Twenty principals, 45 special, and 45 regular education teachers were surveyed on their understanding of role assignments for 49 professional tasks. Results revealed a considerable amount of role ambiguity, with the greatest level in the area of educational administrative responsibilities. There also was confusion over the role of appraisal…

Roles are delineated for vocational teachers, special education teachers, and bilingual teachers in an interdisciplinary approach to vocational education of limited or non-English-speaking secondary handicapped students. (CL)

School psychology training programs (N=172) were surveyed. Results indicated that most programs required few courses dealing with specific handicapping conditions, and 25% did not require any courses specifically designed to develop knowledge related to handicaps. (CL)

Twenty faculty members who participated in workshops emphasizing sensitivity toward the handicapped demonstrated a statistically significant positive attitude change toward mainstreaming, although their knowledge about P.L. 94-142 (the Education for All Handicapped Children Act) and the learning characteristics of handicapped students did not…

A direct observation technique was used to investigate differences between children classified as conduct disturbed or normal on the basis of ratings given by their regular classroom teachers. (Author)

Three subgroups among children labeled as learning disabled are differentiated, including those who just do not function well in nonpersonalized situations and thus have learning problems stemming from deficiencies of the learning environment. Identification and remedial teaching strategies are conceptualized in diagram form. (KW)

An evaluation of 195 physically handicapped children found 43 percent with some degree of mental retardation, 25 percent with psychological maladjustment, and 20 percent from families experiencing problems adjusting to the handicapped child. Incidence of hearing loss (7 percent), speech problems (37 percent), and of five categories of physical…

The investigation attempted to identify perceptual-motor characteristics which might account for, or attribute to, the differences in academic learning ability in deaf populations of comparable CA and IQ. (Author)

Three specific motivational variables - expectancy for failure, over-directedness, and positive and negative reaction tendencies - are discussed and related research evidence presented. The need for balance of emphasis on motivational and cognitive variables in the special class is cited. (KW)