Defending his conclusions, the author argues that the data reviewed tell much about ability grouping. (SLD)

The author describes her discussion with school personnel, administrators, tutor/interpreters, and deaf students, regarding the effects of mainstreaming and P.L. 94-142. She cites general dissatisfaction with both the social and intellectual progress made after 10 years of the legislation and notes difficulties with the concept of least…

The author affirms the benefit of appropriate special education programing for behaviorally disordered students, particularly those with accompanying academic achievement problems, but cautions that problems with roots in other environments than the school may be best addressed by non-school agencies. (CL)

The paper presents a step-by-step procedure for finding the probability of occurrence of the difference between test scores and the probability of occurrence of errors of measurement. This procedure is useful in interpreting test results to parents and making placement decisions. Difference scores are often used in placing students in learning…

Reanalysis of data from a study of the activities of 59 regular elementary students vis-a-vis the Individualized Education Program process and mainstreaming of handicapped students examined practices in which nonhandicapped students were regularly sent to special education classrooms for reasons including instruction and social integration. (CL)

A brief review of the major recommendations of the National Academy of Sciences Panel on Selection and Placement of Students in Programs for the Mentally Retarded and a discussion of implications for current policy and funding practice in special education are provided. (Author/CL)

In Burlington School Committee v. Department of Education, Commonwealth of Massachusetts, the U.S. Supreme Court held that the law does not bar parents from making unilateral placements, but they may be reimbursed only if the private educational program is eventually approved through the appeal set forth in the law. (Author/CL)

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)

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)

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)

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…