The authors discuss areas of concern in the integration of the mentally retarded into the regular classroom. Considered are such issues as program emphasis on competitive jobs versus work in a sheltered environment, recreational possibilities, the quality of institutional care as it relates to institution size, and regular classes versus special…

The paper presents the rationale, assessment/placement criteria, program descriptions, and implications of qualitatively differentiated programs for the gifted. The article describes how these programs are interpreted and implemented in Dade County, Florida schools. Suggested implications are offered. (Author/SBH)

This paper describes the development of the English-Second-Language Placement Test (EPT) 100-200-300, which places adult students into the first three levels of ESL classes, and discusses work done on EPT 400-500-600, an experimental test to place students in the last three levels of classes. A structured test, EPT 100-200-300 tests ability to…

The 1972 Handbook includes, for the first time, 2- and 4-year colleges that are not members of the College Board and do not use its tests and other services. The listing for each college includes: a brief general description; information concerning curriculum; admissions and student life; annual expenses; financial aid programs; and the addresses…

The knowledge and attitudes of 35 United States special education experts, with regard to placement of handicapped children, were assessed and compared with those of 486 educational personnel in the Winnipeg, Canada, area by means of the Rucker-Gable Educational Programming Scale. (Author/DLS)

Discussed is the concept of "least restrictive alternative," its definition, and its implications in special education. (Author/DLS)

Presented is a checklist of child, placement situation, and family parameters which contribute to successful mainstream placement for hearing impaired students. (CL)

An alternative approach to the traditional diagnostic-prescrptive or medical model for classifying behavior disorders is proposed which considers topography of deviant behaviors, degree of exceptionality, nature of deviance, and events influencing the deviancy in the context of developing and monitoring education/treatment programs. (Author/CB)

A study involving 90 regular class teachers indicated that the Rucker-Gable Educational Programming Scale appears a valid measure of the construct of knowledge of appropriate placement for handicapped students and sensitive to training effects. (CL)

Canadian school systems are being asked by some departments of education to provide appeal procedures in the educational placement of handicapped students. Basic issues, due process considerations, and trends are discussed to determine qualities of good appeal practices, and a model procedure is proposed. (DB)

The article suggests that many academic difficulties may be directly attributable to deficiencies in students' learning environments, and suggests procedures for examining and ruling out such possibilities before beginning a comprehensive evaluation of the learner. A functional assessment perspective is proposed and potential roadblocks to…

Systematic observation of four elementary students at time of referral and one and two months after special education placement revealed considerable variability among students in amount of academic time allocated and engaged in. Changes in instruction and student responding as a function of special education intervention were inconsistent across…

An interview with L. Lieberman, a teacher educator and author, touches on such topics as departmentalization at the secondary and elementary level, the use of triple level tests to allow students to stay in mainstreamed settings, and the importance of emphasizing skill development rather than subject matter instruction in secondary resource rooms.…

Approaches to identifying, classifying, and placing multiply handicapped hearing impaired students are reviewed, and a model is described in which five factors differentiate among students: instructional objectives, environment, rate, methodology, and staffing. (CL)