The handbook contains forms, placement criteria, and procedural provisions for 17 program departments in the exceptional child program of the Hillsborough County public school system in Tampa, Florida. Included in the description of the Exceptional Child Education Department and the Exceptional Child Education Office are aspects of staffing and…

Whether grouping children into special classes on the basis of IQ scores is educationally defensible was investigated using 492 educable mentally retarded (EMR) students, 12-15 years of age, during two field tests (1971-73). The curriculum used was the Me and My Environment biological sciences program. The following three test instruments were…

Presented are texts of Ohio state laws regarding the provision and funding of special educational programs, school attendance, and related issues. Laws regarding special educational programs deal with such topics as classes and training of teachers for the handicapped, inspection of classes, programs for the gifted, definition of handicapped…

The study compared the cognitively oriented teacher pupil interactions observed in a sample of 10 intermediate special classes for educable mentally retarded children with those observed in 10 regular third grade classes in the same schools. Examined were differences between samples in the rate of interaction, cognitive level, and distribution of…

A SUMMER PILOT PROGRAM WAS CONDUCTED TO VOCATIONALLY TRAIN EDUCABLE MENTALLY RETARDED (EMR) STUDENTS. SPECIAL CLASS STUDENTS (16) IN THE 11TH AND 12TH GRADES WERE ENROLLED AND SUCCESSFULLY COMPLETED THE 6-WEEK COURSE. THE GROUNDSMAN-GARDENER COURSE WAS DIVIDED INTO TWO PARTS, CLASSROOM STUDY AND WORK EXPERIENCE. THE GOALS TO BE REALIZED WERE (1)…

Education of the gifted in Israel is described, focusing on its historical background, aims, definitions, pupil identification, programs, curriculum, and teachers. Programs consist of special classes, morning and afternoon enrichment groups, and two associations: The Institute for the Promotion of Arts and Science, and Programs for the Promotion…

The article criticizes current special education practices, noting that the concept of individual differences has led ultimately to the practice of labeling children with special needs. The "medical model" has put children in special classes, where they tend to perpetuate and reinforce both the labels and behaviors implied by those labels.…

Thirty gifted education teachers were compared with 46 regular education teachers using the Teacher Perceiver Interview. Gifted teachers differed from regular teachers on six characteristics (Focus, Gestalt, Innovation, Mission, Rapport Drive, and Investment) but did not differ on two commonly cited characteristics of gifted teachers:…

The development of special education in Brazil is compared with England and the U.S., emphasizing the predominance of educable mentally retarded as a category and the preference for special class provision. The paper discusses various influencing factors, current government policy and service provision, and the future prospects for integration.…

An obervational study of micro-educational environments and microcomputer use within these environments was conducted in special day classes, resource rooms, and mainstream classrooms (N=90). Mildly handicapped students in special education settings had less variety to their instructional experiences than did either handicapped or nonhandicapped…

Social comparison (i.e., an applied behavior analysis procedure) was used to evaluate a reading program with behaviorally disordered elementary school students. Behaviorally disordered students in a self contained special classroom were compared to average readers in a regular classroom on oral reading performance. (SEW)

In response to the problems of nonpromotion, a school district near Rochester, New York introduced the transition class (TC) as a placement alternative after kindergarten for students not ready for the grade one program. Follow-up evaluation investigated the effects of four treatment conditions over a six-year period. (Author)

Argues that regular class placement is inappropriate for the special student because (l) regular classes are too competitive; (2) rejection by other students may occur; and (3) the regular class teacher lacks the necessary special training and support. Suggests upgrading special classes and seeking other methods of integrating students. (SJL)