Reports the results of behavior modification treatment for two groups of similarly constituted, young autistic children. Pretreatment measures revealed no significant differences between the intensively treated experimental group and the minimally treated control groups. At follow-up, experimental group subjects (N=19) did significantly better…

The paper specifies standards for personnel and school programs of the Conference of Educational Administration Serving the Deaf providing assessment and education for hearing impaired children. Major sections address background and definitional concerns; qualifications for professionals; assessment needs; program options and patterns; and…

Interviews with 39 classroom teachers regarding referral practices revealed disparities with federal policy regarding protections to assure fairness in the identification and placement process. Policy alternatives are posed. (CL)

Three hundred eighty-two special education teachers (N=382) listed published tests useful in making diagnostic and placement decisions. Perceived usefulness of many tests varied as a function of exceptionality and geographical region. Those tests most frequently listed were not necessarily the most psychometrically sound, but tended to be…

At the California School for the Deaf students have opportunities to succeed in a total communication environment. Program philosophy ensures that students who can benefit will have a mainstreaming experience; however, if a student cannot cope, adjustments are made. (Author/CL)

The author examines research on the reading skills of students with partial vision, noting the educationally handicapping consequences (including problems in rapidly implementing alternative scanning strategies), and suggesting implications for placement and instructional decisions. (CL)

Thirty learning disabled (LD), mild (educable) mentally handicapped (EMH), and normally achieving children were administered a concept utilization task. Results indicated that, for certain conceptualization abilities, LD children are more like normal learners than like EMH children. It is suggested that cross-categorical placement increases the…

Effective early education for gifted children must include special policy and program considerations. Preschool/day-care efforts should be based on the child's needs, special program goals, appropriate placement or grouping, and parent involvement. Administration convenience must yield to developmental efficacy to provide early admittance to…

Self concepts of 102 gifted fourth grade children assessed prior to gifted class placement were systematically higher than those of 92 subjects assessed after beginning the program. A significant interaction between time of assessment and IQ was found. (CL)

Mathematics achievement of 36 students in mainstreamed mathematics classes was compared with 44 students in self-contained classes. Analysis showed that integrated students performed significantly better than self-contained Ss. A model is proposed to account for differences: higher expectations, exposure to greater quantities of demanding…

Responses of educable mentally retarded (EMR) intermediate students awaiting placement were compared to responses offered by EMR students assigned part-time to regular classrooms. Data indicate a range of worries related to academic performance, social interactions, a transitions. Significant differences between groups were reported with…

The article reviews trends in litigation, mainstreaming, definition, and adaptive behavior of mildly mentally retarded students. Guidelines are offered for establishing criteria of eligibility for placement in programs for the population. (CL)

Describes the method used at Northern Illinois University to place students in writing classes, which involves formal (i.e., Nelson-Denny Reading Test, Forms C and D) and informal (i.e., a three-part supplemental test comprising word-in-context items, textbook skills test, and speed and accuracy assessment) measures. (DMM)

Questionnaire results indicate that regular classroom educators tend to be neutral to mildly accepting towards integrating severely handicapped students into regular school environments. Methodology and conclusions from the questionnaire are given. (DF)

The paper examines elements of negligence and other legal concerns in view of the evolving trend to educate severely handicapped persons in integrated, community based settings. Duty, care, risk, and appropriate placement and instruction are discussed. Finally, recommendations for avoiding teacher liability are presented. (Author/CL)