The author explains the importance to the field and to exceptional children of the Code of Ethics, Standards for Professional Practice, and Standards for the preparation of Special Education Personnel, recently adopted by The Council for Exception Children. (MC)

Listed are the eight principles of the Code of Ethics and the 68 Standards for Professional Practice of the Council for Exceptional Children, whereby special education professionals charge themselves with obligations to exceptional students and their families, the employer, and the profession. (MC)

The 64 standards, which are presented in their entirety, provide a structure for examining programs for preparation of special education personnel within a higher education institution or equivalent agency. The standards concern governance, curricula, faculty, students, resources and facilities, and evaluation/program review/planning for both…

The author explains the formation and purposes of the National Council for Accreditation of Teacher (NCATE) in 1954, recent involvement of The Council for Exceptional Children, redesign of NCATE during the past 10 years, and recent processes which should further the cause of quality education. (MC)

The history of the Council for Exceptional Children's espousal of standards, dating from the founding of the professional association in 1923, is reviewed and detailed are steps undertaken to develop the current professional standards which were adopted in April 1983. (MC)

The review of research on teaching of reading to learning disabled (LD) students first examines past conceptualizations of LD, favors the hypothesis that LD students fail to deploy cognitive resources effectively, examines recent research on teacher effectiveness, and suggests 10 strategies for teaching reading to LD students. (Author/MC)

Findings from a comparison of two samples of school age children, one sample (N=40) identified as learning disabled (LD), the other comprised of low achievers (N=51), indicated few psychometric differences. Many LD students did not meet federal definition guidelines, and many low achievers did meet the guidelines. (MC)

Seventeen special education teacher trainees were observed teaching in elementary resource rooms for learning disabled and educable mentally handicapped students. Results based on student achievement indicated more effective (N=8) and less effective (N=9) teacher groups, with effective teachers presenting more trials and eliciting more correct…

Among findings from a comparison of 13 preschool hyperactive and control males assessed on receptive-communications tasks that required listening and delayed response were that Ss did not differ in task-related movements or verbalizations, but that hyperactive Ss verbalized impulsively during transitions and tasks requiring response delay. (DB)

Analysis of 621 peer-peer items in the zero to six year age range from 54 assessment tests revealed such results as that over one-third of the items featured social participation, and that problems were found with the tests' ability to identify peer-peer deficits and to provide a framework for intervention. (MC)

The author replies to an article by F. Gresham in which Gresham argued that social skill training is an important prerequisite to satisfactory mainstreaming of handicapped children. The author questions Gresham's interpretation of social skill training studies in segregated settings, and emphasizes the need for more social skills training. (MC)

The author reviews the history, current activities, and concerns of the Closer Look Information Center, parent information centers, and the Protection and Advocacy Network, finding that these have disseminated basic rights and specific information well, but now need to address problems requiring broad legal knowledge and sophisticated analysis.…

A review of the literature examines stress on families of handicapped children. Among sources cited are factors related to the child, parents, extended family, and institutions designed to help the child. Sources of support are noted and implications for service (such as family participation in training) are considered. (CL)

Research on parents' roles with gifted students is reviewed in terms of family characteristics, parental attitudes and values, family problems with gifted children, achievement and underachievement, identification, enrichment suggestions for parents, and the parent-school relationship. Among findings cited are a lack of experimental research and…

Data gathered on 401 school-age children (part of a nationally representative sample of individuals living in residential facilities for mentally retarded persons) found that at the same time the General Accounting Office study was conducted, substantial numbers were not in school programs and eight percent were in no day programs whatsoever.…