Teachers of gifted children read a descriptive vignette of a hypothetical gifted student and rated their willingness to refer the student for gifted program placement. Results showed that the 197 teachers were influenced by the presence of the educational label "learning disabled" and by the social class of the student. (Author/JDD)

Examines ways of helping gifted adolescents cope with a perceived stigma. Research is cited showing that many gifted adolescents believe they are treated differently because of their abilities and behave differently because of this belief, including denial of one's giftedness. The school's role, ability grouping, and special needs of gifted girls…

This paper describes the process of developmental assessment of infants and young children from a parent's perspective. The artificial and arbitrary nature of most assessments is bemoaned as failing to adequately recognize children's abilities that may be readily evident to parents in more natural settings. Assessments emphasizing children's…

Discusses what teachers can do when they discover that they dislike a child. Regardless of teachers' personal likes or dislikes, classroom rules must be maintained for all students. To provide a just learning environment, teachers must examine their nonverbal cues, the quality of their verbal interactions, and the congruity between the two.…

In an effort to alter the attitudes of ninth-grade students in a social studies class, a unit on aging was developed and evaluated. Information is presented on various aspects of the unit, including lesson plans, audiovisual aids, pre- and posttest scores of experimental and control groups, and attitude changes as a result of participating in the…

The author describes the advantages of stratified heterogeneous grouping, a compromise between ability grouping and random grouping which assures students and teachers opportunities to learn and teach that are not inherent in other methods of grouping. (Author/KC)

Children screened and served by an early childhood special education department were followed longitudinally through age eight. Results were used to evaluate effectiveness of the screening instrument and criteria which determined service eligibility. The lack of continuity between original and later disability category supported noncategorical…

Although community-based treatment strategies have gained in prominence, recipients of those services still suffer from negative labeling and public reactions. To investigate differential effects of labels and/or descriptions of handicaps on attitudes toward disabilities, two studies were conducted. In the first study, 140 college students (65%…

Six sets of emerging issues that could involve specific students and classroom situations are discussed here: class suspensions and due process, class rules and teacher inconsistency, classroom equality of opportunity, competency testing, classification of students, and classroom management in alternative schools. (Author)

After completing personal identification forms consisting only of numbers (phone number, Social Security number, etc.), students discuss the need for more personal means of identification within society in order for people to feel a useful sense of identity. (AV)

Describes 20/20 analysis procedures (which uses the 20th and 80th percentiles to identify students at the margins who need adapted instruction). Also examines cross-categorical programming, costs, needs for efficiency, accountability, and labeling. A methodology using computerized, multiyear 20/20 analyses to estimate school effectiveness…

The study had mentally retarded and nonretarded perceiver children (n=40; 9- to 14-years old) converse with a child described as a special or regular education student. Results suggested that stereotypes about children with and without learning problems may become self-fulfilling prophecies by altering how children treat each other and how they…

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)

Forty-six noncategorically identified intermediate-level handicapped students were assigned to functionally grouped self-contained classes and were observed. Although special education teachers did not know unofficial labels applied to students (emotional disturbances or learning disabilities), they instructed emotionally disturbed children with…

Myths often associated with behavioral disorders are examined, and for each myth, strategies that can be implemented by teachers and systems to dispell the myths are identified. It is suggested that the myth that parents caused the child to be behaviorally disordered (BD) can interfere with the child's programing and growth and effective…