While socialization is a worthwhile outcome of mainstreaming, it is not sufficient in itself to merit placing a mildly handicapped student in a regular classroom; primary attention in mainstreaming decisions must be given to the instructional setting, the learners, and instructional conditions. (Part of a theme issue on mainstreaming.) (Author/SJL)

Procedures of school placement for 38 children (ages 5 to 18 years) with spina bifida in 23 school districts in western New York State were studied 5 years after a mandated process was enacted. (Author)

This study used the Harter Self Perception Profile for Adolescents and an interview technique to study the self- concept of 25 gifted adolescents during the transition year in a congregated (grouped) classroom for high ability students in secondary school. Test results indicated improved self- concepts, and interviews indicated the students…

A meta-analysis of 40 studies investigated the self-concept of students with learning disabilities (LD) in different educational placements. No association between self-concept and placement was found for four of five comparisons. However, students with LD in self-contained classrooms in regular schools exhibited lower self-concept compared to…

This study found that behaviorally disordered adolescents (n=183) in six special schools perceived lower order and organization and higher teacher control than did normal students in traditional classes. Student satisfaction with school was related to greater levels of perceived involvement, affiliation, and teacher support for the special…

Presented is a history of educational services for children with mild intellectual disabilities in Queensland, Australia. Covering the late 1800's to the present, the article focuses on the impact of legislation, individuals who advanced the field of special education, and the "rise and fall" of separate special schools and classes.…

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)

Analysis of 7 classrooms for children (ages 3-17) with developmental disabilities and a day-care center with nondisabled preschoolers revealed that less than 14% of the 6,000 observation intervals contained an opportunity for communication. Most opportunities involved naming an object or event, followed in frequency by opportunities to request,…

High school students (n=554) were surveyed about their experiences of school violence and feelings of safety. Students with behavioral disorders or learning difficulties attending an opportunity class or a special day class experienced higher rates of bullying than other students. Feelings of safety were related to experiences of violence and…

Ten strategies are offered to aid the special gifted class teacher to communicate better with parents, colleagues, and the local community. These include scheduling group parent meetings, encouraging parents to visit the class, using "one-minute" notes and phone calls to brief individual parents, and developing a program brochure. (DB)

The social participation patterns of 28 young children with visual impairments (some with additional disabilities) during free-play periods was compared across specialized and integrated settings. Although no significant differences were found between settings, there were significant differences between children with and without additional…

A special educator recounts lessons learned from her first year of teaching, in her case in a special class of students with multiple disabilities. Lessons include analysis of early mistakes and the importance of student file review, direct student observation, utilizing the advice of experienced educators, and planning for change. (DB)

This book critically examines gifted education in America as a demonstration of meritocracy and elitism in education. It is contended that, by creating and funding gifted programs, schools engage in a form of "educational triage", providing high quality education to an elite minority. The book addresses questions concerning the…

This paper briefly outlines the history of gifted education programs and identifies factors working against gifted education. It describes gifted program options and presents arguments for and against each option. The paper then presents the arguments of several critics outside the gifted education field who severely criticize the very presence of…

The paper interprets the legal meaning and application of the "least restrictive environment" (LRE) principle in the education of handicapped, and particularly deaf children. The role of the Department of Education in interpreting the intent of the Education for All Handicapped Children Act, is reviewed with emphasis on the "core…