Examined are arguments for and against segregated special classes and schools for exceptional children, and the relationship between special education and regular education. (CB)

Examined are problems of integration and segregation in special education classes. (CB)

The selected bibliography on regular class placement and special classes for handicapped and gifted children contains approximately 70 abstracts with indexing information explained to be drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of July, 1972. Abstracts are…

Children labeled neurologically handicapped subsequent to psychological and medical evaluation were exposed to treatments: (1) placement in a self-contained classroom; (2) retention in a regular class with help from tutors; (3) retention in a regular class with no extra help. Effects on academic achievement and visual-motor functioning showed no…

THE OBJECTIVE WAS TO TEST TWO HYPOTHESES--(1) DAY CLASS TRAINING WOULD PRODUCE DESIRABLE CHANGES IN THE BEHAVIOR OF THE TRAINABLE MENTALLY RETARDED CHILDREN OVER AND ABOVE THOSE WHICH RESULT WHEN THE CHILD REMAINS AT HOME AND HAS NO TRAINING IN A SCHOOL SETTING, AND (2) SCHOOL PLACEMENT OF SUCH CHILDREN WOULD PRODUCE DESIRABLE CHANGES IN THE HOME…

Presented is a comparative survey of state programs for exceptional children for eight areas of exceptionality: educable mentally retarded, trainable mentally retarded, speech handicapped, deaf and severely hard of hearing, visually impaired, emotionally disturbed, learning disabled, and gifted. Sixteen state departments of education are reported…

The brief critical examination focuses on existing special education practices in schools in which diagnosis is said to have become a suspicion confirming exercise. Labeling-categorization of children with either mild or severe degrees of exceptionality is singled out as a harmful practice. Ethical and legal issues then considered are the variance…

Regular and special class placement of handicapped children is discussed in terms of teacher needs, individualized programing, research, and the role of individuals other than the teacher who are responsible for inadequate progress in special classrooms. (SBH)

A former special education student describes experiences in special classes and the harmful effects of labeling and segregation on his later life. (CL)

Discussed are undesirable proliferation of special education classes and some possible alternatives which could increase the number of children able to remain in regular classes. (KW)

Twenty-one steps to aid in curriculum development are outlined, including reading or rereading assessment reports developed by teachers or other professionals; knowing the home, school, and community music resources; and determining and teaching prerequisite skills. Journal availability: National Association for Music Therapy, Inc., P O. Box 610,…

THIS INQUIRY INVESTIGATED DISCRIMINATION LEARNING PROCESSES IN TRAINABLE MONGOLOID CHILDREN AS COMPARED WITH NORMAL PRESCHOOL CHILDREN. ITS PURPOSE WAS TO CONTRIBUTE TO GENERAL BEHAVIOR THEORY AND TO THE KNOWLEDGE OF MENTAL DEFICIENCY BY SEEING IF SUCH VARIABLES AS TRANSFER OF TRAINING, ACQUIRED DISTINCTIVENESS OF CUES, AND ACQUIRED EQUIVALENCE OF…

The handbook provides information concerning instructional and training programs for handicapped (educable, trainable, multihandicapped, speech handicapped, or homebound) children within a Wisconsin regional district (Cooperative Educational Service Agency) consisting of 17 local school districts. Noted is the program's philosophy of providing…

Presented alphabetically by state are the legal requirements for class sizes and caseloads for special education services as of June 1, 1973. The child's disability is said to be the main determinant of class size with classes for deaf and blind children generally having the lowest maximum enrollment and classes for the educable mentally retarded…