Eighteen language disabled kindergarteners participated in a five-month intervention program emphasizing the development of expressive grammar. Ss made significant gains in expressive syntax, receptive morphology, expressive language, and one aspect of receptive language. Control Ss only made significant gains in one aspect of receptive language.…

A study of the written language test performance of a grade four learning-disabled French Immersion student revealed notable qualitative improvement between pretest and posttest settings concurrent with either minimal or no quantitative improvement. These observations suggest that standardized test instruments may not be the most appropriate tool…

The paper reviews the rationale for integration in physical activity. Research is cited on benefits expected to accrue in the areas of motor performance, social interactions, attitudes of others toward the handicapped, and improved self-concept of the handicapped. (Author/CL)

Suggestions are offered for reteaching basic arithmetic facts to older students who have not mastered them. Suggestions deal with thinking strategies and generalizations and remediation is based on students' understanding of the operation under consideration. (CL)

The article describes a way of preparing progress reports for special education students through the use of a computer. An example illustrates the approach that identifies a gifted student's special needs and her class accomplishments. (CL)

The book review analyzes the first of three volumes designed to present a dialog between disabled Canadians and the professionals who serve them. The first volume presents the professionals' perspectives and includes chapters on specific types of programs, advocacy, and program evaluation. (CL)

The author suggests that, although the decision not to integrate exceptional students may appear realistic, it may actually be defeatist. Latent reasons, such as fear of failure and fear of social rejection, are seen to underlie academic arguments in some cases. (CL)

The paper describes a decision making model for planning and implementing an integration program for exceptional children. Four phases are addressed (sample steps in parentheses): (1) information gathering (functional skills assessment), (2) information synthesis (long range goals), (3) program implementation (individualized education program…

The article presents a critical overview of research on the integration of moderately mentally handicapped children in Ontario schools. Findings suggest that the literature is still inconclusive or, at best, equivocal. Indeed, like their predecessors, recent studies have been based, for the most part, on descriptive or impressionistic evidence.…

Attitudes of an undergraduate sample of teachers and non-teachers (N=182) toward mainstreaming were investigated and compared. Students surveyed harbored generally positive attitudes toward the integration of the exceptional child. However, significant differences were found among teachers and non-teachers as well as males and females on various…

The study evaluated attitudes of 42 principals and 124 teachers on mainstreaming of learning and emotionally disabled students. Results showed that opinions on integration differed in terms of type of disabled student and that for some categories, teachers were more favorably predisposed toward integration than were principals. (Author/CL)

A study involving 95 retarded persons (16-66 years old) revealed that the Objective Behavioral Assessment-OBA-, a behavioral system for assessing self-care, social, sheltered domestic, prevocational, and sheltered work performance skills, has a high degree of objectivity and acceptable standards of inter-rater and test-retest reliability. (CL)

The author suggests that some Canadians may consider American services for learners with severe handicaps to be better merely because they are American. It is concluded that Canadians should focus on providing the best possible education for all students, irrespective of how it may compare to American education. (Author/CL)

Demands of the institutionalization on regular and special education teachers and administrators are described, as are the competencies required of special education teachers. Results of a recent Canada-wide survey of the current status of programs training teachers and other personnel to work with students having severe and multiple handicaps are…

An observational study is reported in which social interactions and on-task behavior were investigated in a mainstreaming program for 20 severely multihandicapped children. It was concluded that severely multihandicapped students in this program experienced many interactions with nonhandicapped children and that their educational activities were…