Among findings of the state surveys were that most states were still in the process of formulating policies concerning minimum competency testing (at the time of the survey) and that either no policy had been established or existing special education programs were expected to meet the need of remedial measures for handicapped students who do not…

Seventy-five teachers provided data on the time required to prepare individualized education program (IEP) documents for a sample of 807 exceptional children in a study of the cost required for IEP development. Analysis of the data indicated that a considerable amount of time is invested in the IEP process. (Author/PHR)

To investigate whether an experimental intervention would successfully improve the social position of rejected students, four students identified as the least accepted class members and four students with learning disabilities and/or educable mental handicaps were studied. (PHR)

The article describes a statewide program (NC) for autistic and communication impaired children--Division TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children). (PHR)

The effects of the DECIDE (Darmstadt Enterprise for Career and Individual Development) program of vocational instruction on academic achievement was studied with approximately 32 mildly mentally retarded junior high school students in two groups (experimental and control). (PHR)

The article focuses on the provisions of Public Law 94-142 (the Education for All Handicapped Children Act) which involve nondiscriminatory assessment procedures. The author proposes the use of nondiscriminatory decision-making processes using data obtained from intervention effectiveness statistics rather than norm referenced tests. (PHR)

Responses of 44 states to a survey on definitions of the preschool handicapped population are provided. Findings indicated that only seven states had a definition for preschool handicapped, 43 percent had no current guidelines or intent to comply with requirements of Public Law 94-142 (the Education for All Handicapped Children Act), and 32…

Findings of a 1980 survey on gifted education are briefly considered, and the issues and concerns addressed by The Council for Exceptional Children and its division--The Association for the Gifted (TAG)--are pointed out.

Interest has been growing in identification and appropriate education of gifted students with handicapping conditions. With the implementation of the 1975 Education for All Handicapped Children Act (P.L. 94-142), professionals in the fields of education for gifted students and for handicapped students have had more chances to exchange information.…

Creativity and the characteristics of the creative personality are explored in an attempt to show both that creativity exists in handicapped children and is a valuable attribute to be developed in these students. Attributes of the creative personality are pointed out, and a model for the identification of creativity is presented. (Author)

Among findings were standardized testing and other inappropriate practices, apparent confusion over the definition of giftedness, and lack of understanding regarding identification measures under each of the federal definition's categories. (Author/SB)

It was concluded that there seems to be a preference among intermediate level gifted/talented students for those instructional methods emphasizing independence, while students of the general population seem to prefer instructional methods with somewhat more structure. (Author)

Results indicated that parent attitudes varied significantly according to attendance or nonattendance at the parent education meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. (Author/SB)

The application of the multiple talent model in special programs for the gifted is discussed in the context of a comprehensive program model as defined by J. Renzulli's triad model. (Author)

The Revolving Door Identification Model (RDIM), a resource room program which assumes that giftedness is both topical and temporal in nature, offers a systematic approach to identification of and programing for gifted students. (Author/SB)