This study reports the development of a normative profile typology for showing what types of score patterns are commonplace in the standardization sample of the McCarthy Scales of Children's Abilities. A final solution of five core profile types was identified. Methods of testing a child's profile for uniqueness are given. (Author/DB)

Comparison of handicapped junior high school students (N=11) mainstreamed in low achieving classes with their nonhandicapped classmates found significant differences in the observed behaviors of discussion and not paying attention but no differences in teacher ratings of classroom behavior or report card grades. (Author/DB)

This paper reports findings from a survey of state directors of special education (N=38) that focused on current practices in providing related services to handicapped students, with an emphasis on eligibility criteria. Results indicated great variation among states. (Author)

Factors associated with the employment status of students with and without handicaps were investigated in a sample of 133 youths who exited Vermont high schools in 1984-85. Information analyzed included current employment status, employment and training history, social service utilization, residential status, educational history, age, sex, and…

The Regular Education Initiative is presented as a flawed policy initiative that focuses on highly emotional issues (integration, nonlabeling, efficiency, and excellence), thereby distracting attention from deeper analysis; lacks the support of critical constituencies; rests on illogical premises; and reflects a cavalier attitude toward…

The research characteristics of a database of 2,541 journal articles related to the education of hearing-impaired individuals were examined. Evaluated were the proportion of the literature which comprises empirically based research reports, types of research being reported, journals with the highest proportions of empirically based articles, and…

Thirty male juvenile delinquents and 90 male high achievers, low achievers, and students with behavior problems were compared using an adapted version of Harter's Perceived Competence Scale for Children. The Australian students (aged 12-15) were compared on 4 different domains of perceived competence--cognitive competence, social competence,…

Israeli elementary-level hearing-impaired students (N=188) were studied to determine the relation between background variables (family characteristics, student characteristics, and educational intervention) and educational placement (special schools, special classes, or regular classes). Placement was found to be related to socioeconomic status,…

When interviewed, 105 third-grade students indicated that they did not view retardation as a set of behaviors, but as a trait, defined abstractly and perceived to be both predetermined and largely irreversible through personal effort. Children did not assume that being retarded excluded being pretty, athletic, or smart. (Author/JDD)

This paper compares and contrasts American and Australian special education, noting the overlap in general issues such as federal/state government role, legal/judicial involvement, identification practices, funding, mainstreaming, and parent advocacy. Specific policies and practices which have evolved along separate paths due to historical,…

The factor structure of the Kaufman Assessment Battery for Children was evaluated with 169 gifted students, aged 6-10. Results tentatively suggested that the factor solution for gifted students is dissimilar to that for the standardization sample, as subtests designed to assess sequential processing did not all load together, nor did those…

This article presents major principles of constructivism for teaching and learning of students with disabilities and those at risk for school failure. It describes three idealized constructivist models (endogenous, exogenous, and dialectical) and explores major issues related to constructivism, including the possibility of integrative stances.…

This paper discusses the historical context of communication and language intervention and critiques three widely used interventions. It advocates a cross-paradigmatic approach because its inherent flexibility fits with what is known about language acquisition, the nature of different intervention approaches, and human development. This approach…

In the development of word recognition skills, self-discovery may not be the most efficacious mode of learning, and it may be useful to isolate or fractionate cognitive components. Successful intervention directed at word recognition involves exogenous constructivism, in which explicit instruction and teacher-directed strategy teaching are not…

This paper examines whole language and process approaches to writing instruction, outlining their benefits (frequent and meaningful writing, support of self-regulated learning, and emphasis on the integrative nature of learning in literacy development) and weaknesses (overreliance on incidental learning and lack of emphasis on the mechanics of…