The structure of attitudes toward the exceptional was investigated using hierarchical factor analysis for responses of 32 men and 132 women college students to a 78-item social distance questionnaire (six interpersonal situations and 13 categories of exceptionality-nonexceptionality). (Author/MC)

Results by 30 disadvantaged and 30 nondisadvantaged first grade rural children on the Peabody Picture Vocabulary Test and the modified Blind Learning Aptitude Test confirmed two hypotheses on product-dominant and process-dominant tests. (MC)

Investigated with 129 kindergarten children were test-retest reliability and validity of the Developmental Test of Visual Perception (DTVP), and changes in factorial relationships among the five DTVP subtest after a 10-week use of the program of M. Frostig. (MC)

The ability of the Minnesota Child Development Inventory (MCDI) to identify developmental strengths and weaknesses was investigated with 60 nursery school children and 62 Head Start children. (Author)

The knowledge and awareness of 100 police officers, 75 lawyers, and 35 judges regarding mental retardation and the mentally retarded offender were examined. (CL)

The article describes the program evaluation requirements as delineated in P.L. 94-142, the Education for All Handicapped Children Act, and specifies the type of evaluation that is necessary to meet the stated requirements. (Author)

The article reviews the development of public policy for exceptional children, identifies emerging policy issues, and describes activities of a research project investigating policy options for implementing P.L. 94-142, the Education for All Handicapped Children Act. (CL)

The activities of the Council of Administrators of Special Education (CASE) in helping administrators cope with the aftermath of P.L. 94-142, the Education for All Handicapped Children Act, are described. (CL)

An active learning approach, which included role playing, simulations of handicapping conditions, problem-solving activities, and open-ended discussions generally exerted a more positive effect on the attitudes of 50 undergraduate students toward exceptional children in an introductory special education course than did a traditional lecture…

Horizontal and vertical prediction performance matrix analyses on 15 early identification studies of children at risk for school problems suggested ten conclusions, including the following: that teacher perceptions and behavioral skill analyses seem to be efficient and useful predictors of school problems; and that physical indices, developmental…

Predictions were obtained from 36 regular classroom teachers on the videotaped performance of a child labeled either as gifted, normal, or educable mentally retarded. A significant interaction between label and length of exposure was indicated. (CL)

The authors consider the implementation of P.L. 94-142 (the Education for All Handicapped Children Act) as it relates to educational programing for the severely and profoundly retarded. Their position focuses on three basic issues involving anticipated levels of learning, personnel training, and the appropriate locus of educational services.…

The authors respond to T. Burton and A. Hirshoren's position (EC 115 029) regarding the three areas of the education of the severely and profoundly retarded: (1) anticipated levels of learning, (2) personnel training, and (3) locus of educational services. (Author)