Presents summarized evaluations of nine specific career education projects, each of which illustrates one or more problems of evaluating the elusive aspects of career education. Part of a theme issue on career education evaluation. (Editor/SJL)

The authors trace the development of federal laws leading to the passage of PL 94-142, the Education for All Handicapped Children Act. They place it in perspective and then illustrate how planning and funding of programs have evolved to provide the professional personnel to implement it. (Editor/SJL)

After reviewing the federal laws and the litigation that led to the passage of PL 94-142, the Education for All Handicapped Children Act, the authors explain its provisions and procedural safeguards. (SJL)

This article describes the development of criteria for the architectural design of school buildings to accommodate the needs of mentally and physically handicapped students. A comprehensive summary of the criteria is included, covering building design and layout, classroom and service areas, furniture, surfaces, and considerations for specific…

The authors report the development of an instrument, the Essential Teacher Competencies questionnaire, and the results of an assessment of regular classroom teachers' perceived training priorities to equip them to function effectively with mainstreamed handicapped children. (Editor/SJL)

This review examines the literature on the social and behavioral characteristics of the educable mentally retarded (EMR), as children and as adults, which might influence their acceptance or rejection by non-EMR peers in a regular classroom. Attempts to modify undesirable behaviors are also reviewed. The conclusions are pessimistic. (SJL)

The author examines some of the traditional barriers and myths which have led to unemployment and underemployment of the handicapped, including job search practices, labor market variations, attitudes restricting occupational choice, and lack of training. He notes recent beneficial trends and makes recommendations for further change. (SJL)

The authors estimate the costs to public schools of implementing the PL 94-142 and Section 504 mandates. They consider both quantitative costs, due to increased numbers of students with various handicapping conditions, and qualitative program costs: Individualized Education Program (IEP) conferences, architectural accessibility, due process…

Summarized are three studies which used the Barclay Classroom Climate Inventory to measure the psychological and social-affective impact of six different classroom settings and a specific mainstreaming procedure on 240 educable mentally retarded and learning disabled pupils. Implications for mainstreaming and placement decisions are drawn. (SJL)

Sixty-seven Georgia teachers were surveyed on their opinions about the most appropriate educational placement for handicapped children, by type and severity of handicap. Respondents were more willing to accept behaviorally and physically handicapped children into their classrooms than they were to accept the mentally retarded. (SJL)

The purpose of this paper is to propose a format to implement an integrated team concept, the basic premises involved, the composition of the team, a training procedure, and finally, to share some of the results of such a program with handicapped clients at a rehabilitation facility. (Author)

The practical problems of constructing and using culture fair intelligence tests cannot be solved without a thorough theoretical analysis of research findings on cultural differences and on structures and definitions of intelligence, especially the concepts of fluid and crystallized intelligence. Part of a theme issue on intelligence. (Author/SJL)

This essay provides an overview of the controversies surrounding intelligence: its definition, its genetic or environmental basis, its relationship to achievement and learning ability, cultural factors, and the use of intelligence tests in the schools. This article is part of a theme issue on intelligence. (SJL)

This paper reviews current models of problem solving to identify results relevant to teachers or instructional developers. Four areas are covered: information processing models, approaches stressing human abilities and factors, creative problem solving models, and other aspects of problem solving. Part of a theme issue on intelligence. (Author/SJL)

After a brief reminder of the essentials of the Structure-of-Intellect model, this paper points out what this model can tell us about the nature of learning, the imbalances in education and intelligence testing, about procedures for fostering intellectual growth, and about other incidental educational problems. (Author)