The survey found, among other things, that--contrary to common practice--conduct-problem children were not ranked high. Rather, the hypersensitive, easily hurt child was considered most in need of services. (Author/DLS)

This brief report describes the development and implementation of a unique, full-year, credit-bearing, technology course in literary Braille transcription offered at a Long Island (New York) high school. It describes the program's goals, development, implementation, students, ongoing activities, outreach efforts, and student attitudes. Suggestions…

The extent to which three groups of learning disabled (LD) adolescents differed in language was examined. Ss were 30 LD students enrolled in secondary special classes, 30 LD students in secondary special classes, and 30 LD students integrated in regular secondary classes who received additional support beyond that ordinarily provided in regular…

The presentation reviews research on the status of special educational programs for gifted and talented students in Taiwan. The effects of special class settings on gifted students' anxiety levels as well as on their self concept are considered. The author suggests that the studies cited do not demonstrate negative effects of special classes:…

THE OBJECTIVE WAS TO TEST TWO HYPOTHESES--(1) DAY CLASS TRAINING WOULD PRODUCE DESIRABLE CHANGES IN THE BEHAVIOR OF THE TRAINABLE MENTALLY RETARDED CHILDREN OVER AND ABOVE THOSE WHICH RESULT WHEN THE CHILD REMAINS AT HOME AND HAS NO TRAINING IN A SCHOOL SETTING, AND (2) SCHOOL PLACEMENT OF SUCH CHILDREN WOULD PRODUCE DESIRABLE CHANGES IN THE HOME…

THE 1964 WORKSHOP ON THE ACADEMICALLY TALENTED AT SLIPPERY ROCK STATE COLLEGE WAS GIVEN GRADUATE CREDIT. THE PARTICIPANTS OF THE SESSION WROTE ARTICLES ON THE PROCEEDINGS THAT WERE COMPILED INTO A BOOKLET TO HELP ADMINISTRATORS AND TEACHERS DEVELOP EDUCATIONAL PROGRAMS FOR THE GIFTED. ONE OF THE AREAS DISCUSSED WAS IDENTIFICATION. SOME OF THE…

Presented is a comparative survey of state programs for exceptional children for eight areas of exceptionality: educable mentally retarded, trainable mentally retarded, speech handicapped, deaf and severely hard of hearing, visually impaired, emotionally disturbed, learning disabled, and gifted. Sixteen state departments of education are reported…

The publication is a compilation of descriptions of programs for gifted and talented students in North Carolina which have been evaluated by the State Division for Exceptional Children as outstanding and/or possessing worthwhile components on the instructional level. Programs, grouped into primary-elementary, junior high-middle school, and…

The brief critical examination focuses on existing special education practices in schools in which diagnosis is said to have become a suspicion confirming exercise. Labeling-categorization of children with either mild or severe degrees of exceptionality is singled out as a harmful practice. Ethical and legal issues then considered are the variance…

Regular and special class placement of handicapped children is discussed in terms of teacher needs, individualized programing, research, and the role of individuals other than the teacher who are responsible for inadequate progress in special classrooms. (SBH)

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…