Cooperation among parents, paraprofessionals, and teachers offers an alternative to special class placement of the culturally deprived or mildly retarded child. (MC)

This collection of excerpts on the subject of college admissions represents the ideas of panelists participating in the NACAC Annual Conference in San Francisco, 1971. (BY)

This paper describes characteristics of creatively gifted children and explains why new procedures are necessary to identify creative children with exogenous behavior disorders. Educational strategies are needed that will give these children independence, so that their creative potential can flourish. (PP)

Discussed the predictive index developed from the Barclay Classroom Climate Inventory which aids in identifying both gifted children and those in need of remedial help. Elementary school students (N=64) selected for a gifted program were studied. Results showed gifted children can be discriminated with reasonable accuracy. (JAC)

Characteristics of new teams are reviewed with attention being given to variables that must be addressed to ensure their effectiveness. A process model of team building also is described, and implications of research on group effectiveness for multidisciplinary teams in schools are discussed. (Author/PN)

Several lawsuits in Connecticut have led to an attempt to develop public criteria for making residential placements of exceptional children for educational rather than noneducational reasons. This article delineates criteria for making the decision, the processes by which these criteria were developed, and the rationale behind them. (MLF)

Provides a rationale for obtaining evaluative feedback concerning the perceived usefulness of school psychological reports and their impact on the development of individual educational plans. Research data and authoritative opinion support the need for feedback on a case-by-case basis. A working copy of a brief evaluation form is included. (Author)

Surveyed parents (N=159) of learning disabled, mentally retarded, and emotionally disturbed children regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible…

Argues that regular class placement is inappropriate for the special student because (l) regular classes are too competitive; (2) rejection by other students may occur; and (3) the regular class teacher lacks the necessary special training and support. Suggests upgrading special classes and seeking other methods of integrating students. (SJL)

While socialization is a worthwhile outcome of mainstreaming, it is not sufficient in itself to merit placing a mildly handicapped student in a regular classroom; primary attention in mainstreaming decisions must be given to the instructional setting, the learners, and instructional conditions. (Part of a theme issue on mainstreaming.) (Author/SJL)

The test scores of college freshmen given both a multiple choice test and an essay test of writing skills were compared to assess the validity of a multiple choice test compared with an essay test. (HOD)

A brief review of factors to consider in assigning a handicapped child to a regular classroom. (SJL)

Describes the use of scattergrams which aid counselors in identifying consistent patterns in the admissions process and provide students and parents with "visual" advice in choosing a college. (Author)