Data were collected for 2,752 students from 22 school districts in two states. In one state, approximately 30 percent of the graduates were placed in regular classrooms while in the other state, 16 percent were found in regular classrooms. Approximately 80 percent of severely disabled preschool graduates were placed in self-contained special…

Analysis of teacher ratings, referral, and special education placement data on 74 hyperactive and 101 control Ss revealed that hyperactive Ss were more likely to be served by special education than control Ss. Aggression among hyperactive but not control Ss was associated with receiving services. (CL)

Four groups of educational decisionmakers rated the influence of information regarding the sex, socioeconomic status, and physical attractiveness of the student as having an insignificant effect on educational placement decisions. Assessment data were believed to have a greater influence, with achievement and intelligence scores seen as having a…

Criticized are existing methods of identifying learning disabled children, and suggested are three objective conditions thought to be more appropriate. (DB)

Brief profiles of six of the most widely known and respected practitioners who will be remembered for their many years of service and numerous contributions to the field. (Editor)

Describes an alternative to the traditional grading system and its relation to student placement in colleges and universities. (AN)

Examined are problems of integration and segregation in special education classes. (CB)

Report of a followup study made of students in the mathematics Advanced Placement classes at a large New York City high school from 1956 to 1965. Data from a questionnaire sent to students in these classes are reported. (FL)

A study on the placement of handicapped children in New York City produced six conclusions, including that the city's Committee on the Handicapped scored well overall on a knowledge scale, but subgroups (except psychologists) indicated significantly lower knowledge of educational programing for handicapped children than a group of special…

Describes supplementary assessment materials used to measure student English language arts competence in order to assist ESL classroom teacher in making required judgements about best time to place ESL student in regular classroom. Materials include assessment exercises in reading, listening, writing, and oral expression. (Author/BK)

The Iowa Severity Rating Scales for Communication Disabilities provides a means for placing a priority on the needs of students requiring speech-language pathology services. The severity rating scale assists the clinician in case selection and suggests the intensity of the service delivery model. (Author/SW)

A discussion and demonstration of social comparison as a means of assessing programs for mentally retarded children is presented. The position is taken that the social validation method of norm peer comparison might be helpful in determining whether certain handicapped children should be moved to a less restrictive environment. (Author)