Introduces a special issue on inclusion of children with disabilities into general education classrooms. Different definitions and views on inclusion are presented. The topics and findings of the concept papers and research studies that follow in the journal issue are then described. (CR)

A study examined the effects of social setting on the friendship formation of 333 preschool children (120 with disabilities) enrolled in inclusive early childhood programs. Typical children in specialized classrooms had significantly more friends. In child care settings, however, there were no statistically significant differences in number of…

Describes Mills College's graduate-level teacher credential program, addressing the appropriateness of student teaching placements in relation to the aims and ideology of the teacher education program and examining the four dimensions of fieldwork as a learning context (nested learning, blending principles, safety, and reflective focus).…

Discusses the unique problems of the intermediate year of language instruction in which material taught in the first year of college Spanish or in three years of the language in high school is assimilated. The discussion uses the experience of Queensborough Community College of New York City as an example. (three references) (GLR)

Hearing-impaired students (n=324) in grades 9-11 were administered the Adolescent-Coping Orientation for Problem Experiences. The measure was found to be valid and reliable for measuring subjects' coping skills and for assessing students' suitability for various types of educational placements. (Author/JDD)

Educators are questioning the validity of ability grouping. The benefits accruing to high achievers may not offset the stigma attached to the low-achieving groups. Alternatives to ability grouping include mastery learning, cooperative learning, and computer-aided instruction. More flexible grouping can help students develop cooperation and…

Describes a study examining the status of vocational programs for special students (under the Carl D. Perkins Vocational Education Act) after two years' implementation in a northwestern state's rural schools. Results showed little concern for special students' vocational education; counseling services were inadequate, and vocational teachers'…

Considers the use of PLATO in student assessment and placement, individualization of instruction, and curriculum evaluation at the City Colleges of Chicago. Focuses on the use of the PLATO-based versions of the Test for Adult Basic Education and the Mathematics Association of America test. (DMM)

Compares the academic achievement of students in the academic, general, and vocational tracks and those dropping out of high school. Finds that differentiation of the school curriculum has an impact on academic achievement of students. Concludes that students in all three tracks achieve more academically than those dropping out, but students in…

A survey of coordinators of accredited cooperative education programs in engineering found that career counseling does not significantly enhance student placement. (JOW)

The article criticizes a previous article (EC 212 323) on the play behavior of hearing-impaired children in integrated or segregated settings. It notes the use of terminology suggesting author bias against special class or school placement and failure to consider such variables as level of auditory function and availability of manual communication…

Provides an overview of the construction of a longitudinal tracking system that can be used to address questions of institutional effectiveness. Considers the efficacy and logistics of using data from assessment with longitudinal data to permit long-term tracking of students. (DMM)

Proposes new method for calculating probability that student meets eligibility criteria for special education which avoids the distortion of dichotomous classification, uses multiple sources and measurement error in a meaningful manner, and promotes the accurate use of test data in eligibility decisions. (Author/NB)

This article analyzes why schools fail to provide for early admission of intellectually advanced children. Reasons cited include misinterpretation of research findings, bias of school personnel, expense of screening, convenience of administering a uniform entrance age procedure, etc. Benefits accruing from early admission are discussed. (JDD)

Special education teachers (N=123) rank ordered a list of functional skills associated with two-year-olds. The factor-analyzed results revealed a classification of four types of children in greatest need of early childhood special education placement: children environmentally at risk, lacking gross-motor skills, lacking readiness and fine-motor…