The study calculated "teacher student discordance" for 12 grade 1 teachers and 45 at-risk students. At the end of the school year, students were divided into three groups (positive, neutral, negative) based on teacher recommendations regarding placement. In general, T-S Discordance did not discriminate across teacher recommendation…

Describes a study which sought to determine whether students would be able to identify the gender and ethnicity of the writer of an essay placement test based on the writer's handwriting and the content of the paper. The student-readers were able to guess the writers' gender 87.6 percent of the time and ethnicity 47.9 percent of the time. (DMM)

This paper argues that the behaviorally disruptive child with aggressive tendencies might function better in a nonmainstreamed situation than in a mainstreamed classroom. Alternative options are presented. (Author/JDD)

This paper reports on the "de-segregation" of students with disabilities, focusing on processes occurring before pupils actually enter the mainstream. De-segregation involves identifying target children, discussing the situation among staff members, evaluation by educational psychologist, discussing with parents and the child, selecting a…

This article provides research-based suggestions for developing educational options based on acceleration to meet the needs of gifted students in rural areas. Accelerative options offered by both the home school and universities in Iowa are described. (DB)

This study investigated policies about the use of content acceleration and grade skipping for gifted students in middle and secondary schools by 105 school districts. Results indicated that only 15% of responding districts had formal policies about grade skipping, whereas 57% had informal policies effectively preventing grade skipping. Formal…

When enrollment fluctuates, dual-age classes are an effective means of maintaining a reasonable student/teacher ratio. Teachers must have experience, flexibility, and creativity; and students selected must be able to work both cooperatively and independently. Chronological ages and achievement ranges are usually narrower than in "straight"…

A study found that 26 percent of juveniles admitted to a detention center were special education students; 39 percent were either in detention or another institution after 90 days. Inconsistencies in student identification and treatment were noted. (SK)

The development of an English for Academic Purposes placement test is described that aims to reflect an integrated approach to language use. It approximates natural language behavior by providing a series of tasks that each contribute to the overall context of language use. (42 references) (Author/LB)

Focuses on practical guidelines for the implementation of discipline policy at the local level, including suggestions for distinguishing discipline policy for disabled students from discipline policy affecting students in general. (MLF)

Explored whether classroom teachers' (n=40) perceptions of difficult-to-teach (DTT) students are racially biased. Subjects each nominated DTT student most likely to be referred for psychological evaluation and placement in special education. One-half DTT students were white, one-half were black. Results indicated black teachers and white teachers…

The relationships among transitional first-grade referrals, school characteristics, and children's personal and school readiness characteristics were studied with 223 students referred to developmental first-grade programs. Results indicate the complexity of referrals to transitional first-grade programs and identify characteristics of children…

Recent amendments to Individuals with Disabilities Education Act (IDEA) provide school officials with increased flexibility to address infractions committed by handicapped students. If a conduct code pertaining to all students has been violated, a district may suspend or place a disabled student in an alternative setting for up to 10 days. (MLH)

Attitudes of 49 principals and 64 special-education teachers regarding the inclusion of students with mild disabilities were investigated. Participants disagreed most strongly on whether achievement increases when students are included, that inclusive placements are the most appropriate, and that resources must be protected regardless of setting.…

This discussion of exceptionally and profoundly gifted students suggests that these students have special needs that are often not being met. It distinguishes five levels of giftedness and identifies developmental differences in extremely gifted children. It suggests that radical acceleration is often an appropriate placement that may reverse…