Because grading practices relating to mainstreamed handicapped pupils have received little attention, the paper investigates the pertinent issues and gives examples. Emphasized is the need to avoid confusion caused by arbitrary grading systems, and clearly identify graders, consumers, and messages intended by the grades. Choosing satisfactory…

The Curricular Efficiency Index (CEI), a method for evaluating developmental gains of young handicapped children by comparing their progress with nonhandicapped peers in attaining developmental objectives of any commercially available developmental curriculum, was supported in a study involving 16 handicapped and 21 nonhandicapped preschoolers.…

The Development Indicators for the Assessment of Learning (DIAL), a preschool screening instrument, was administered to 436 three- to five-year-olds. Results, in terms of the number of children identified as having potential problems, and the organization of the DIAL subscales, supported the use of the DIAL. (Author/CL)

Comparison of parents' reports of their handicapped preschool children's strengths and weaknesses with findings of professionals indicated that parents' reports were generally consistent with those of the professionals, particularly regarding the children's interests in school-related activities. (Author/CL)

Twenty-four braille readers (grades 4-12) performed a line-tracking task on tactile line graphs which differed in the type of raised line used to represent the data curves and natures of the display backgrounds. Grids impaired the trackability of every line tested, while line type and grade level had only marginal effects. (Author/CL)

The study examined the relationship between and instructional effectiveness of visuals and captions in videotape/film instruction for 32 hearing-impaired students (10-14 years old). Results showed that scores of students viewing visuals plus captions were significantly higher than those of students seeing either visuals or captions alone.…

The author empirically evaluates bias in construct validity and criterion-related validity of intelligence tests and bias in personality scales and concludes that little evidence exists to substantiate claims of bias for well-constructed, properly standardized tests. Therefore,, low-scoring minority or disadvantaged children need remedial and…

The author critically reviews the literature on the developmental approach to mental retardation by examining such aspects as motivation, interrupted tasks, probability learning, institutional effect, statistical problems, and Piagetian tasks; and questions whether there is a substantial body of valid evidence supporting claims of…

The authors cite recent findings of minority overrepresentation in programs for the educable mentally handicapped, and examine the status in New Jersey of two federally regulated procedures to prevent bias, multidisciplinary team decision making, and adaptive behavior assessment. (Author/MC)

To contrast the academic performance of two categorical groups, 16 learning disabled (LD) and 16 behaviorally disordered (BD) 10-year-old pupils were given three standardized achievement tests. Results showed significant differences in 10 of 12 comparisons. BD pupils consistently functioned at a higher grade level than LD pupils. (Authors)

Three tests with increasingly more difficult sentence structures, developed for use with children at fourth-grade level or below in reading vocabulary and in mathematical computations, were administered to 30 eighth-grade Ss. Results revealed a significant difference between the test with greater syntactical complexity and the two other tests.…

The author presents a model comprised of target behavior, stimulus, e.g., contingency, and instructional process, which may affect generalization with severely handicapped students. The literature relating to each component is summarized, and empirically validated suggestions for implementation are offered. (MC)

Twenty-four survey textbooks in special education, published between 1974 and 1982, were analyzed with formulae of R. Flesch to determine readability levels and human interest. Among results are that the texts are dull and difficult but usually complete in coverage, although some handicaps (e.g., severe/profound) receive scant coverage. (Authors)

A survey, which presented to members of the Council of Administrators of Special Education seven questions on development and current and future use of technology applications, indicated, among other findings, use of a computerized system by over half of 384 respondents, great interest in management use, and diversity of hardware. (Author/MC)

The author cites the incidence and types of dental diseases among disabled persons; discusses such contributing factors as low income and absence of comprehensive dental services; and describes a low-cost model interdisciplinary dental hygiene program involving special education, rehabilitation, and dentistry. (MC)