This paper discusses problems faced by deaf adolescents in the areas of communication skills, education, the impact of mainstreaming, social interaction, the development of social life, and personal identity and behavior. The problems of deciding on communication methods and on a cultural identity complicate life for hearing-impaired adolescents.…

The paper identifies factors influencing the direction of Early Childhood Special Education by the year 2000. Predictions are offered about least restrictive environment options, transdisciplinary team models, empirical bases for family involvement, technology, number of children needing services, availability of resources, and the relationship of…

Describes a program in which a teacher's aide is trained in the components of the Teaching Research Data-Based Classroom Model and then provides individual instruction, under the supervision of a certified teacher, to one or two children with handicapping conditions. Notes curriculum, student assessment, data collection procedures, and program…

The Bureau of Indian Affairs' Chinle Agency is responsible for the education of 3,500 Navajo children; 230 are special education students. A questionnaire revealed that regular teachers felt inadequately prepared to teach the special education student. Project SERT provided 45 hours of graduate level instruction in special education knowledge and…

Mainstreaming programs (N=26) were evaluated for selection criteria, quality and quantity of mainstreaming time, and available support services. Among findings was that academic mainstreaming of hearing-impaired children was infrequent with such children not well integrated into classroom activities. Programs varied in such areas as availability…

Guidelines are presented for assisting classroom teachers in using the strengths of learning-disabled students to help them learn content area material. Specific suggestions are offered for various disabilities, including attention deficits, organizational deficits, auditory processing deficits, visual and visual-motor deficits, language…

A study of the reintegration of 382 severely emotionally disturbed/behaviorally disordered students (preschool through secondary) into less restrictive programs revealed that the expected continuum of services (most to least restrictive) were reversed. The predominant placement was full integration, followed in descending order by resource and…

Forty visually impaired college students and older people were surveyed concerning improvements in Norway's educational system. The survey focused on attendance at mainstreamed or special schools, counseling services, braille books and talking books, and the need for a personal reader. (Author/JDD)

Videotaping to promote self-monitoring was used to successfully reduce the incidence of self-injurious behavior in a 15-year-old behavior disordered subject within both the resource room and regular classroom settings. (DB)

Despite many accomplishments since the passing of the Education for All Handicapped Children Act, not all disabled children are benefiting from the law. Examples are cited from Douglas Biklen's study of schools that have achieved the integration of disabled and nondisabled students. (MLF)

A rural school developed a system to identify and intervene with students whose learning styles did not match the school's predominantly verbal-auditory methods. A School Assessment Team produced a program to be implemented in regular class settings. A case of a second grader illustrates the value of suggested teaching strategies. (CL)

Describes recommendations of the Warnock Committee regarding the field of special education, and reports several important concepts of the 1981 Education Act. Additionally elaborates on the implications the Act has for parents whose children have special needs. Cautionary notes regarding consequences for practice are pointed out. (AS)

Rated the adjustment of 129 newly mainstreamed learning disabled, emotionally disturbed, and mildly developmentally disabled pupils. While the teachers were, in general, very satisfied with the pupils' progress in both academic and behavioral areas, satisfaction declined after grade six. IQ data did not predict satisfactory adjustment. (JAC)

In a 2-week course designed to give information about and experience with gifted students, 36 regular education teachers gained knowledge of educational diagnosis and assessment, instructional methodology, the characteristics of gifted students, and professional responsibilities as determined by pretest and posttest scores on the Clark Assessment…

The U. S. Court of Appeals ruled that District of Columbia schools had not followed procedural requirements for the Education for All Handicapped Children Act. The Texas Supreme Court upheld the "no pass-no play" rule that requires students participating in extracurricular activities to meet academic criteria. (MLF)