The experience of the Board of Cooperative Educational Services of suburban Buffalo, New York, belies the beliief that traditional practices of labeling students are necessary to obtain funding of special educational programs. (DB)

The paper, given by the director of a project to train teachers for early childhood education programs which integrate handicapped and normal children, focuses on the effects of labeling on teacher-child interaction. The author recounts her own experience with teaching handicapped children and the historical tendency to label and segregate various…

An examination of state laws and regulations reveals confusion with regard to the classification of exceptional children, particularly in the structuring of delivery systems for language, speech, and hearing services. (LH)

Criticized are conventional special education approaches which are said to diagnose, label, and exclude handicapped children from educational services; and described is the diagnostic prescriptive teacher model developed at George Washington University in Washington,D.C. (DB)

The author uses a behavioral model to discuss probable and demonstrable conditions through which retardation might develop. Noted are criteria for etiological classification and explained are four reasons why terms such as cultural deprivation should not be used to label mentally retarded individuals. The need to consider developmental retardation…

The state of the art in early identification of children with learning problems is reviewed, and generalizations about the value of early screening are offered. (CL)

Presented are reprints of 37 articles on mainstreaming handicapped children (published between 1968 and 1974 in "Exceptional Children"). The collected articles are arranged within four broad categories: the general rationale for mainstreaming, other philosophical considerations, types of mainstreaming models, and teacher training and…