A simulated report of a child referred either for learning disabilities or gifted placement consideration was reviewed by 40 practicing school psychologists. Results indicate that reason for referral resulted in significant levels of bias regarding assessment and recall of the report and classification of the student. (TJH)

Examines principal and teacher response to the implementation of a systemwide student promotion policy in Philadelphia (Pennsylvania). Concludes that although principals and teachers may agree in principle with promotional standards, conflicting values may interfere with implementation. (FMW)

Describes the processes by which an educable mentally retarded high school student was placed and trained to work in a family-operated dairy. Outlines the task analysis procedure used by his job coach during five weeks of training. (SV)

Presents the results of the 38th annual survey of the placements and salaries of graduates of American Library Association-accredited library school programs. Findings reported include employment status of 1988 graduates, regional summaries, placements by type of library, special placements, range of and average salaries by type of library and…

Examines the information French and English speaking teachers use when programing for learning disabled students. Finds that French teachers rely more on problematic intelligence tests, that perceptual skills are influential in placing moderate-needs children, and that both groups use medical history, sibling performance, academic functioning, and…

Ten years of data reflect little change in use of separate facilities for handicapped students, and high state-to-state variation. A subsequent paper argues that least restrictive environment as a concept has focused on "location" rather than "service." A final paper addresses the need to eliminate geographic and funding restrictions to…

Offers a review of ERIC documents and journal articles concerned with high school/community college cooperation, covering dual/joint enrollment, shared faculty and/or facilities, advanced placement, program articulation, student preparation, and interinstitutional communication. (DMM)

Some behavior disordered children drift from agency to agency, with little continuity or communication among services. The price paid is a high one, not only in dollars, but also in terms of negative personal, family, professional, and community consequences. A sense of interagency collaboration needs to be revitalized. (JW)

A survey of 35 parents of children with severe physical handicaps and severe/profound learning difficulties either attending or not attending a residential special school in Britain found that parents chose the school because of lack of local services, lack of family support, the 24-hour curriculum of the residential school, and provision of a…

Educators of the deaf (n=55) and regular educators (n=48) evaluated the impact of full inclusion programs on deaf or hard-of-hearing children. The impact of full inclusion was judged more favorable if children received social encouragement, a full range of placement options was available, and teachers and parents supported the program. (Author/DB)

Challenges the Social Darwinism behind special programming for gifted and talented students, that is the notion that some are innately smarter and can learn better than others. The author argues that critical thinking can be developed in all children and discusses the importance of teachers, parents, and the learning environment in a child's…

Describes a study of basic skills testing in mathematics and reading. Examines the relationships between mathematics course performance and class standing, gender, age, transfer status, and math Scholastic Assessment Tests (SAT) scores; and reading course performance and verbal SAT, Nelson Denny Reading Test, and Degrees of Reading Power Test…

This article explores the principles of inclusion and least restrictive environment (LRE) for disabled students in physical education, discusses relevant legislation, examines how the term mainstreaming complicates accurate interpretations of LRE, notes how rules governing individualized education programs in physical education help clarify…

Reasons why so few (approximately 16%) of former students from Swedish schools for the mentally retarded find employment without government subsidy are explored through interviews with 12 teachers, 2 parents, 11 vocational instructors, and 14 employer representatives. Problems with placement of the retarded are considered. (SLD)

This study assessed the effects of special education placement from the perspectives of nine high school students receiving learning disabilities services in separate classrooms. Students did not view their experiences as either socially or academically efficacious, but they valued the services to avoid an unresponsive general education system and…