Examined was the relative effectiveness of four Ontario programs in integrating 195 hearing impaired elementary and secondary students into regular classrooms. Ss in settings classified as full integration, integration with itinerant help, partial integration, and partial segregation were given tests of hearing threshold, aural and oral…

The social acceptance of two groups of trainable mentally retarded students by both students and teachers was assessed by questionnaire in two elementary schools. (DLS)

The impact of three different educational settings (group and individual integration and special school placement) on the self concept and adjustment patterns of 48 eighth and ninth grade hearing impaired Israeli pupils was investigated. (CL)

A review of historical documents from the early 1900's in Los Angeles indicated that although mental testing played an important diagnostic role, it did not determine special class placement or establishment of special classes. Teacher referral was equally important in placement decisions. (Author/DB)

Discusses how information referenced testing using Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM) test scoring procedures in conjunction with diagnostic and placement multiple-choice examinations can be used to enhance the effectiveness of academic support services for special action admissions such as student athletes…

The self-perceptions of students were compared to parallel ratings by their teachers for four groups of subjects: 69 nondisabled, 18 learning-disabled-resource room, 25 learning-disabled-resource room, and 33 learning-disabled special class students. Results varied according to which teacher and students, which setting, and which aspect of self…

This education management profile of Uzbekistan contains the following: basic information about the country, key educational indicators, brief comments about the country and its history, a description of the education system, the management of education, access to education and school enrollment, problems and challenges, educational reform in…

This education management profile of Thailand contains the following: basic information about the country, key educational indicators, brief comments about the country and its history, a description of the education system, the management of education, access to education and school enrollment, problems and challenges, educational reform in…

This education management profile of the People's Republic of China contains the following: basic information about the country, key educational indicators, brief comments about the country, a description of the education system, the management of education, access to education and school enrollment, problems and challenges, educational reform in…

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)