A model is proposed for matching social work students with practicum settings, to be used to facilitate the practicum's administrative work. Major factors in the placement process are standardized, and the results of a pilot test using the model are reviewed. (MSE)

Discusses recent discrimination suits involving the use of standarized intelligence tests to place children in special education classes. (WD)

A position is stated which contends that the least restrictive environment for a given child should not necessarily imply "mainstreaming." Rather, decisions about school placement should be made on the basis of the individual child's needs and on the availability of professional support by qualified persons after the placement. (Author)

The article examines educational programing implications for adolescents with Usher's syndrome, a condition of congenital deafness accompanied by progressive loss of vision through retinitis pigmentosa. (DB)

The author cites advantages of separate classes for gifted students, suggesting that they should be protected from teachers who do not understand them and school environments with which they are bored. (CL)

The study involving 60 learning disabled students (5-15 years old) was designed to determine whether delays in applying for psychoeducational evaluation result from the different ways parents and teachers perceive children and from their inability to communicate with each other. (SBH)

A field survey was conducted with 30 professionals regarding the screening, assessment, placement, and monitoring of special education students. Findings indicated that decision making processes were similarly complex across demographic differences and educational sites (urban, suburban, and rural). (CL)

The author discusses the overrepresentation of Blacks and other minority or culturally different groups in special education classes and points out how special education fails and succeeds in dealing with diverse cultural groups. (SBH)

Reviews the Reading Placement Test published by the College Entrance Examination Board in conjunction with Educational Testing Service. Notes that it is a short, easy to administer test of reading comprehension designed for entering college students; outlines its possible uses. (MKM)

Attitudes and personal characteristics of 32 regular class teachers who either had or had not referred mildly retarded children (7 to 9 years old) for special class placement were examined. (Author/DB)

Provides advice from a legal standpoint on discipline procedures for special education students. (WD)

Outlines a model for the placement of exceptional adolescents that recognizes that satisfactory performance is the result of a match between the adolescent's values, skills, and motivation and the school's requirements. (Author/IRT)

In the Soviet Union, handicapped students are identified earlier than in this country and then are placed in special schools where they are taught with students with similar disabilities. (IRT)

Describes a diagnostic test implemented for French instruction on the PLATO system which provides a complete profile of a student's language skills and indicates the student's proficiency in reading, writing, and listening skills. (Author/CMV)

It's becoming increasingly plain that boards can get burned by relying on standardized I.Q. tests for placement decisions, neglecting to reevaluate students regularly, or leaning on the pleas of economic problems to avoid fully implementing the law. The courts are interested in protecting the rights of handicapped students. (Author/IRT)