Stages in transfering mentally retarded students in England from special schools to mainstream classes are described: discussion with class teachers, criterion-referenced and normative evaluation, mainstream school selection, liaison teacher visit, discussion with parents, use of mainstream school's materials at the special school, part-time and…

Four groups (40 school psychology graduates and practitioners and 40 special education trainees and practitioners) rated 11 multidisciplinary child study team (MT) professions according to influence on child placement and desirability to chair the MT meeting. MT professions were found to exert disproportionate influence on placement decisions. (CL)

A review of the educational and emotional impact of restrictive educational settings on children in the lowest quartile of achievement asserts that the variables which are important for successful student outcomes can occur in most settings. For ethical reasons the least restrictive environment is preferred. (Author/PN)

The study investigated attitudes of nonhandicapped elementary school students toward trainable mentally retarded (TMR) students in schools where there were TMR classes (TMR integrated) and in schools where there were no TMR classes (nonintegrated). No statistically significant group difference was found in the attitudes toward TMR students.…

Sections consider placement criteria for physical education services, use of test results for developing the individualized education program and determining the least restrictive physical education placement, placement criteria for noncurricular physical education, and basic provisions of federal laws. (SB)

Employers' perceptions of cooperative work experience programs on the secondary and postsecondary levels differ in emphasis as well as structure. Employers in postsecondary programs tend to derive more economic benefits. Both groups find co-op a good recruitment tool. (SK)

It is suggested that the Child Study Team develop alternative educational plans (AEP's) for those referred students who are ineligible for special education. The AEP would be similar to the individualized education plan (IEP), except that the regular classroom teacher would be responsible for implementation. (Author/BW)

Crosstabular analysis tends to show that the streaming system is inversely related to absenteeism and dropping-out, even when intelligence, age, academic performance, and type of school are considered separately. A path analytic model conforms to the crosstabular analysis. The streaming system remains associated with both absenteeism and…

The article reviews the significance and implications of Larry P. vs Riles, which found the use of standardized IQ tests on Black children unconstitutional for the purpose of the educable mentally retarded placement unless the court gives prior approval to the testing. (CL)

Describes a process and criteria for identifying high school students gifted in visual arts. Student portfolios were assessed by local professionals according to technical ability, problem-solving ability, communication of ideas, and inventiveness. The procedure selected students whose ability was at least three years above their grade level. (AM)

A study involving 202 undergraduates and 115 regular educators examined the reliability of the Rucker-Gable Educational Programming Scale, a measure of teachers' attitudes toward and knowledge of appropriate program placement for handicapped children. Results showed the scale to be only moderately reliable. (SB)

The utility of raw gain analysis for validation of college placement tests is demonstrated with scores from the Descriptive Test of Mathematics Skills. Gains during one semester for students in various freshman level mathematics courses were evaluated. Results suggest that gain analysis is a useful tool for placement test validation. (Author/MLW)

Offers a procedure that will allow classroom teachers to use standardized reading achievement test scores in order to make appropriate decisions about placing students in instructional programs. (FL)

The study investigated differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. The results supported the assumption that the social positions of physically separated children are different from those of the nonphysically separated children.…

Analysis of questionnaires completed by 75 elementary school teachers supported previous findings that teachers had more favorable attitudes toward mainstreaming learning disabled than emotionally disturbed students and were least favorable to mainstream educable mentally retarded students. No relationship between attitudes and previous teacher…