Following up on data compiled in a report issued two years previously, this article discusses the outcomes of a gifted program for children ages 13-14 in Torokszentmiklos, Hungary. It begins by describing the aim of the program and its main content elements. The program was designed to make learning methods and strategies of pupils effective, and…

This report contains 1922 statistics of schools and classes for feeble-minded and subnormal children. With regard to administration, three types of schools for mentally defective children are represented in this report: (1) State institutions; (2) private institutions; and (3) city day schools. This year (1922) the statistics show a total of 214…

This bulletin contains bibliography of exceptional children and their education. It is categorized into: (1) Publications in the English Language ; (2) References to Special Classes Published in City School Reports; (3) Publications in Foreign Languages; and (4) Periodicals. An author index is included. [Best copy available has been provided.]

Fifteen administrative staff members in Prince George's County Public School System, Maryland, volunteered to teach a senior high special education class for one day after receiving an invitation from the Special Education Department. (MC)

To identify factors associated with student placement in classes for the educable mentally retarded, comparisons on socioeconomic, behavioral, and achievement variables were made between a group of 17 regular class Ss with IQs less than 80, and three groups of special class Ss. (Author)

Nine emotionally disturbed deaf children (aged 10 to 16 years) were served by a day class which had as its main objective the successful return of each child to a regular class for deaf children. (Author/DB)

Individual and group contingencies in controlling undesirable behaviors in 26 educable mentally handicapped children (median age 9 years) in two special classrooms were compared. (Atuhor)

Presents check-off forms used in reporting the progress of children in pre-academic classes designed for students with language or learning disabilities. Such forms provide information similar to that found in a narrative description, but are less time-consuming and expensive to produce. (RW)

Most of the principals (82 percent) considered the most effective placement to be a combination of regular class and part-time special education. Only 6.4 percent regarded full-time regular class as most effective, while 10.1 percent favored full-time special class placement. (DB)