Reported was a followup study of intellectual and nonintellectual predictors at second or fifth grade levels of later high school achievement level and status of about 150 subjects. (DB)

Compared were the positive or negative perceptions of 10 exceptionalities in children by 20 regular teachers and 20 special education teachers. (DB)

Studied was the validity of the Revised Objective Perceptual Test in discriminating among 40 normal and 60 neurologically handicapped (40 minimally organic and 20 grossly organic cerebral palsied) children between 5 and 10 years of age. (DB)

Described and evaluated is the Revised Arizona Articulation Proficiency Scale for use with 3- to 11-year-old handicapped children. (DB)

The author maintains that regular and remedial classroom instruction involve application of the same basic principles, but that they differ in their focus on groups and individuals, respectively, and in the level and type of instruction for which they are designed. (GW)

The author contends that the content, structure, and goals of current sex education programs represent the values of sex education advocates rather than the application of research findings. (GW)

It is said that realistic goals in sex education for the retarded cannot be set until society accepts the proposition that retarded persons have the same rights as normal citizens. (GW)

Discussed are emotional and psychological considerations relevant to sex eduaction programing for emotionally disturbed adolescents. (GW)

The author states that the mentally retarded are not exceptional in their sexual impulses and that they are entitled to the expression of their impulses. (GW)