academic achievement of 170 educable mentally handicapped (EMH) students (8 to 12 years old) and to determine which of the two models is more cost effective. There was a significant effect of educational setting on the…

Considers the potential of social-constructivist ideas of teaching and learning for pupils with learning difficulties from a British perspective. Reports on a study with a class of eight students with moderate learning disabilities studying the local community. Benefits to individual students in the development of conceptual understanding and…

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1…

Compared is the post high school adjustment of graduates of two types of special education programs for the educable mentally handicapped: a self-contained, vocationally oriented program separate from general education (School A) and a program integrated into the general high school, where job experience is concurrent with general education and…

Special education students (21 learning disabled, 12 emotionally/behaviorally disordered, 14 educable mentally retarded) and 30 nonhandicapped students were observed to identify teaching structures and tasks experienced during reading in both mainstream and special education settings. Several setting effects and a difference in the amount of time…

Special education is under fire from full inclusionists who advocate for children with severe mental retardation and who contend that special education settings are immoral dumping grounds for children deemed "unteachable." Other advocates of inclusion focus on the invalidity of disability categories, tests, and instructional services which, in…

First-year data from a longitudinal investigation of over 1,100 children receiving different types of gifted services or regular instruction indicated significant differences in achievement levels, self-concepts, and teacher ratings of students selected for different services, with achievement fostered by special school and class options and…