This paper describes efforts to establish ungraded classes for mildly retarded children in New York City from 1900-1920, focusing on struggles to find and train qualified teachers, correctly identify children to be served, and provide ample classroom space. The introduction of intelligence testing is also examined. (Author/JDD)

Analysis of 7 classrooms for children (ages 3-17) with developmental disabilities and a day-care center with nondisabled preschoolers revealed that less than 14% of the 6,000 observation intervals contained an opportunity for communication. Most opportunities involved naming an object or event, followed in frequency by opportunities to request,…

High school students (n=554) were surveyed about their experiences of school violence and feelings of safety. Students with behavioral disorders or learning difficulties attending an opportunity class or a special day class experienced higher rates of bullying than other students. Feelings of safety were related to experiences of violence and…

Ten strategies are offered to aid the special gifted class teacher to communicate better with parents, colleagues, and the local community. These include scheduling group parent meetings, encouraging parents to visit the class, using "one-minute" notes and phone calls to brief individual parents, and developing a program brochure. (DB)

The social participation patterns of 28 young children with visual impairments (some with additional disabilities) during free-play periods was compared across specialized and integrated settings. Although no significant differences were found between settings, there were significant differences between children with and without additional…

A special educator recounts lessons learned from her first year of teaching, in her case in a special class of students with multiple disabilities. Lessons include analysis of early mistakes and the importance of student file review, direct student observation, utilizing the advice of experienced educators, and planning for change. (DB)

Recent reports on Indigenous education have revealed that high proportions of students have been placed in special classes for intellectual disability or behaviour disorders. This is not an isolated phenomenon. Indigenous students in Canada and Romani children in Europe are also disproportionately represented in special schooling. This paper asks…

This book critically examines gifted education in America as a demonstration of meritocracy and elitism in education. It is contended that, by creating and funding gifted programs, schools engage in a form of "educational triage", providing high quality education to an elite minority. The book addresses questions concerning the…

This paper briefly outlines the history of gifted education programs and identifies factors working against gifted education. It describes gifted program options and presents arguments for and against each option. The paper then presents the arguments of several critics outside the gifted education field who severely criticize the very presence of…

The paper interprets the legal meaning and application of the "least restrictive environment" (LRE) principle in the education of handicapped, and particularly deaf children. The role of the Department of Education in interpreting the intent of the Education for All Handicapped Children Act, is reviewed with emphasis on the "core…

The 1989/90 In-School Suspension (ISS) program of the Des Moines (Iowa) Independent Community School District provided an in-school setting for the suspension of students in 15 secondary schools for infractions of the discipline code while continuing their educational program and focusing on the offending behavior through counseling activities.…

The study investigated the validity of the process of reevaluating a child's need for continued special education services especially the biasing effects of the teacher's referral statement on the decision of the multidisciplinary team. Psychoeducational profiles describing two children were distributed to 108 multidisciplinary teams in New York…

The practicum report describes a program designed to enhance the prevocational education program offered emotionally handicapped sixth and seventh graders in a self-contained classroom setting. Major project goals included incorporating the prevocational educational skills into the daily curriculum and promoting a team approach. The program…

The paper describes problems endemic to the evaluation of programs for gifted and talented students. The goals of gifted and talented programs are often substantially different from those covered on outcome measures available to schools. When decisions are being made about the type of programs to be provided, parallel consideration should be given…

The report summarizes a year long observational study of special education programs in one district's 12 elementary schools (Queens, New York). Data were gathered using observational time samples of teacher, student, and paraprofessional activity and student time on task; descriptive notes of the classroom context; ratings of 15 dimensions of…