Describes attempt to put counselor on a full year schedule, to enable him to update his information on students, courses, colleges, occupations, and to permit catching up on research, transcripts, handbook preparation. (CJ)

Presents a model for diagnostic teaching, a design for preparation of diagnostic teachers, and a list of administrative considerations for implementing the model. (DR)

The study found that 41 per cent of the elementary school students studied were identified as having learning and/or behavior disorders, although previous testing yielded normal results. The authors questioned the ability of the educational system to accommodate the range of student differences. (Author/CB)

Described is a cooperative relationship among high schools and colleges in New Mexico that has led to more effective services to prospective college students. A College Day Program is described and evaluated. (Author/CJ)

Reprinted from the Arizona Foreign Language Teachers' Forum", v17 n2 p3-5 Jan 1970. (DS)

From a paper presented at the Annual Convention of the New York State Association of Teachers of Mentally Retarded (2nd, October, 1968).

Criterion-referenced tests in a time-series design were found to be the most feasible methodology for evaluating placement in an early intervention program for mildly retarded, learning disabled, and emotionally disturbed children. Advantages included provision of longitudinal data, while the major disadvantage was administration time. (CL)

Community colleges have substantially different testing needs from four-year colleges. Since almost all community colleges are open-door institutions, tests are used less for admissions purposes than for placement, guidance, and awarding of credit. (Author)

The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

Discusses how student organizations can successfully undertake projects to supplement the diminishing financial and personnel resources of college placement offices. Suggests projects for students, including development of career information and organization of public events. (RC)

Seven questions are addressed to school officials regarding programs and policies of career/vocational education for handicapped students. Questions touch upon such aspects as curricular scope, continuum of placement and service alternatives, transition services, evaluation procedures, and use of nonschool resources. (CL)