Advanced placement programs using SMSG calculus materials proved successful in two one-year studies. Included were nonaccelerated college-preparatory and accelerated students. No student in either study scored a 1 (no recommendation) on the CEEB Advanced Placement Examination. (RS)

The premise that mental age is not a valid standard by itself for educational placement was explored. (CD)

Today's admission problems are created by only 25 percent of the universities and secondary schools; there are many small and medium sized institutions with vacancies in each fall's freshman class. (Editor)

Factors to consider in properly implementing the selection-placement process are: (1) age, (2) needs, (3) interests, (4) aptitudes and abilities, (5) personality traits, (6) scholastic average, (7) attendance record, (8) appearance, (9) interpersonal relationships, (10) location, (11) hours, and (12) rotation. (DM)

Regular class teachers are coming into direct contact with severely retarded students and should receive practical training about the nature of the handicap, reasons for integrating severely retarded students into regular school experiences, and the regular teacher's role in assisting severely retarded students to mix with the other children. (CL)

The authors cite New York's inconsistent public policy regarding the use of private schools for handicapped children and discuss effects on such aspects as least restrictive environment, prompt placement, special transportation, staffing problems, accountability, and local district responsibilities. They suggest development of policy that…

The author concludes from phone interviews and site visits that there are many approaches for integrating severely handicapped students into school and community settings. Examples cited include dispersal, planned interaction, provision of program support and support for regular teachers. Staff integration, parental support and positive attitudes…

The use of social skills measures as a component of multifactored assessment in making mainstreamed placement decisions is recommended. It is suggested that social skills information may be more important in making a decision to mainstream than IQ or achievement. (Author)

The Secretary of Education explains the proposals to amend regulations of the Education for All Handicapped Children Act. He discusses paperwork reduction, evaluation streamlining, medical services, disciplinary procedures, effect of placement on nonhandicapped, and changes in eligibility criteria. (CT)

Presents areas requiring counselor testimony in special education hearings. Discusses types of appeals proceedings including mediation, administrative, and judicial. Describes the role of the hearing officer and delineates hearing issues. Lists situations and behaviors that the counselor should be aware of during the hearing process. (RC)

Discusses the evolution of the concept of "mainstreaming," objections to the idea, the rights of the handicapped, and the rights of all students to an effective education. Responds to the critics of mainstreaming. (FL)

Recognizes the issue of nonpromotion as a reality that affects almost every public school. Suggests a simple, inexpensive, and promising remediation technique (modeled after the collegiate athletic practice of "redshirting") utilizing a semantic differential to change the focus of retention from negative inputs to positive outputs. (NEC)

Reports that (1) the most common organizational pattern used by teachers for reading instruction is to divide the class into three subgroups and (2) students rarely move from one group to another. (FL)

To assess a child's readiness to integrate, a "competency based assessment" is described. Here, the standards of a particular regular class are measured and the handicapped child's competencies are compared to those standards. (Author)