The resource room concept need not be considered as merely an alternative learning environment for handicapped children but can aid in the improvement of general education so that fewer children need specialized services and in the provision of services for children who still require specialized instruction. (DB)

In response to a paper by David Sabatino (EC 051 608), the author suggests that the resource room concept is no panacea for the ills of special education and taht many of the services proposed are already being offered by many school systems. (DB)

In response to a paper by David Sabatino (EC 051 608), the author provides data from a 13 year study of special education placement further supporting findings of the ineffectiveness of special class placement, and suggests that resource personnel can best function by providing assistance to regular teachers. (DB)

Presented is a rebuttal to six responses to a paper recommending the resource room model in special education. (DB)

The American Association of Mental Dificiency's (AAMD) position on terminology and classification in mental retardation was reviewed in terms of the AAMD's definition of mental deificiency and the inclusion in the definition of mental deficiency of the concept of adaptive behavior. (Author/CB)

In reference to Johs. Clausen's article, Quo Vadis, AAMD?,'' appearing in the same journal, the author generally agrees with Clausen that changing the basis of classification of mental retardation from IQ to adaptive behavior is not satisfactory. (Author/CB)