A study was made to identify and define a variety of educational placement alternatives with reference to the concept of restrictiveness and to match these educational settings with the cognitive, affective, and physical development of exceptional pupils. A profile of pupil characteristics was derived and validated on approximately 200 special…

In the past there has been some question about a pupil's retention of knowledge after the summer recess. In the Individually Prescribed Instruction (IPI) system, once a pupil begins working through the objectives, it should be unnecessary to have him take placement tests each Fall. The present study extracted data from the pupils' placement…

The purpose of this study was to determine the effectiveness of remedial courses and present placement policies and instruments. Comparisons were made in such areas as ability, interest, motivation, persistence, and performance among randomly selected groups of junior college students: (1) those needing to take remedial courses but placed in…

Covered in the short discussion of Project Gifted for Intermediate grade children are program description, instructional strategy, classification of question categories to cue various levels of thinking, traits common to intellectually gifted students, and procedure for selection of students participating in Project Gifted. Project Gifted is…

A former special education student describes experiences in special classes and the harmful effects of labeling and segregation on his later life. (CL)

Some implications of the multi-dimensionality of attainment tests are considered and a factor analytic study is reported of the responses to a placement test made by incoming students of English at universities in Germany. (Editor/LBH)

A survey of secondary school English teachers in West Texas revealed that they favored teacher-centered approaches over student-centered approaches. (DD)

In an attempt to refine the definition of learning disabilities, a new term, dyssymbolia is proposed. (CL)

Grade advancement is a legitimate and valuable method of meeting the needs of some academically gifted students and is available to every school system. Twelve practical guidelines (such as comprehensive psychological evaluation prior to placement and arranging all cases of grade advancement initially on a trial basis) are offered. (Author/DB)

The gifted underachiever is considered in terms of definition, placement options, myths of giftedness, and instructional approaches. The article describes the usefulness of such techniques as exploratory process activities, use of interest areas, and rule application and stresses the importance of modifying the regular curriculum. (Author/DB)

The study examined predictors of educational placement using the Personality Inventory for Children with 55 children previously identified as either learning disabled or nonhandicapped. Leading student characteristics predicting placement were (1) achievement; (2) adjustment; and (3) social incompetence, depression, defensiveness. (Author/DB)

Citing reports issued by the National Academy of Sciences on ability testing, testing of handicapped people, and placing children in special education, this paper reviews the role of psychological tests in assessments, bias in test scores, factors affecting test scores, placement considerations, effective instruction, and guidelines for assessment…

The transitional assessment model described here contains the following characteristics: vocational orientation, comprehensive approach, individualized focus, contemporary design, and informal instrumentation. The screening, placement/planning, and monitoring/evaluation services vary in degree depending on the severity of the student's disability.…

Describes the rationale and procedure for using student writing portfolios in lieu of proficiency writing exams to determine student placement at the State University of New York at Stony Brook. (HTH)

On-site reviews of California school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations concerning such aspects as equal access, screening, multidimensional assessment, testing guidelines, and language competence are discussed. (Author/DB)