Discusses the evolution of the concept of "mainstreaming," objections to the idea, the rights of the handicapped, and the rights of all students to an effective education. Responds to the critics of mainstreaming. (FL)

Recognizes the issue of nonpromotion as a reality that affects almost every public school. Suggests a simple, inexpensive, and promising remediation technique (modeled after the collegiate athletic practice of "redshirting") utilizing a semantic differential to change the focus of retention from negative inputs to positive outputs. (NEC)

Reports that (1) the most common organizational pattern used by teachers for reading instruction is to divide the class into three subgroups and (2) students rarely move from one group to another. (FL)

To assess a child's readiness to integrate, a "competency based assessment" is described. Here, the standards of a particular regular class are measured and the handicapped child's competencies are compared to those standards. (Author)

A model is proposed for matching social work students with practicum settings, to be used to facilitate the practicum's administrative work. Major factors in the placement process are standardized, and the results of a pilot test using the model are reviewed. (MSE)

Discusses recent discrimination suits involving the use of standarized intelligence tests to place children in special education classes. (WD)

A position is stated which contends that the least restrictive environment for a given child should not necessarily imply "mainstreaming." Rather, decisions about school placement should be made on the basis of the individual child's needs and on the availability of professional support by qualified persons after the placement. (Author)

The article examines educational programing implications for adolescents with Usher's syndrome, a condition of congenital deafness accompanied by progressive loss of vision through retinitis pigmentosa. (DB)

The author cites advantages of separate classes for gifted students, suggesting that they should be protected from teachers who do not understand them and school environments with which they are bored. (CL)

The study involving 60 learning disabled students (5-15 years old) was designed to determine whether delays in applying for psychoeducational evaluation result from the different ways parents and teachers perceive children and from their inability to communicate with each other. (SBH)

A field survey was conducted with 30 professionals regarding the screening, assessment, placement, and monitoring of special education students. Findings indicated that decision making processes were similarly complex across demographic differences and educational sites (urban, suburban, and rural). (CL)

The author discusses the overrepresentation of Blacks and other minority or culturally different groups in special education classes and points out how special education fails and succeeds in dealing with diverse cultural groups. (SBH)

Reviews the Reading Placement Test published by the College Entrance Examination Board in conjunction with Educational Testing Service. Notes that it is a short, easy to administer test of reading comprehension designed for entering college students; outlines its possible uses. (MKM)

Attitudes and personal characteristics of 32 regular class teachers who either had or had not referred mildly retarded children (7 to 9 years old) for special class placement were examined. (Author/DB)

Provides advice from a legal standpoint on discipline procedures for special education students. (WD)