IQ SCORES WERE AVAILABLE FOR 97 PERCENT OF THE PUPILS ENROLLED IN GRADE 10A IN PHILADELPHIA. THE MEDIAN IQ OF PUPILS REPEATING GRADE 10A WAS 93. THE MEDIAN IQ FOR PUPILS NOT REPEATING GRADE 10A WAS 98. WHILE ONLY 37 PERCENT OF THE PUPILS WERE ENROLLED IN COLLEGE PREPARATORY CLASSES, THE COLLEGE PREPARATORY STUDENTS REPRESENTED 88 PERCENT OF THE…

TOKEN INTEGRATION IN THE SOUTH HAD ESSENTIALLY THE SAME GOAL THAT MASSIVE RESISTANCE HAD, IT TRIED TO PRESERVE THE ALREADY ESTABLISHED SEGREGATION. THOUGH IT MET THE DEMANDS OF THE SUPREME COURT BY ALLOWING SOME INTEGRATION, IT STILL MAINTAINED DE FACTO SEGREGATION. METHODS OF KEEPING SCHOOL INTEGRATION AT A TOKEN LEVEL INCLUDED PUPIL PLACEMENT…

MINIMUM EVALUATION OF CHILDREN WITH MENTAL, PHYSICAL, OR EMOTIONAL DISABILITIES WHO ARE BEING CONSIDERED FOR SPECIAL CLASS PLACEMENT SHOULD INCLUDE PSYCHOLOGICAL EVALUATION, PHYSICAL EVALUATION, A FAMILY PROFILE, AND AN ACADEMIC RECORD. REGULATIONS FOR PSYCHOLOGICAL EVALUATION, REFERRAL PROCEDURE FOR THE TEACHER, AND PLACEMENT COMMITTEE MEMBERSHIP…

DATA ON 58 REMEDIAL ENGLISH 21 AND 128 ENGLISH 1 STUDENTS WERE FURNISHED BY THE ENGLISH DEPARTMENT OF LOS ANGELES CITY COLLEGE. TABLES WERE CONSTRUCTED INDICATING SCHOOL AND COLLEGE APTITUDE TEST SCORES (SCAT), AND PERFORMANCE IN ANY PREVIOUS COMMUNICATION CLASSES FOR THESE STUDENTS. COMPARISONS ARE MADE AND DIFFERENCES CHARTED BETWEEN THE ENGLISH…

Four groups of educational decision makers rated the influence of nine pieces of information on the decsions they made about the educational placement of a handicapped elementary class child. Information regarding the sex, socioeconomic status (SES), and physical attractiveness of the student had an insignificant effect on decisions. Information…

The guide lists behaviors and skills needed by persons who work as teachers with very young handicapped children and their families. It is explained that ratings may be completed by self, peer, or supervisor. Skills are listed in 11 areas: referral, intake, and screening; determining child placement; interdisciplinary assessment; interdisciplinary…

Policy issues related to the concept of least restrictive environment (LRE) as required in P.L. 94-142, the Education for All Handicapped Children Act are reviewed and alternatives considered. Relevant legislation and litigation are reviewed in Chapter I, while the evolution of educational practice is illuminated in Chapter II in such special…

Described is the development of procedures for standardizing, on a district-wide basis, the administration of special education programs. It is explained that the project required three phases: first, development of a manual which set forth those administrative procedures which schools would follow; second, implementation of the procedures…

P.L. 94-142 carries with it considerable potential for both special and general education. The law, however, is currently surrounded by many myths. It does not, for instance, apply to all handicapped children, but only to those who require special education because of their disability. It does not eliminate all special education classes or require…

The manual specifies policies and procedures for implementing Wisconsin's boarding home programs, in which handicapped children live during the week in a home close to appropriate special education classes and return to their own homes on the weekend. Covered are guidelines for the following aspects: legal basis for the program, referral…

Surveying literature relevant to the junior college and the public junior colleges in Texas (by questionnaire), the author found that, concerning placement and followup programs: (1) most work is being done on or for students who transfer to a 4-year college; (2) some work is being done on or for those who join the work force immediately after…

Intended for local school district and state education agency personnel, the resource manual provides a guide for placement committees to follow in fulfilling their responsibilities, especially in developing individualized education programs (IEPs) for handicapped children, and a guide for those responsible for training placement committees in…

Sixteen directors of exceptional education programs, 10 supervisors of specific learning disability (SLD) programs, and 101 principals having SLD classes responded to a 14-question survey regarding the identification and placement of SLD students in Florida. Among findings were that principals were the most outspoken in what they considered…

Examined with the placement teams of 230 handicapped students was the assumption that pupil programming team members drawn from the spectrum of school staffing hierarchy will agree on the goals of the team or be fully knowledgeable about the team's legally assigned responsibilities. Over 60% of the teams surveyed had less that a 3/4 majority of…

The extent and effectiveness of access to higher education requires careful assessment. Especially for students who have been previously excluded from higher education for noneducational reasons, the experience of dismissal or withdrawal can be cruelly frustrating. Because the benefits of a college education are not gained by getting into college…