A guide for special teachers to use in selecting instructional materials contains nine steps. (MC)

A crucial aspect of the teaching-learning process for educable mentally handicapped children in special classes are the attitudes of teachers toward the impaired children. (DB)

In response to a paper by David Sabatino (EC 051 608), the author provides data from a 13 year study of special education placement further supporting findings of the ineffectiveness of special class placement, and suggests that resource personnel can best function by providing assistance to regular teachers. (DB)

Hyperkinetic children are usually helped by a coordinated program of medication, parent and child counseling, and teacher consultation. Medication usually facilitates everything else that is done for the child. Therefore, referral to and cooperation with the prescribing physician deserves special attention. (Author)

The purposes of elementary school career education for mildly handicapped students, and specific learning activities and materials, are discussed. Elementary level career education components are identified as the development of social skills, self-understanding, communication and computation abilities, and the exploration of a variety of careers.…

The failure of common methods of research synthesis to arrive at conclusions about effectiveness of special education is discussed. Meta-analysis, the analysis of analyses, is proposed as an alternative. Results of meta-analyses in the areas of special versus regular class placement, process training, and medically-based intervention are…

An examination was made of the case records of 29 seven- and eight-year-old children referred for special class placement (18 of whom were recommended for placement and 11 of whom were recommended to remain in regular classes). The incidence of particular developmental, familial, and behavioral problems was compared. (Author/SW)

The social status of 40 mildly learning handicapped and 24 nonhandicapped students and their own perceptions of and their ideal preference for social status were investigated. (Author)

The school records of 40 boys and 20 girls placed in special education programs (for learning disabled, educable retarded, or behavior disordered) were examined to compare reasons for referral and placement. Results indicated that boys were more likely to be referred for behavior problems or behavior and academic problems. (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 examines several issues regarding the education of gifted and talented students, by answering letters sent in by readers of the journal. Issues examined include private v public schools, teacher resentment of gifted children, coping with being "different," special classes, and enrichment programs. (DLS)

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)