Investigated the problems team members perceive to exist on multidisciplinary teams. Results indicated the two major areas of concern for urban, multidisciplinary team members were: too constrictive a set of team roles and goals, and teams functioning under extensive pressure with minimal support. (Author)

Studied the stability of Child Study Team classifications over four years by relocating learning disabled (LD), emotionally disturbed (ED), and unclassified boys (UC) originally sampled in 1975. Results demonstrate high stability of classification status for UC children, moderate stability for LD children, and relatively low stability for ED…

Analyzed the effects of reduced financing on college placement items such as services, staffing, fees, conference attendance, travel, recruitment, and salaries. Placement personnel (N=224) responded to a questionnaire. Results indicated that budgets have generally remained the same. (RC)

Successful placement of vocational graduates depends on the actions and motivation of the graduate. Vocational educators must teach students how to (1) broaden their employment potential; (2) locate potential places of employment; (3) secure a job; and (4) keep a job and advance in it. (LRA)

The special section contains three papers focusing on the effects of federal legislation on deaf education: "Public Residential Schools for Deaf Students in the United States, 1970-1978" (A. Schildroth); "Due Process--A Status Report on Schools for Deaf Children" (G. Holman); "The Impact of 504 on Schools for the…

Investigates relationship between diagnostic classifications and educational placement recommendations utilized by educational psychologists in the evaluation of psychoeducational reports evaluated for clinical consensus in five input areas: developmental history, school history, cognitive functioning, sensorimotor-perceptual functioning, and…

Three trends in adaptive behavior measurement are noted: (1) an awareness of the paucity of suitable scales; (2) sensitivity to the effects of adaptive behavior in the declassification of students previously labeled under outdated procedures; and (3) the use of measures for identification and intervention with emotionally disturbed students.…

Advocates individualizing remedial writing courses at the college level and describes three programs that emphasize individual placement, focus on student writing rather than on workbook materials, and offer peer tutoring. (MKM)

The Educational Resources Center at Hampton Institute is breifly described including the services it offers to both students and faculty with counseling services, placement, financial aid, and other support activities. (JMF)

The author addresses the problems of P.L. 94-142 (the Education for All Handicapped Children Act) which hinder efforts to provide programs for handicapped students. Considered are problems in child identification, student placement, mainstreaming, individualized education programs, in-service education, and attitudes of teachers and…

Past educational provisions for the school-aged handicapped child in New Zealand are reviewed and the assessment class--which provides for on-going assessment and placement of the educable mentally retarded and/or otherwise handicapped child up to the age of 7--is described. (SB)

Reports a study conducted at a vocational-technical high school in eastern Massachusetts to develop an assignment procedure for a ninth grade career exploration program based on student preferences. The solution described here solved the assignment-by-preference problem by concentrating on measurement and composite-score scale construction. (TA)

This study compared state disparities in the diagnosis of students with learning disabilities. It found that state prevalence of learning disability was moderately explained by demographic and sociopolitical factors (unlike four common physical disabilities) and that these same factors strongly predicted the extent of mainstreaming and the size of…

Reports the results of an analysis of trends in the placement of students with different disabilities in New South Wales from 1986-1994. Although there was a general trend of movement of students from special schools to support classes, there were some major differences across disability groups. (Author/CR)

Highlights scenarios showing the importance of school districts making clear distinctions between comprehensive and coherent practices in building inclusive schools, rather than simply adding students with disabilities without knowing how the organization of schooling needs to change. Presents recommendations for building successful inclusive…