Three authors present current controversies over the welfare of the mentally retarded in discussions of the plight and future of institutions. (Author)

Compared were the views of 134 primary grade teachers and mental health personnel concerning the treatability and prognosis of primary grade children's school adjustment problems. (Author/DB)

Questions related to the validity, efficacy, and prevalence of the psychoeducational practice of modifying instruction in accord with children's relative modality strengths were examined in a research review and in a survey of 340 practicing special education teachers in Illinois. (Author/DB)

Discussed are innovative psychological assessment strategies intended to circumvent problems associated with traditional ability assessment of exceptional children. (Author/DB)

Teachers rated 1337 elementary school children to determine norms for the Hyperactivity Rating Scale; teacher ratings of 45 hyperactive children, referred by physicians, were also obtained. (Author)

Over the past decade, increasing numbers of educators have used diagnostic/prescriptive instruction as a remedial system when working with problem learners. A basic philosophical controversy exists regarding two fundamentally different models--task analysis and ability training--which popularly serve to undergird diagnostic/prescriptive…

Suggested is a model for special education programming based on the three following dimensions: (1) competence, or the individual's ability to perform specific tests; (2) deviance, or the labels and perceptions placed on an individual's behavior by a particular social system; (3) tolerance for difference, or the fit between an individual and…

Two experiments with a total of 92 elementary grade blind students were conducted to determine the effects of training blind students in shape recognition accuracy and speed and accuracy of locating shapes on a tactile map by using a distinctive features analysis strategy and line tracing. (Author/DB)

Investigated was the development of the process whereby 63 deaf children (9-14 years old) attended to the orthographic structure of tachistoscopically presented verbal materials. (Author/DB)

Investigated with 125 children (4-14 years old) with speech, language, or emotional disorders was the assumption that the naming function can be underdeveloped because of defects in the word's gnostic base. (Author/DB)

Examined are approaches to the problem of defining the severely/profoundly handicapped, and proposed is a definition based on service need with emphasis on teacher competencies. (CL)