Regular class teachers' perceptions of transition programs for EMR students and their impact on the students

This study was designed to obtain the perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes in response to court cases and recent legislation. A cohort of regular class (RC) students were selected for comparative purposes. It was found that D students were placed into low ability classes; yet, teachers perceived D subjects to be significantly lower than RC students in both academic achievement and social acceptance. Only a small proportion of teachers indicated that the enrollment of D students had much impact on the regular class instructional program. However, the teachers were rather critical of the services received under the auspices of a transitional program, indicating in large part that the services were either not apparent or ineffective.     

Applications of Heider's p-o-x balance model to classroom situations

Some selected principles of Heider's balance theory are presented and the p-o-x model is explained as a theoretical framework for predicting responses to interpersonal situations in which the participants are in attitudinal agreement or disagreement. Concrete classroom situations are cited in which application of the model provides the basis for suggestions concerned with adaptive patterns of interaction with students.     

A comparison of WISC-R and stanford-binet intelligence scale classifications of developmentally disabled children

WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is used.