Difficulties facing the development of gifted programs for preschoolers are noted (including problems in identification), and four alternatives are discussed: regular preschool placement, second-grade placement for some part of the day, regular class placement with time for independent work, and preschool gifted class placement. (CL)

Personal interviews and agency records were used to examine month-by-month vocational histories of 53 sheltered workshop employees placed in competitive jobs. Most participants who were still employed after four to five years had parental support, while those who returned to the workshop or were unemployed did not. (Author/CL)

A review cites 16 studies (1976-82) on placement of trainable (moderately) mentally retarded children in preschool, elementary, and secondary levels. Among conclusions drawn are that TMR integration is more frequent at preschool elementary than at secondary levels, and that it is largely restricted to less structured settings. (CL)

The author draws on his experience with learning disabilities (LD) to offer 10 challenges to the profession, including to adopt a historically and professionally honest and accurate definition of LD, to recognize two separate groups within LD, and to advocate against the principle of least restrictive environment. (CL)

The paper reviews the rationale for integration in physical activity. Research is cited on benefits expected to accrue in the areas of motor performance, social interactions, attitudes of others toward the handicapped, and improved self-concept of the handicapped. (Author/CL)

The article describes a program model for meeting the needs of a widely diverse range of clients using nonaversive strategies to deal with severe behavior problems in community environments. Data from two years of implementation and follow-up designed to evaluate the program are also presented which support the effectiveness of the model.…

A retrospective examination of 56 young children with severe handicaps in community residential facilities revealed that risk status, facility, and reason were significantly related to early community placement, and children with greater caretaking/medical involvement did not appear to be placed in the community earlier than other severely…

Of school districts making high use (HU) and those low use (LU) of regular class placement options, HU special education administrators were generally more positive than LU Ss about mainstreaming and placement issues. HU teachers were more positive than LU teachers on several issues, and principals as a group were dramatically more positive than…

Spina Bifida children (N=22) in regular and special schools were matched for IQ and their academic achievement compared. Data from tests revealed that Ss from special schools were behind their peers in mathematics with no significant differences in reading. (CL)

The Teacher Expectation Questionnaire was designed to measure the initial expectations of the regular classroom teacher toward the mainstreamed handicapped child in four areas (teacher expectations of child's academic and behavioral potential, perception of ability to work with the child, and general attitude). (CL)

Surveyed 118 business students to examine the utility of job sources and strategies. Results showed the placement office was the most heavily used source, followed by direct applications. Most students used a form of maximizing strategy and indicated a need to rely on a wide range of job sources. (JAC)

Variables affecting placement requests by 251 families for their developmentally disabled members were examined. Results reaffirmed the importance of degree of disability, behavior problems, and external stressors for the decision-making process but also demonstrated that previous assumptions concerning their relative importance should be…

After a year of participation in an intermediary setting, the "Learning Laboratory," analyses of pre- and post-academic measures indicated that sixth- to eighth-grade learning disabled students demonstrated significant reading gains when compared with control students; ninth- to twelfth-grade learning disabled students did not demonstrate academic…

Future vocational and residential placements of 17 deaf-blind children predicted by their mothers were compared to placements predicted by a state coordinator of deaf-blind services. Most mothers agreed with the coordinator regarding the level of future independence in residential placement, but were more likely to offer a negative prediction for…

The author reviews some significant steps leading to our present awareness of the problem of child abuse, and suggests realistic appraisal of each case--rather than sentimentality--to be appropriate in court and agency recommendations for placement of the abused child. Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E.…