In March 1978, under the suggestion of Chinese-born Nobel Prize laureate Tsung-Dao Lee, China launched its first gifted education program at the University of Science and Technology of China (USTC). Based on nominations and interviews, 21 gifted students aged 11-16 were enrolled in USTC and comprised a special class. Five years later, the early…

It is known that children with DD can learn first-aid skills and use whenever needed. Applying first-aid skills was taught to three inclusion students with autism through "first-aid skills training package". In the study multiple probe design with probe trials across behaviors was used. The findings indicated that first-aid skills…

Examined are problems of integration and segregation in special education classes. (CB)

The author asserts that for many types of learning disabled students, integration with regular class students is desirable, and that a comprehensive analysis of the educational service delivery system is needed to achieve this goal. Disadvantages of the special class arrangement are described in terms of cost benefit, psychological growth of the…

The review of the "Rainbow Connection Instructional Guide" stresses the guide's purpose in assisting the development of model transitional services for preschool handicapped students moving into less restrictive educational environments. Noted is the guide's attention to preparation of parents, roles of training and collaboration, and…

The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)

The article describes the Pyramid Project which serves gifted students through emphasis on flexible pacing in a variety of settings from enrichment in the regular classes to special schools. Implementation of project principles in each of the four Texas districts (Cedar Hill, Birdville, Arlington, and Fort Worth) is detailed. (DB)

Direct services (pull-out programs, special classes, and summer seminars) and indirect services (consultant activities) are examined in a discussion of educating gifted students in rural areas. Three instructional delivery models (enrichment triad, creative, and arts models) used in rural areas are briefly described. (CL)

The article reviews the special class as a model of serving exceptional children; reviews the increasingly more complex and more ecological views on retarded, learning disabled, and emotionally disturbed children; and points out implications for research (team research, funding, and consumer review) and practice (clinical approach, augmented…

Followup of 129 students who had been in an early childhood program for gifted students was carried out via analysis of achievement test data in vocabulary, reading, comprehension, total reading, and total mathematics. Data were obtained for three groups of students exposed to varying periods of time in the program. Findings indicated that…

In response to an article by M. S. Lilly which offered a training based model for special education, the author raises questions about the proposed model and offers an alternative model which would include special classes and resource room placement as a short term alternative to regular class placement. (DB)

A brief history on the development of educational provisions for the trainable mentally retarded (TMR) is followed by a summary of research conclusions on the effectiveness of special classes for the TMR and by a theoretical model for educational planning for the TMR. (GW)

The paper distinguishes American and Canadian applications of the terms "mainstreaming" and "integration" in relation to placement of exceptional children in settings which foster interaction between them and their non-handicapped peers such as regular classes in neighborhood schools. The two terms are seen to represent…

The article addresses programing approaches for secondary gifted students used throughout the country. Goals, identification, and programing options are discussed, including types of acceleration, enrichment, special classes, on campus offerings outside the school day, off-campus options, and special schools. (CL)

Discusses how the advent of public school special day-classes for children with disabilities marked a major shift in the service model in the direction of educational and societal inclusion. The different visions of the classes as cluster, clinic, and clearinghouse are explained. (Author/CR)