After reviewing research and opinion regarding methods for teaching mathematics to handicapped students, the author suggests that the conclusions were reflections of the educational theory held by each writer. (BD)

The author describes his concerns over mainstreaming, especially as the practice applies to LD students. He quotes other special educators' misgivings about mainstreaming and decries the lack of long range planning in the field. (CL)

The author discusses the complex nature of assessing bilingual special education students, recommends a textbook on the topic, notes the contributions of J. Mercer's System of Multicultural Pluralistic Assessment, and cites the need for special educators to focus on the issue. (CL)

The author reviews issues related to grading learning disabled students that may cause problems between special and regular education teachers. He suggests that too many regular teachers have confused and arbitrary grading policies and that a pass/fail approach may be a wiser alternative. (CL)

The author suggests that concerns over teacher shortages for science and math may damage special education through cutbacks in nonacademic subjects in which handicapped studens may be successful. He proposes that special educators may help think of better ways to promote math and science education than by eliminating other positions. (CL)

The article posits that emotionally disturbed (ED) children routinely are diagnosed as learning disabled (LD), a situation deriving from diagnostic problems and inadequacies of definitions. Among suggestions made for special educators are knowing ED and LD definitions, and becoming assertive as evaluation team members. (MC)

The author describes the tests he uses in evaluating students for learning disabilities, his reasons for using them, and results and interpretations based on those tests. (CL)

The author describes the use of the revised Detroit Tests of Learning Aptitude and the Woodcock-Johnson Psycho-Educational Battery for students with learning disabilities. He cautions about making a diagnosis on the basis of only one test. (CL)

The author cites comments of B.F. Skinner supporting the benefits of carefully constructed computer assisted instruction (CAI) programs. Preliminary studies on military populations suggesting the value of CAI are discussed, as is the collection of information about software. (CL)

The author cites lack of standards for retaining students despite increased advocacy of the procedure, and suggests that learning disabled students would gain very little by retention. (CL)

The author asserts that special educators must be aware of the standards of the regular classroom and must teach the learning disabled child based on those standards. However, he cites widespread confusion and ambiguity over such standards for promotion. (CL)

The lack of a firm definition of emotional disturbance, accompanied by a dearth of valid identification methods and absence of effective programing are cited as major problems. The authors emphasize the importance of basic skills instruction, behavior management leading to self-control, and reeducation of the student's total environment. (CL)

The teacher's day amounts to six or more hours of isolation from other adults, and the special education teacher is more lonely than the regular classroom teacher. Parents need to be called frequently, and evaluation team and individualized education program sessions need to be attended. (SEW)

With the advent of readily available computer technology, we have to develop a philosophy which considers the role of computers in education. Computers can be used for much more than role learning, and a philosophy must include the far reaching contexts of computers in school and life. (CL)

The article cites studies on the potential impact of tuition tax credits for private schools, and it notes particular ramifications for public school special education such as reduced numbers of positive role models due to flight of affluent and academically able students to private schools and reduction in public school revenues. (CL)