Three tests were developed in the Canadore Comprehensive Achievement Monitoring (CAM) project in the area of mathematics. The Canadore CAM Monitoring Tests were used to obtain an estimate of knowledge of objectives on a preinstruction, postinstruction and retention basis. The Math Survey Tests were used to place a student at the appropriate point…

Fourteen sites attempting to integrate 245 severely handicapped students (aged 3-22) with non-handicapped children were examined. Trained observers recorded social interaction between handicapped and non-handicapped students, incorporating macroscopic and microscopic views. Adaptive behavior of each S was also measured, as was teacher and school…

The first of a five part report on determining the least restrictive environment (LRE) placement of handicapped children summarizes findings from Annual Program Plans from 49 states and the District of Columbia for fiscal year 1978. The four purposes of the study were to obtain an overview of state policies regarding placement and related issues,…

This article identifies the visually handicapped population, discusses their special educational needs, and considers the educational program in terms of their assessment, placement, individualized education programs, and needs for educational aids. (CB)

Offers an integrative model for mainstreaming handicapped children into reading classrooms. Discusses nondiscriminatory assessment, the development of individualized education programs, and the factors to emphasize in implementing mainstreaming. (FL)

A three-stage formal identification procedure is recommended to assure identification of those gifted and talented students who need alternative programing. Following identification of a student, an individual student plan, including such information as a justification for the time the student will lose from the regular curriculum, should be…

Background: Judgements about students' competence influence the goals of their individualised education programs (IEPs), the location of service delivery, and their placement in general education (GE) as opposed to special education (SE) classes. The purpose of this study was to describe how presumed competence to learn the GE curriculum was…

Montgomery County Public Schools (MCPS) "Special Education at a Glance," which includes a copy of the "Guide to Planning and Assessing School-Based Special Education Programs," provides in a single document, information about the special education population at each Montgomery County (Maryland) public school, including…

The guidelines focus on procedures for determining eligibility for services of children with specific learning disabilities. A 13-step process is delineated from the classroom teacher's response to individual learner needs through multifactored evaluation team function to annual review and reevaluation. Throughout the process, special emphasis is…

The report documents the 1981-82 and 1982-83 cycles of School-Based Support Team (SBST) services administered by the New York City Public Schools Division of Special Education. SBSTs include school social workers, psychologists, and educational evaluators as core members and are intended to provide consultation and support to regular education…

The report presents recommendations of a commission for improving special education in New York City. The commission conducted interviews with over 300 persons, held 2 days of public hearings, and reviewed documents, publications, and laws and documents in New York and eight other states. Recommendations are offered for four major topic areas: (1)…

The article summarizes the following factors identified in service provision for severely and multiply handicapped students: programmatic considerations; administrative considerations; service delivery models; assessment; educational placement; individual educational programs; and program documentation. (CL)

The individualized education programs (IEPs) of 22 students with severe disabilities were analyzed during students' placement in special classes and general education classes. No difference was found in the curriculum content of the IEPs written for students attending a special versus a general education class; however, IEP objectives' quality was…

Guidelines for complying with the Individuals with Disabilities Education Act in the area of physical education address service provision, qualifications of service providers, placement options, and inclusion of physical education on the child's individualized education program. (DB)

Intended for teachers and educational administrators in Illinois, the instructional program presents an overview of parent rights related to decisions in educational programming for handicapped students. Considered are eight major areas of parent/student rights--areas in which misunderstanding and problems are most likely to occur. Each topic is…