A 45-item questionnaire rating the importance of specific competencies reported necessary for success in teaching migrant handicapped students was completed by 163 educators who were providing services to migrant handicapped students. Implications were revealed for teacher education. (Author/CL)

A multi-element cross-age tutoring program involved handicapped adolescents as tutors of elementary school handicapped children in areas of reading, language arts, and mathematics. Program evaluation results suggested that the program can be readily implemented in public school districts, and that it is effective in enhancing scholastic…

The article addresses some of the primary problems in augmentative communication systems and aids for severely handicapped nonspeaking children. Selection and assessment factors include cognitive, physical, linguistic, and environmental aspects. (Author/CL)

Research is reviewed on the use of familiar nursery rhymes with mentally handicapped children, and it is concluded that the rhymes promote social interaction and word recognition. (CL)

Analysis of questionnaires completed by commissioners of education on their designees for all 50 states revealed that 14 state education agencies (SEAs) had no specific special education certification requirement for regular teachers, 17 required one course on exceptionalities, 2 had one required course pending and 2 had a two-course requirement.…

Results of the study revealed no decline in Scholastic Aptitude Test verbal or math ability scores of students completing special education teacher training programs between 1975-76 and 1980-81. Substantially more middle- and high-academic ability than low-ability teachers left special education teaching. (CL)

A study involving 10 children with language impairments revealed high correlations between scores on the CELI (Carrow Elicited Language Inventory) and spontaneous language samples (LS). Findings suggested, however, that although the CELI identifies children needing language intervention, it cannot replace LS in developing appropriate language…

The article provides a rationale for the merger of special and regular education into one unified system structured to meet the unique needs of all students. Two major premises (lack of need and inefficiency of operating a dual system) are discussed, and some possible implications of merger are considered. (Author/CL)

The Minority Issues Inservice Program, a three-year cooperative inservice program regarding special education of minority handicapped children, was evaluated with 34 participants (building trainers, teacher trainees, contrast Ss). Results indicated that trainees increased their weekly mastery, made substantial and continuing applications, and had…

Results indicated that school psychology and special education students and practitioners (total N=80) did not differ in their relative uses of the data in the decision-making process and that all Ss consisently made placements in least restrictive environments. (Author/CL)

Field testings of a microcomputer/videodisc-based instructional system developed to provide individualized instruction to handicapped learners, was tested with four seven to nine year olds in a resource room and revealed that all Ss learned to tell time fluently, without teacher intervention. (Author/CL)

The article analyzes research used to support the notion of selective attention deficits in learning disabled children. Conceptual and methodological issues involved are explored, indicating that evidence of selective attention deficits are at best inconclusive and that using these findings as the basis for classification and intervention is…

Two naturalistic observation experiments were conducted to ascertain the extent to which mainstream teachers spent differing amounts of time with students labeled as learning disabled and with nonlabeled students. Results of both experiments showed that teachers do not spend significantly more time assisting students labeled as learning disabled.…

Results of a national survey indicated that the resource room was the most frequently used alternative to the regular education classroom for special education students, and the one most often used to serve the mildly-to-moderately handicapped. The amount of time that students spent in programs varied, but most states recommended time parameters.…

Three moderately mentally retarded Down's Syndrome students (12-15 years old) were videotaped in conversations with each other and with the nonhandicapped peer. Analysis of part of the interaction revealed that Ss exhibited less productive verbal behavior with more competent nonhandicapped peers than with less competent peers. (CL)