The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)

The view that regular education should be returned the responsibility for many services currently provided by special education is argued by M. Stephen Lilly, as part of the 1982 Statespersons' Roundtable of the Council for Exceptional Children. In addition, criticism of this view is expressed by John W. Kidd, along with comments from the 13…

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)

Outlines the benefits of using art activities with special education students. Part of a theme issue on art for special needs students. (SJL)

Rural poverty causes implementation of P.L. 94-142, The Education for All Handicapped Children Act of 1975, to be uniquely different from urban implementation. Rural areas may try to emulate urban policies, where it is possible to identify and group severely handicapped children for appropriate services, but in rural areas the availability of…

Research published in April 1989 by H. L. Rich and S. M. Ross is reconsidered. Naturalistic observation of students in resource rooms, classrooms, special classes and special schools were used and results found resource rooms inherently flawed, a finding considered in this article to be unsupported by study data. (PB)

In response to criticism (EC 600 437), H. L. Rich and S. M. Ross defend their research published in April 1989. Naturalistic observation techniques used are discussed, conclusions regarding the regular education initiative supported, and findings concerning drawbacks of resource rooms reiterated and clarified. (PB)

This article explores ways computers can be used in special education resource rooms. Discusses management of computer access, integration of computer into curriculum, software selection, and negative computer practices. Models of computer use, including use of computer as individual learning center and use of computer as a cognitive "tool kit" …

Ten years of data reflect little change in use of separate facilities for handicapped students, and high state-to-state variation. A subsequent paper argues that least restrictive environment as a concept has focused on "location" rather than "service." A final paper addresses the need to eliminate geographic and funding restrictions to…

The paper proposes changes from the present categorically based special education service delivery system to a curriculum-based service delivery system. Set forth are problems currently associated with designating students as learning disabled (LD), distinguishing them from those who are simply underachievers or have other handicapping conditions,…