Changes in academic self-concept were measured by Student's Perception of Ability Scale in 50 learning-disabled students, 18 educable mentally retarded students receiving full-time remedial placement, and 83 regular-class students. Pre-post data collected over 12-month period revealed that full-time placement was accompanied by statistically…

The authors respond to T. Burton and A. Hirshoren's position (EC 115 029) regarding the three areas of the education of the severely and profoundly retarded: (1) anticipated levels of learning, (2) personnel training, and (3) locus of educational services. (Author)

Typical assessment information as well as measures of achievement efficiency were used to predict program placement for 75 educable mentally retarded children (ages 5-14 years) in an attempt to identify a composite of scores which would differentiate between those placed in regular and special classrooms. (Author/DLS)

The use of standardized test scores to exempt students from college courses was investigated using the General Psychology Exam of the College Level Examination Program. Results questioned the ability of instructors to assess its utility. (JKS)

This study investigated the recommendations for special services made by 76 teachers and 53 psychologists for children characterized through 106 case studies with reference to 16 variables. Results indicated that both groups consider IQ, test achievement, class achievement, and home-related anxiety important in making recommendations. (Author)

Sixty-seven Georgia teachers were surveyed on their opinions about the most appropriate educational placement for handicapped children, by type and severity of handicap. Respondents were more willing to accept behaviorally and physically handicapped children into their classrooms than they were to accept the mentally retarded. (SJL)

Asserts that "while national attention tends to be focused on the explosive examples of court-order school desegregation, hundreds of schools are quietly and successfully integrated. In addition, recent research in the State of Illinois points out that large numbers of public schools are integrated without special plans." (Author/JM)

In the United States, national legislation was created to protect disabled students' education rights. Courts have provided tests for integrating such students into school systems. Some are concerned this advocacy has gone too far and that court decisions authorizing "full inclusion" misinterpret the law's intent. This article examines…

Discusses the results of interviews with 23 teenagers with deafness, which examined their preference for residential or mainstreamed schools. Findings indicate the students supported a mixed placement pattern because it gave them a well-rounded education and knowledge of both deaf and hearing environments, and satisfied their developmental needs.…

This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more…

This concluding article summarizes the findings in previous articles on the inclusion of children with emotional and behavior disorders in general education. Findings indicate that there exists a population of students with emotional or behavioral disorders for whom a general education classroom or school is not the least restrictive environment.…

Norman Kunc, consultant on educational and disability issues, discusses his early segregated education and perceived devaluation due to his cerebral palsy; the intrusion of therapies into his daily schedule; and the sometimes assaultive nature of physical therapy. Kunc views his disability as a characteristic of his personal diversity and…

A study involving 2,929 Head Start children found that 8% transitioned into special education during kindergarten and showed divergent patterns of receptive language development. Head Start children in special education differed from children in general education based on child demographic, intellectual, behavioral, and health factors. (Contains…

Examines the predictive validity of a screening test for children with mild learning problems. Scores on a cognitive battery were evaluated in terms of the accuracy with which they predicted the classification of children into regular or special education. A classification accuracy level of 79% was achieved for the exceptional children, and 70%…

This article identifies five criteria important to the establishment of a least-restrictive environment within an inclusive general education classroom. The criteria are substantive student-teacher interaction, opportunity to respond, academic engaged time, relevant curriculum, and maximization of student success. These criteria are related to the…