The article examines the services offered by the disciplines of special education and vocational education and proposes a variety of roles each can perform in the delivery of the most effective combination of career programing options to the handicapped adolescent. (SB)

The proposed career/vocational assessment model outlines a developmental process for increasing an individual's awareness of self in relation to the world of work. (SB)

The author addresses the issue of the match between traditional secondary school curriculum and the skills/competencies needed by many handicapped students. A functional model used by the Department of Defense Dependents Schools is discussed in terms of individualized programing, modification/addition of competencies, scheduling, generalizability…

The article describes the McCarron-Dial Work Evaluation System (MDWES) model of vocational evaluation and development for handicapped youth. Sections address the theoretical basis of the model, application and research, five factors which predict vocational competency, factor interpretation and priortizing, and MDWES data in the individualized…

Both segregated and desegregated school models for severely handicapped students are considered, and an individualized transition plan is proposed. Among the plan's major components are that it must be comprehensive, involve parents and guardians, require actual participation of both sending and receiving personnel, and include the focused…

The study investigated a strategy for teaching two moderately retarded adults to perform skills required for driving an automobile. Training consisted of two phases--simulator training and driving-range training. Data supported the claim that moderately mentally retarded individuals are capable of performing complex behaviors. (SB)

The conflict which sometimes arises between acting simultaneously as a child advocate and as a professional employee is related to the philosophical underpinnings of special education today. (Author)

Five professionals in special education present their views regarding the conflict which arises between acting in the role of child advocate and functioning as a professional employee. Reference is made to suggestions for teacher preparation institutions from G. Frith. (SW)

Problems teachers encounter with students receiving medication for seizures and behavior disorders were determined from 1,110 teachers in two types of programs--early childhood special education and classes for the trainable mentally retarded. (Author)

The article explores recent findings on Fatal Alcohol Syndrome (FAS), patterns of malformation, alcohol and other drugs, the toxicity of ethanol, the incidence of FAS, and implications of the syndrome. (Author)

Three concurrent validity studies involving 88 regular and 56 learning disabled elementary students were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. The usefulness of the formative measures for continuous evaluation of student growth in reading is…

A discussion of the effects of lack of congruency between children's language and the written language of reading materials is presented in relation to reading problems of learning disabled students. The premise that written language is simply "talk written down" is challenged. (Author)

Special educator stressors within the realm of administrative remedication are identified and organized under the topics of roles, resources, and relationships. Problems such as lack of role clarity, lack of time, lack of material resources, and insufficient recognition and reinforcement are examined. (Author)

The article demonstrates that use of meta-analysis on studies investigating the effectiveness of psycholingistic training with handicapped children results in nonvalidation of the training--a conclusion which contradicts results reported earlier by K. Kavale. (SW)

The study involving 102 native Puerto Rican educational evaluators tested the hypothesis that professionals from Puerto Rico working in teams would generate less variability than would the same individuals acting alone in the program placement of exceptional children. (SW)