The article discusses a diagnostic remediation centre in North Vancouver, for severely learning disabled individuals. The procedures for admission, exit, and follow-up are outlined. (Author/CL)

A "Father's Day" was created to promote fathers' participation in a preschool class for physically handicapped and developmentally delayed children. Planning and actual implementation are described along with suggestions for making the day a success. (CL)

Self concepts of 102 gifted fourth grade children assessed prior to gifted class placement were systematically higher than those of 92 subjects assessed after beginning the program. A significant interaction between time of assessment and IQ was found. (CL)

Mathematics achievement of 36 students in mainstreamed mathematics classes was compared with 44 students in self-contained classes. Analysis showed that integrated students performed significantly better than self-contained Ss. A model is proposed to account for differences: higher expectations, exposure to greater quantities of demanding…

Competency statements were rated by 96 teachers of elementary hearing impaired students in nonintegrated residential and integrated public school settings. Four domains of competence (instruction; professional awareness; working with, educating, and guiding others; and interpersonal skills) were distinctively and consistently identified by…

Six legally blind students in a special class were provided with a system of airing any complaints. (DB)

Reported was a study on the effect of integrated and segregated educational settings, respectively, on the self concept of 100 educable mentally retarded adolescents. (GW)

Of 50 educators interviewed, 27 favored retention of special classes for the mildly exceptional child and 23 favored integration into regular classes. Teachers tended to prefer special classes; nonteaching educators (administrators, school psychologists) tended to favor regular class placement. (KW)

Followup and tie in between regular classrooms and gifted programs are essential for quality programing. "Ownership" of the program by the entire school community, including counselors, librarians, and administrators, is also important. (CL)

The author cites advantages of separate classes for gifted students, suggesting that they should be protected from teachers who do not understand them and school environments with which they are bored. (CL)

Argues that if mainstreaming is to be effective, specialists ans classroom teachers must combine efforts and work cooperatively to provide the most appropriate education for all children. (BF/JH)

This observational study compared instructional context, teacher behavior, and engaged behavior for 15 students with severe disabilities in general elementary classrooms and 15 similar students in self-contained classrooms. Students in general classrooms received more instruction through academic than functional activities and received more…