WRITTEN BY THE FOUNDER AND DIRECTOR OF THE DELAWARE AND WILMINGTON DIVISIONS OF SPECIAL EDUCATION, THIS BOOKLET PRESENTS A FIRST PERSON ACCOUNT OF THE DEVELOPMENT OF SPECIAL EDUCATION IN DELAWARE. AFTER A BRIEF DISCUSSION OF THE BEGINNINGS OF SPECIAL EDUCATION IN THE EARLY 19TH CENTURY, THE AUTHOR DESCRIBES THE ESTABLISHMENT OF THE STATE DIVISION…

Described are the development, administrative problems, and improvements in a special half day program for gifted students from 19 schools in Chicago. Noted is the use of consultants as teaching staff, problems such as lack of funds for transporting pupils and funding cutbacks, and changes in student selection procedures. (DB)

The booklet for parents of 5-year-old children is explained to have been developed by a Title III project to help identify and remediate early learning disabilities. The booklet provided guidelines for readying the child for school and includes a listing of characteristics of the 5-year-old, suggestions for good physical health, educational…

The Administrator's Guide to programs for exceptional children reviews administrative procedures, discusses program organization, examines 11 handicapping categories, gives in full the state law mandating special educational programs for handicapped children, notes certification requirements for 12 professional certificates, and provides samples…

Implementation of an honors program is carefully explained, including course content, evaluation, and helpful suggestions for administrators contemplating similar programs. The need for such programs is apparent as high schools are sending to college students who have been involved in advanced, accelerated, or enriched classes and who are…

The report provides an overview of the nature of the open classroom in terms of implications for special education, describes an ongoing research project on the open classroom, and presents data on one phase of the project. Considered in the overview of the open classroom are the teacher role in the learning process, the role of individual…

Research on the effectiveness of the special education class is reviewed and studies on the role of resource rooms are discussed. (CL)

The self concept of 386 minimally brain damaged (8-16 years) in special classes was compared with that of 96 children with similar disabilities who were in regular classes. (Author/CL)

Developments in the integration of handicapped children in the educational system of Ontario, Canada are reviewed. (GW)

The study examined the ability of intellectual, achievement, and behavioral data to predict placement of 95 learning disabled students (ages 7 to 15) into a special program. Only 27-33 percent of the variance was accounted for by the battery of assessment instruments in student placement decisions. (Author/DB)

The study compared the physical fitness of 283 segregated resident, 64 segregated nonresident, and 137 integrated visually impaired subjects aged 10 to 17 years. Results indicated that educational environment (favoring the segregated environment) was a significant factor on four of the six items in the physical fitness test battery. (Author/DB)

Comparison of attitudes of 47 deaf and normal hearing high school students taught in either self-contained or mainstreamed classrooms found that deaf students in self-contained classrooms expressed significantly more negativism than did students from other educational milieus. (DB)

"Challenge classes" for secondary students are described in the context of their five-year history in one school district and by comparison with traditional approaches to education of the gifted. The program encourages the learner to push beyond normal curriculum expectations. Content is determined by individual teachers and their students. (JW)

Ninety-four administrators and secondary resource teachers, who were surveyed about program needs for learning disabled (LD) students, ranked individualization of instruction as most important and self-contained LD classes as least important among 15 programs. (MC)