An evaluation of the costs of serving handicapped children in Head Start was based on information collected in conjunction with on-site visits to regular Head Start programs, experimental programs, and specially selected model preschool programs, and from questionnaires completed by 1,353 grantees and delegate agencies of regular Head Start…

The report of the proceedings of the 1970 convention of the Council for Exceptional Children includes papers on the arguments for and against special class placement. Discussions concern themselves with love of life, truth, and others by Matt Trippe, the efficacy of special placement for educable mentally handicapped children by John W. Kidd, and…

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…

Discussed in the speech on criteria in the public education of the severely handicapped are historical developments leading to the current situation, the kinds of developing structures emerging in special education, the question of criteria and its ramifications, and major tasks to be accomplished. Identified are four historical stages in special…

The Mathematics Skill Test (MAST) is a test designed to show a student's 10-skill profile of mathematics competencies deemed necessary for success in high school chemistry. It was administered in May to tenth-grade students at two schools. On the basis of the results, students were enrolled for advanced or regular chemistry, or were advised to…

The 3-year Title III elementary school project provided an individualized program for the 310 attending students to assess effectiveness of educating the 15% of the mildly handicapped mentally retarded, emotionally disturbed, and learning disabled students in a common school setting. Two trainer consultants, five teachers, 15 interns in training…

Evaluated was the 3-year (1969-1972) Title III 3R (reeducation, reality, responsibility) intervention program serving over 600 emotionally disturbed elementary level students from four towns (in Connecticut) in a special unit and regular classes. A systems approach used throughout the project analyzed inputs, processes, and effectiveness of the…

The monograph presents 15 papers on the provision of special education services within the regular classroom. Common areas of concern of many of the authors include the following: the separation of the regular and special education systems is not educationally sound; traditional ways of labeling handicapped children are of limited educational…

Recent court decisions have established the right of handicapped students to public education. Planning or improving school facilities to meet the needs of the handicapped in the least restrictive manner are topics covered in 13 entries in an annotated bibliography and six citations in a supplementary bibliography. All entries are from the ERIC…

Suggested is that a most successful way of bringing the mentally retarded child into the mainstream of the classroom is through sports and recreation. Two major programs of the Kennedy Foundation, available for teachers who need help in developing activities for the mentally retarded in their classrooms, are described. (EB)

Reviews arguments for and against mainstreaming and presents strategies for using newspapers in elementary school mainstreamed social studies classrooms. Gives examples of newspaper learning activities related to community affairs, social competencies, safety, and prevocational skills. (DB)

Psychologists will become more involved in case conferencing, developing individualized educational plans, and case review as a result of PL 94-142, Education for All Handicapped Children Act of 1975. They will work on multidisciplinary teams. Four consultation models are described: mental health, organizational process, information giving, and…

Stronger preservice programs for both vocational and special education teachers are needed to train them to work with special needs students, as mandated by the Education for All Handicapped Children Act of 1975. Strategies for teacher educators in developing vocational/special needs preservice programs are listed. (MF)

Guidelines for structuring successful inservice programs to train vocational teachers for working with special needs students include involving the teachers in planning the program, specific course content, scheduling times, and needs assessment, and utilizing presenters whose experiences match the need. (MF)