The phenomenon of "school-hopping" (students transferring frequently to different schools) and its effects on students is discussed. Strategies for teachers to use with parents who practice school-hopping (often to deny that their child may be in need of special help) are described. (CJ)

Tests may be used to help colleges clarify objectives, connect the curricula across several levels of schools, reduce redundant instruction, support and enhance learning among students of all ages, conserve resources, and improve evaluation and placement. (MLW)

Conducted a national survey of career planning and placement directors (N=1,032) at colleges and universities to determine, describe, and analyze selected factors concerning the careers of placement directors. Results indicated the typical placement director in a four-year college is male, holds a masters degree, and reports to student affairs.…

This article traces the history of the legislation leading up to PL 94-142, examines how the law has been interpreted and implemented so far, and considers some ways in which the Catholic school system can respond to the needs of handicapped children. (Author/SJL)

Most of the principals (82 percent) considered the most effective placement to be a combination of regular class and part-time special education. Only 6.4 percent regarded full-time regular class as most effective, while 10.1 percent favored full-time special class placement. (DB)

Parents of a junior high school student with emotional problems express their dissatisfaction with the educational program provided for their son, while the student himself voices a desire to continue at the public junior high school despite his difficulty with other students. (SB)

Problems of definition are discussed and followed by a delineation of three major forces which induced the genesis of mainstreaming: research-based evidence and arguments, litigation challenging long-established practice, and legislative mandates (specifically, the Education for All Handicapped Children Act--P.L. 94-142). (DLS)

Contrary to expectations, none of the interactions was significant. Failure to replicate previous studies was attributed to control of examiner bias, superior statistical and experimental controls, and to differences in subject characteristics. The efficacy of modeling films was not conclusively demonstrated. (Author)

Discusses identification and evaluation guidelines under the Education for All Handicapped Children Act. To satisfy federal mandates concerning the placement of handicapped children, public school systems are required to utilize a least restrictive environment, whereby complete segregation of handicapped from nonhandicapped children is prohibited.…

Trends in performance were very clear. With the exception of leg coordination, White subjects scored better than non-White subjects on all subtests. White females and non-White females were superior to their male counterparts. (Author)

Day treatment teachers (N=5), day treatment social workers (N=6), and district teachers (N=7) were asked to rate each of 83 behaviors on a five-point scale indicating the degree to which that behavior would impair a severely behavior disordered child's ability to function in a special education classroom within the district. (SBH)

Prior to attendance at the residential school, students were making an average of approximately .56 grade equivalent gains on academic achievement tests for every year spent in school. During the period under study, children achieved an average of approximately 1.19 yearly grade level increase. (SBH)

The study revealed that responses of original and current normative populations had significantly changed on the Rucker-Gable Education Programming Scale, a measure of attitudes and knowledge regarding placement of handicapped students. In addition, a significant difference was found between responses made by the normative sample and public school…

Some of the problems and hazards associated with the use of standardized reading test scores in the formation and reformation of ability groups for reading instruction are discussed. (Author)

Error patterns identified in cloze tests for independent, instructional, and frustration reading levels could be useful in diagnostic work and placing of students in appropriate reading levels. (Editor)