Examines the practice of mainstreaming students with disabilities into regular classrooms. Also examines the practice of full inclusion, which keeps such students in regular classrooms for as much of the school day as possible, avoiding extensive use of "pull-out" programs. (MDM)

The paper discusses the interaction of learning disabilities with the typical developmental tasks of adolescence and adulthood. Typical high school programs (resource room and segregated classroom models) are reviewed to determine how services can better meet the needs of this age group. (Author/DB)

A sequential model is proposed for educating gifted students from elementary through high school. Operational assumptions of the program are listed and components of junior high school phases discussed. Such a program is recommended as differential, optional, and testable, and parts of the model have been tried successfully. (MJL)

A survey of classroom teachers revealed that most support remedial and learning-disabled resource room reading programs, although many teachers would prefer smaller classes to the many federal programs which they feel do not always address their needs. (CB)

A resource room and special station program for seriously emotionally disturbed junior high school youth is described. The author discusses the philosophy and programs of the Responsibility Resource Rooms and Resource Center. (Author/PHR)