The article offers practical thoughts on mediation to school systems involved in disagreements related to implementation of the Education for All Handicapped Children Act. The authors recommend training programs for mediators as well as for participants in mediation sessions, individualized education program meetings, placement meetings, and due…

An investigation of the educational impact of integration of severely handicapped students revealed that over and above functional level, degree of integration, as measured by interaction with nonhandicapped students, was a significant predictor of educational progress, as measured by the proportion of individualized education program objectives…

An investigation of viewpoints of service providers regarding future developments in vocational services for moderately mentally retarded persons in Newfoundland and Labrador revealed that, in general, respondents expected that some very desirable events could occur by 1995; however, they were less optimistic regarding the feasibility of their…

The committee report responds to the 1983 Report of the National Commission on Excellence in Education by emphasizing the importance of recognizing diversity, opposing singular standards to measure achievement, creating productive learning environments, encouraging standards for personnel preparation programs, and recognizing the federal role.…

Analysis of the printed materials developed by 36 states to explain P.L. 94-142, The Education For All Handicapped Children Act, to parents revealed reading levels of grades five through eight and little concern for page density and size of print. (CL)

A review of literature on topics of teacher consultant roles, cross-categorical services, approval criteria, and caseloads suggests the position of teacher consultant as it is being implemented may be untenable. There is a critical lack of role definition at state and local levels and a dearth of professional preparation in consultation skills.…

Using the Terman files, 26 subjects with scores above 180 IQ were compared with 26 randomly selected subjects from Terman's sample. Findings were generally that the extra IQ points made little difference and that extremely high IQ does not seem to indicate "genius" in the commonly understood sense. (Author/CL)

The article uses learned helplessness as a model for better understanding burnout experienced by teachers of exceptional children. Comparisons are made between the treatment for learned helplessness and parallel strategies for preventing burnout, including helping educators to set realistic goals and recognize the control which they do have.…

The report synthesizes information from 10 years of operating the Child Service Demonstration Centers (federally funded programs serving learning disabled students). Particular emphasis is placed on the areas of diagnostics, training, research, replication, student characteristics, and intervention models. (Author/CL)

Field testing of The Career Adaptive Behavior Inventory activities with 27 mildly and severely mentally handicapped students resulted in statistically significant pretest/posttest differences in leisure time, self-concept, responsibility, and self help. (CL)

Twelve third and fourth grade hyperactive children were trained to use electromyographic biofeedback to signal the need to relax while working on classroom tasks. (CL)

Questionnaires completed by 87 teachers of secondary students with learning disabilities, emotional impairments, or mild mental retardation were analyzed in terms of certification, teaching experience, mainstreaming techniques, district goals/objectives for programs, ideal caseload, and effects of program modifications on teaching effectiveness.…

Fifty-six residential school adminstrators responded to a questionnaire on governance and policy issues. Results suggested seven conclusions, including that local school districts are the major source of referrals, there are no appreciable differences regionally in admissions policies, and parents are involved in placement, Individualized…

Examination of the hypothesis that academic ability is positively related to both academic and social self-concepts revealed that 57 gifted junior high students held significantly higher academic and social self-concepts compared to nongifted age mates. Further, a definite relationship existed between academic and social self-concepts. (CL)

An examination of the peer discrepancy concept and the percentages of students (grades 1-6) declared eligible for special education with varying discrepancy ratios revealed that a 2.0 to 3.0 times discrepancy is a reasonable level for identifying low-performance students. (CL)