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

The study examined perceptions and attitudes of 27 teachers of deaf high school students in a mainstreaming setting and 18 teachers of deaf students in self-contained classes. Questionnaire responses showed general support for mainstreaming but needs for better communication between special and regular educators and more administrative support.…

Elementary and secondary education services available to learning disabled students in the Vancouver school system are described, including teaching and evaluation centers and an extended skills development center. (CL)

Considers the potential detrimental effects on classroom teaching of programs that pull individual students out of the classroom for specialized instruction or activities. Suggests alternative means for meeting student and teacher needs within the classroom. (PGD)

A survey conducted with 385 families of gifted children concerning their perceptions of their children's experiences in school indicated that most parents do not perceive their school's present curricula as meeting their child's intellectual needs. Further, there is substantial belief among these parents that special full-time classes for high…

Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students to establish social norms for comparision purposes, and help determine integrated placement. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students.…

The authors, asserting that proponents of integration have often built their arguments on mistaken assumptions, proceed to discuss these assumptions with regard to emotionally disturbed/behavior disordered children and present arguments for segregation and an appropriate procedure for reintegration. (Author)

The incidence figures of handicapped children in a sample of school districts were calculated. During the 1977-78, 1978-79, and 1979-80 school years, four to five percent of the students were referred or evaluated; three percent were placed in special education programs, with wide variation in the data supplied by individual school districts.…

Examples of pull-out programs for gifted children (in which students are removed to a special setting for a portion of the school week) are reviewed and reactions of teachers and administrators are cited regarding the model's strengths and weaknesses. Views on the model of six authorities are presented. (CL)

The article traces the history of mass segregation of handicapped students in U.S. public schools, notes the advent of the concepts of mainstreaming and least restrictive environment, and analyzes such ramifications of mainstreaming as increased numbers of handicapped students in college and re-emergence of "tracking" or ability grouping. (CL)

The impetus and logic for maintenance or reintegration of marginally inadequate students in regular class programs is discussed. (Author)

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)

The author refutes six allegations concerning both methods of identifying the retarded and programs for educating them. (Author/CB)

This paper describes a multidiscipline center organized within an urban school system to deal with the educational difficulties of disruptive children. Data relevant to the evaluation of the success of the center's first 18 months of operation are given. (Author)