The process of identification of hearing loss in preschool children, including infant screening techniques, audiological testing methods, and other tests used to determine the kind and degree of hearing loss, are discussed. Appropriate habilitation and educational placement is also discussed, including hearing aid selection and parent…

The paper reviews the history of education for visually handicapped students in the twentieth century. Noted are the establishment of residential schools for the blind, gradual integration into public school classes, controversies over braille, the appearance of "talking books," and beginning efforts in orientation and mobility. (CL)

The implicit responsibility of colleges and universities to use tests to match the capabilities of the diversity of students with the requirements of programs of study is examined. Test uses in admissions and counseling are shown to be an important means of predicting success. (Author/CM)

The need to face the fact that minority groups are particularly vulnerable to testing, or perceive themselves to be, is argued. It is suggested that tests be used--along with other information--for student placement, advisement, and counseling. A program to improve test-taking skills is briefly described. (Author/CM)

Measured interclinician agreement among 24 school psychologists who assessed a simulated learning disability case. Agreement was found to be moderately high for diagnosis and somewhat less for prescriptions. Little interpretational bias was shown. However the simulated lower-class Black child was judged ineligible for services more often.…

The study validating the ability of the Test of Standard Written English with junior and master's level students was replicated with one-year cumulative grade point average serving as the criterion variable. Confirmed was the finding that scores, placement, and success in English courses were predictive of the academic success of such students.…

No main effects of special class placement were observed in 43 gifted students (grades six through eight) compared to 38 gifted students in regular classes in terms of cognitive processes, quality of school life, intellectual achievement, self concept, and activity. (CL)

The article examines problems concerning special education and ethnic minority group children and reviews approaches to meeting the needs of these children. (DB)

The trend to include mildly mentally retarded, emotionally disturbed (behavior disordered), and learning disabled children in the same generic category and in the same school programs is increasing. The author believes that the noncategorical trend in special education can endanger the appropriate education of many children. (Author)

Delineates three factors influencing the effectiveness of student placement programs: assessment data utilized, the academic system in which the student is placed, and the institution's commitment to evaluating the placement process. Reviews the procedures, statistical results, and findings of a Delhi College study of the English department…

Four papers focus on school programs for gifted and talented students. (CL)

Stresses that the use of standardized test results as a means for making any important decision about children's schooling should be opposed by teachers and parents. An alternative to standardized testing is proposed. (Author/DB)

Comparisons of the PPVT-R, the PPVT, and placement IQ tests were made with 114 educable mentally retarded students, 46 White, 44 Black, and 24 Hispanic. The PPVT and PPVT-R correlated for all groups, but neither the PPVT nor PPVT-R, correlated to a significant degree with the placement IQ tests. (Author/RC)

The resource room intervention was effective for increasing reading rates of LD children but the increased rates did not appear to be maintained in the regular classrooms. The group with the shortest stay in the resource room made significantly greater rate gains during treatment and continued during follow-up to learn at a higher rate. (Author)

Teachers' and psychologists' ratings of children's potential performance in reading and mathematics are influenced by selected information in referral statements read prior to having objective test scores or rating scales for evaluation. (JMF)