More than 60% of all community college students are placed into remedial, non-credit bearing courses. Concerns over the lack of articulation across the K-12 and postsecondary educational systems have led to concerns over whether students have had the opportunity to learn and demonstrate the skills required for success in college level classes. To…

There has been little research exploring pupils' satisfaction with their ability group placement. This article explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5000 Year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive…

Although typical transitions are from one vertical level of schooling to another, it is becoming increasingly common for transitions to also include moving between regular and alternative placements. Many high schools rely on alternate placements as a means of dealing with disruptive students. There is also a subcategory of placements for students…

This case study describes the journey of one school district as it focused for 5 years on affecting district-wide systemic change related to inclusive education for all students with disabilities, including those with severe disabilities. Information is provided about the district's efforts across 5 years, and data are provided across those 5 and…

Objective. The purpose of this study was to examine differences between traditional student assistance teams and an innovative consultation-based assistance team in terms of the risk ratios for minority students for evaluation and eligibility for special education services. It was hypothesized that the innovative consultation-based assistance team…

This article considers potential impediments to the estimation of teacher quality caused primarily by the purposeful behavior of families, administrators, and teachers. The discussion highlights the benefits of accounting for student and school differences through a value-added modeling approach that incorporates a student's history of family,…

Incidence figures for special education placement in a sample of 94 U.S. school districts were calculated. During the 1977-78, 1978-79, and 1979-80 school years, about 5% of the students were referred and evaluated; 3% were placed in special education programs. Wide variation was evident in the incidence figures for individual school districts,…

To analyze how schools place students into special education, 66 case discussions were transcribed and assessment team members interviewed. Ways in which team participants weigh statements were examined through a taxonomy of their perceptions of learning disabilities and a match of the meeting discussions to subsequent placement decisions in light…

It is noted that mainstreaming has been equated with criterion for success of handicapped children despite the fact that some children are best served by more specialized educational placements. With specific attention to hearing impaired students, factors involved in successful mainstream placement are considered. Research on six student…

In a study of the level, complexity, and initiations of play behavior in 15 handicapped segregated, 15 handicapped mainstreamed, and 15 nonhandicapped mainstreamed preschoolers, Ss were observed during free play. Play levels, according to hierarchies of M. Parten and J. Piaget, as well as the play initiator were recorded every 3 minutes for 90…

The paper reviews the literature on special education placement for mildly handicapped students from a sociological perspective. Using J. Rosenbaum's framework for understanding the sociological implications of selection systems, which has been applied to curriculum and ability tracking, this paper extends the framework to another selection…

The study examined DSM III (Diagnostic and Statistical Manual) Axis I and Axis II diagnoses in 350 school children (aged 6-14) referred for psychiatric evaluation. Diagnostic categories were examined for relationships to age, sex, ethnicity, IQ, achievement, and special education placement. Findings suggested certain diagnostic groups appeared to…

The author asserts that deaf students should have an unrestricted opportunity for learning on their own terms, a condition that may not be provided in a public high school. She suggests that the least restrictive environment should be evaluated according to academic, vocational, extracurricular, social, and family aspects. (CL)

The relationship of 11 social and status variables to two placement groups of severely handicapped children (home and community-based residential facility) was analyzed. Six variables (child's age, parental feelings about the suggestion to institutionalize, religiosity, mother's age, child's age at first words, and child's age at school entry)…