The article reports on a British Columbia (Canada) survey to collect information on pupil, teacher, and program characteristics of classes for children with infantile autism, childhood schizophrenia, childhood psychoses, and severe language deficits. (Author/DLS)

Factors involved in the decision to place a learning disabled child in a mainstream or special class setting include the classroom situation (class size and teacher training); the child (behavior, academic ability, and social competence); and the parents. (CL)

The article describes the Pyramid Project which serves gifted students through emphasis on flexible pacing in a variety of settings from enrichment in the regular classes to special schools. Implementation of project principles in each of the four Texas districts (Cedar Hill, Birdville, Arlington, and Fort Worth) is detailed. (DB)

An end-of-school-year dance program was prepared and performed by a preschool class of 11 deaf children. A variety of learning activities across the curriculum were part of the experience. (DB)

Timeout use was found to be low to moderate for the majority of 88 severely behaviorally disordered students in an elementary school self-contained program. Little evidence was found of a relationship between timeout use and academic achievement. In contrast, measures of school absence, in particular truancy, were correlated with poor academic…

This article describes the Integrated Studies Program, an emotional support program for 16 students with emotional disturbances attending a small public high school near Philadelphia. It offers vignettes of student participants to illustrate program goals, the academic program, the sense of community, the importance of art, parents as…

This paper reviews the literature on full inclusion and its applicability for students with autism. It concludes that, although the goals and values underlying full inclusion are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for…

Learning disabled students in a 2 year community college received specialized instruction and practice in reading, writing, speaking, mathematics, and study skills. Pre- and posttest scores on the Wechsler Adult Intelligence Scale-Revised, the Wide Range Achievement Test, and the Peabody Individual Achievement Test revealed significant increases…

This paper examines the status of special education for mentally and physically handicapped children in Japan. Among the topics covered are these: (1) placement of students with "heavy" handicaps in special schools; (2) more mainstreamed placement of children with "light" handicaps; and (3) enforcement by prefectural and…

Discussed are the roles of local school districts, the Division for Handicapped Children, and multidisciplinary teams in placement of children in Wisconsin in classes for the hearing impaired. (LS)

The parent involvement program evolved from the needs of parents. Basic to the program is the concept of parenting, which implies taking positive action to facilitate and meet the needs of the children ahe family. Parents participate in the development, implementation, and evaluation of their child's program. (Author)

The paper describes an inner city elementary program for mainstreaming seriously emotionally disturbed (SED) students. It is suggested that the program, despite sharing the building with nonhandicapped students, is really physically segregated, and that rigid use of the Distar curriculum does not prepare the student for later creative problem…

The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

The paper describes services in the Memphis (Tennessee) City Schools serving autistic and emotionally disturbed students. Two separate programs are identified and described: a day program for emotionally disturbed students 6-14 years old, and a residential program for autistic students 4-21 years old. The day program is designed to help students…

Fifty children, 50 teachers, and 50 seniors and 50 sophomores in teacher education programs were asked to list the five teacher activities they considered most important. (GW)