A variety of practical and theoretical issues pertinent to the evaluation of mainstreaming programs are presented. (Author)

Converging themes of research from developmental linguistics, linguistics, and neuropsychology are reviewed, and implications for teaching reading to exceptional children are discussed. (Author/CL)

When asked to rate the expected behaviors of a hypothetical child assigned to each of three labeling conditions (normal, learning disabled, or emotionally disturbed) 75 elementary teachers differentially responded to the labels. (CL)

Surveys of 184 elementary teachers involved in mainstreaming of handicapped children identified 271 specific tasks, 32 competency statements, and six broader categories related to mainstreaming. (CL)

Performances of 51 gifted and 51 normal intermediate students on 11 subtests of the Iowa Achievement Test indicated that vocabulary, mathematics concepts, spelling and graph interpretation were the areas that best discriminated the gifted Ss from the normal Ss. (CL)

When chief administrators of 196 public residential facilities for the retarded were surveyed to determine their willingness to encourage resident participation in policy decisions, findings revealed varying degrees of support as a function of retardation level and policy issue. (CL)

The effect of two special education resource models (teacher consultant model and resource room model) on student achievement and on teacher and student behavior was contrasted, using 480 learning disabled and educable mentally handicapped children (mean age of eight years and four months). (BD)

Presented is basic information to be used by teachers in interpreting research articles. (Author/BD)

In a longitudinal study from kindergarten through grade 6, teachers annually rated the behavior of 1,586 children who were normally distributed on measures of IQ, socioeconomic status, and school achievement. (Author)

Described is a training program for the prevention and treatment of child abuse for educators. (BD)

Discussed is the process of hierarchical task analysis (a tool used to decide what to teach and when to teach it) as it relates to the setting of instructional goals and objectives. (BD)

A needs assessment questionnaire was developed that requested information regarding adaptive behavior in handicapped children from 346 practitioners in pupil appraisal. (BD)

Described is a study to evaluate the effectiveness of peer tutoring and evaluate effectiveness of tutor-tutee interaction involving 15 third, fourth, and fifth graders, all at least one year below grade level in oral reading, and who are divided into tutors, tutees, and controls. (DB)

Examined were the effects of two situational factors, setting and familiarity of the examiner, on the assessment performance of eight developmentally disabled children (one-three years old). (CL)

A survey of state in-service training plans identified priorities in in-service training topics (including instructional and behavioral management of the handicapped child and implementation of the individualized education program); instructional personnel to be trained; differential patterns of delivering training; and such additional needs as…