Presented is a statement developed by the Illinois Council for Exceptional Children on how the special child will be affected by competency testing. Possible objections to minimum competency testing for the handicapped are discussed, as is the meaning of a high school diploma today. (KC)

Discusses myths that contribute to attitudinal barriers against handicapped college students and recommendations for future programs. Includes an annotated bibliography and list of agencies and organizations providing resources and information for services for handicapped persons. (Author/JAC)

Changes in academic self-concept were measured by Student's Perception of Ability Scale in 50 learning-disabled students, 18 educable mentally retarded students receiving full-time remedial placement, and 83 regular-class students. Pre-post data collected over 12-month period revealed that full-time placement was accompanied by statistically…

A questionnaire was developed to assess the reasons for teachers' attitudes on several aspects of special education and mainstreaming. Subjects were 267 regular classroom teachers from a large intermediate unit in Pennsylvania. (MP)

Training of interdisciplinary teams to serve the mainstreamed special student was the focus of the California Child Service Demonstration Center System (CSDC). (SBH)

Typical assessment information as well as measures of achievement efficiency were used to predict program placement for 75 educable mentally retarded children (ages 5-14 years) in an attempt to identify a composite of scores which would differentiate between those placed in regular and special classrooms. (Author/DLS)

David, a 12-year-old without arms or legs, integrated himself gradually into the author's primary class through his determination to do a science project. Together, David, his father, and his teacher solved the logistical problems and built the apparatus David needed for full-time regular class work. (SJL)

This study investigated the recommendations for special services made by 76 teachers and 53 psychologists for children characterized through 106 case studies with reference to 16 variables. Results indicated that both groups consider IQ, test achievement, class achievement, and home-related anxiety important in making recommendations. (Author)

Sixty-seven Georgia teachers were surveyed on their opinions about the most appropriate educational placement for handicapped children, by type and severity of handicap. Respondents were more willing to accept behaviorally and physically handicapped children into their classrooms than they were to accept the mentally retarded. (SJL)

Offered are practical suggestions for the school site administrator to consider in order to alleviate problems created by the mainstreaming requirement. Careful planning is the most important component. (KC)

As a result of recent federal and state regulations, all children being considered for special education services must be identified through a team process. This article outlines the administrator's role in the Eligibility and Planning Team process that is utilized in the Fallbrook Union School District, San Diego County. (Editor/KC)

The article describes and evaluates a model school/community project providing assessment and supportive services for mainstreamed visually handicapped children. (PHR)

Special education programs for educationally and physically handicapped children are experiencing, under the impact of a variety of social forces, profound philosophical and methodological changes. Discusses one of these changes--mainstreaming--and the variations in mainstreaming programs. (Author/RK)

Mainstreaming produced marked improvement in this case due to a combination of involved parent, interested teacher, aid from fellow students, and effort on the part of the pupil. (MB)