The study investigated differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. The results supported the assumption that the social positions of physically separated children are different from those of the nonphysically separated children.…

Analysis of questionnaires completed by 75 elementary school teachers supported previous findings that teachers had more favorable attitudes toward mainstreaming learning disabled than emotionally disturbed students and were least favorable to mainstream educable mentally retarded students. No relationship between attitudes and previous teacher…

A policy of developmental placement of intellectually gifted children is recommended as being more effective and less expensive than enrichment and separate programs. Specific placement criteria are offered. (DB)

The study involving 145 students (5-13 years old) referred for psychological evaluation explored the consequences of retesting upon student placement and the changes in test results. (SBH)

Fifty primary research studies of special versus regular class placement were selected for use in a meta-analysis. Special classes were found to be significantly inferior to regular class placement for students with below average IQs and significantly superior to regular classes for behaviorally disordered, emotionally disturbed, and learning…

While no significant differences for this group were determined as a function of grade level or visual loss, a significant interaction effect between these variables did occur. A further analysis showed a significant increase in self-concept scores for the low vision S as a function of grade level placement. (Author)

The article places in perspective the evolution of curriculum or instructional programs for the mildly handicapped adolescent, identifies several major influences on current practices, and examines the assumptions underlying assessment and intervention in the context of intensive instruction. (DLS)

The author suggests that P.L. 94-142, the Education for All Handicapped Children Act, has had a favorable effect on the education of resettled Vietnamese students in New Orleans. Unlike past experiences with culturally diverse students, the Vietnamese situation is considered primarily a social and lingual issue, with special class placement not a…

Factors involved in the decision to place a learning disabled child in a mainstream or special class setting include the classroom situation (class size and teacher training); the child (behavior, academic ability, and social competence); and the parents. (CL)

Provides information concerning a procedure for estimating the probability of placement error on a criterion referenced multiple choice test. (TJ)

Parents of exceptional children can and should be involved in educational planning and decision making concerning student evaluation and placement. (CL)

Cautions and considerations for developing and implementing instructional models for students with learning and behavioral problems are examined in view of the need for keeping students as close to the least restrictive alternative as possible. (Author)

A growing concern in American public education is that of public school teachers refusing to accept student teachers. (MM)

The campus interview is perceived quite differently by students (prospective employees) and recruiters (future employers), as demonstrated by the survey reported in this article. (Author)

Concludes that a combination of a writing sample and an objective test should be used to place students in freshman composition courses. (DD)