Sections consider placement criteria for physical education services, use of test results for developing the individualized education program and determining the least restrictive physical education placement, placement criteria for noncurricular physical education, and basic provisions of federal laws. (SB)

Employers' perceptions of cooperative work experience programs on the secondary and postsecondary levels differ in emphasis as well as structure. Employers in postsecondary programs tend to derive more economic benefits. Both groups find co-op a good recruitment tool. (SK)

It is suggested that the Child Study Team develop alternative educational plans (AEP's) for those referred students who are ineligible for special education. The AEP would be similar to the individualized education plan (IEP), except that the regular classroom teacher would be responsible for implementation. (Author/BW)

Crosstabular analysis tends to show that the streaming system is inversely related to absenteeism and dropping-out, even when intelligence, age, academic performance, and type of school are considered separately. A path analytic model conforms to the crosstabular analysis. The streaming system remains associated with both absenteeism and…

The article reviews the significance and implications of Larry P. vs Riles, which found the use of standardized IQ tests on Black children unconstitutional for the purpose of the educable mentally retarded placement unless the court gives prior approval to the testing. (CL)

Describes a process and criteria for identifying high school students gifted in visual arts. Student portfolios were assessed by local professionals according to technical ability, problem-solving ability, communication of ideas, and inventiveness. The procedure selected students whose ability was at least three years above their grade level. (AM)

A study involving 202 undergraduates and 115 regular educators examined the reliability of the Rucker-Gable Educational Programming Scale, a measure of teachers' attitudes toward and knowledge of appropriate program placement for handicapped children. Results showed the scale to be only moderately reliable. (SB)

The utility of raw gain analysis for validation of college placement tests is demonstrated with scores from the Descriptive Test of Mathematics Skills. Gains during one semester for students in various freshman level mathematics courses were evaluated. Results suggest that gain analysis is a useful tool for placement test validation. (Author/MLW)

Offers a procedure that will allow classroom teachers to use standardized reading achievement test scores in order to make appropriate decisions about placing students in instructional programs. (FL)

The study investigated differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. The results supported the assumption that the social positions of physically separated children are different from those of the nonphysically separated children.…

Analysis of questionnaires completed by 75 elementary school teachers supported previous findings that teachers had more favorable attitudes toward mainstreaming learning disabled than emotionally disturbed students and were least favorable to mainstream educable mentally retarded students. No relationship between attitudes and previous teacher…

A policy of developmental placement of intellectually gifted children is recommended as being more effective and less expensive than enrichment and separate programs. Specific placement criteria are offered. (DB)

The study involving 145 students (5-13 years old) referred for psychological evaluation explored the consequences of retesting upon student placement and the changes in test results. (SBH)

Fifty primary research studies of special versus regular class placement were selected for use in a meta-analysis. Special classes were found to be significantly inferior to regular class placement for students with below average IQs and significantly superior to regular classes for behaviorally disordered, emotionally disturbed, and learning…

While no significant differences for this group were determined as a function of grade level or visual loss, a significant interaction effect between these variables did occur. A further analysis showed a significant increase in self-concept scores for the low vision S as a function of grade level placement. (Author)