This paper describes efforts to establish ungraded classes for mildly retarded children in New York City from 1900-1920, focusing on struggles to find and train qualified teachers, correctly identify children to be served, and provide ample classroom space. The introduction of intelligence testing is also examined. (Author/JDD)

This paper discusses the outcomes of a longitudinal study that investigated whether significant change has occurred in the number of Louisiana students in general education, resource, and separation placements from 1990 to 1999; whether significant differences in placement by age category have continued; and which school systems show a tendency…

This rebuttal to a criticism of the authors' article questioning the regular class placement of students with learning disabilities (LD) cites research that supports the effectiveness of special education settings for some students and highlights limitations of inclusion settings. The paper stresses that the elimination of the continuum of…

This report describes the education of gifted and talented students in the Calgary (Alberta, Canada) Public Schools based on achievement information, classroom observation, and a survey of parents and teachers. Chapter 1 introduces the report, outlining recent changes in the gifted education program, controversy over the development of gifted…