Results from a 22 item questionnaire indicated favorable responses for five categories assessing various aspects of the program. Differences emerged, however, when the findings were analyzed by grade level. Lower elementary and secondary teachers revealed approving perceptions and attitudes while middle school teachers expressed concern over…

The authors encourage the inclusion of recreation in the individualized education plans (IEPs) of retarded students by selectively reviewing the literature. In addition, specific instructional concepts are presented (such as integration with nonhandicapped and use of task analysis). (Author/SBH)

Results generally supported the contention that mentally retarded Ss will perform better under reinforcement conditions; they also suggested a factor other than generalized expectancy that must be considered in explaining the motor performance of mentally retarded individuals. (SBH)

The author contends that the differences in people's reasoning abilities are a matter of how efficiently they are able to process information and proposes a problem solving approach for retarded learners which is systematic, predictable, and more consistent with their abilities and experiences. (SBH)

The evaluation of the intervention program indicated that females in the experimental group increased their knowledge of sex-related differences and actually enrolled in more mathematics courses. (MP)

In this study with 132 secondary school geometry students, three significant aptitude by treatment interactions were found. Students with high reasoning scores and those with high processing scores profited more from the transformational treatment on point and line symmetry. (MP)

First-grade children's solution processes for addition and subtraction were studied. Their processes tended to represent the relationships or actions described in individual problems. (MP)

Ten high school geometry teachers were observed to determine if there was differential treatment of male and female students. A trend of higher quantity and quality contacts with male students was noted. (MP)

Krutetskii's claim that good problem solvers differ from poor ones both with respect to solution performance and nature of their recall of problem information is supported by this study. The use of recalled information in the solution of related problems is also examined. (MP)

Two studies investigated a strategy for teaching addition facts to preschool and first grade children. Making explicit the relationship among easier facts was supported. (MP)

Common mistakes pupils make when adding fractions are categorized and analyzed. (MP)

The article qustions the role of the learning assistance teacher (LAT) in a program for the gifted at the elementary school level. It examines the key features of a program for the gifted and considers the traits, training, responsibilities and model of service delivery for LATs. (Author)

The article points out the nature of resistance to evaluation in special education, discusses the implications inherent in the commitment to evaluation, and presents some of the complexities in the process of evaluation which account for why evaluations is sometimes perceived as hard to do. (Author)

Teachers estimated the prevalence of emotional and learning disorders in 51,739 children aged 5 to 14 years in Vancouver City. A mean rate of identification of 8.2 percent of children in public schools was found. Boys preponderated substantially over girls except for those aged 14 years. (Author)

The overall results indicated high academic performance under either contingency arrangement when compared to a nontreatment baseline condition. Comparisons between the individual and group contingency conditions revealed a slightly higher number of words spelled correctly during the group contingency procedures. (Author)