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It is the purpose of this paper to make a small-scale attempt at discussing this last question and to add to the scanty studies concerning the expected rate of problem behavior in the offspring of problem parents. In particular, this paper will explore the following questions: 1. What is the incidence of educational and legal problems among the sons of ex-child-guidance clinic patients and normal control subjects? 2. Does the parent's juvenile arrest and failure to graduate from high school predict similar behavior in his son? 3. Do the four kinship roles, father, mother, grandfather, grandmother, vary in the impact which adult antisocial behavior on the part of the role occupant has on a boy's behavior? 4. Does a family highly saturated with antisocial persons have more impact than a family in which fewer members are antisocial? 5. Does having antisocial relatives distributed over the two ascendant generations have a greater effect than having them within one generation? 6. [ABSTRACT FROM AUTHOR]

In addition to a brief report on benefits to handicapped children under Title 1 of the Elementary and Secondary Education Act of 1965, this paper raises two major questions: (a) How will special education relate itself to new and diversified programs emerging in general education, such as Compensatory Education? and (b) Are substantial numbers of children not truly handicapped in capacity, but simply functioning as handicapped due to environmental deprivation? [ABSTRACT FROM AUTHOR]

This paper presents a description and analysis of the five titles of the Elementary and Secondary Education Act (FL 89-10). Examples which demonstrate how this law can be adopted for handicapped children are presented. [ABSTRACT FROM AUTHOR]

This paper reports an attempt to explore the relationship between the abilities of some ex-Secondary Modem boys and the degree of selectivity to which each had been subjected in being allocated to a non-selective school. It was found that the correlation with arithmetical ability was positive (0.521) whilst the correlation with verbal ability was negative (-0.382). Two possible reasons behind the discrepancy between the correlations are discussed: the pattern of ability found in the sample studied and differential experience of secondary education according to selectivity conditions. It is tentatively suggested that the findings indicate a wastage of arithmetical ability. [ABSTRACT FROM AUTHOR]