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Presents a study on the collaborative roles of special and general education teachers of handicapped children. Examination of resource teacher perceptions of constraints on performance of collaborative roles; Differences between teacher perceptions of actual and ideal performance of collaborative roles; Identification of constraints on resource teachers' collaborative role performance.

This article presents comments on the editorial titled "Prevention of Learning Problems Better Than Cure" by Louise Bates Ames in the June, 1969 issue of the Journal of Learning Disabilities," and the response of Ames to these comments. Carl L. Kline mentions that Ames persists in the idea that children with I.Q.'s in the 75-90 range should be given the privilege of attending special classes. It is indeed rare to find the attending of such classes to be viewed by children as a privilege, unless being taunted by one's schoolmates as crazy or stupid is a privilege. The overwhelming preponderance of evidence supports keeping these children in regular classrooms. According to Kline, Ames' contention also seems to ignore the fact that the I.Q. score is a poor indicator of ability and may best serve as a signal to find out what the problem is. Placing a child in a special class may succeed in making the child invisible, until he turns up later on the roll call of societies' misfits. Ames responds by saying that it would be comfortable to believe that improved training of teacher candidates could reduce the present appalling rate of possibly 25% of children having reading problems to a neat 2%, but it would take quite a stretch of the imagination.

Provides information on teachers' perceptions, knowledge and opinions regarding the use of medication for their students who are classified as learning disabled (LD). Perceived influence of staff roles in the initiation and discontinuation of drug treatment; Use of global impressions and direct behavioral observations to assess the effects of medication; Side effects of psychotropic medication.

Describes the results of a study that compared the perceptions of secondary learning disability (LD) content teachers and basic skills teachers in terms of caseload composition, interactions with mainstream constituents, curricular structure and instructional methodology, and students behavior. Provisions of the core content coursework instruction; Definition of skill-focused instructions.

Presents the results of a survey designed to identify the needed competencies of both administrative and direct service personnel in directing and implementing postsecondary support programs for students with learning disabilities (LD). Competency areas perceived as most desired by learning specialist; Implications for professional development activities.

Provides a list of competencies specified in the professional literature for teachers of learning disabled students from 1965 to 1985. Applicability of the competencies and skills in direct instruction procedures or behavior management for ranges in age and learning deficits; Importance of teacher flexibility.

Assesses the types of behavior exhibited by teachers toward isolated and rejected learning disabled (LD) children in contrast to their non-LD peers, and how differential behavior can be changed using an intervention strategy designed to make them aware of this behavior. Greater frequency of negative verbal and nonverbal behavior with LD children; Need for direct intervention with teachers' specific behaviors.

Investigates job-related factors that cause stress and burnout among specific learning disabilities (SLD) teachers in Florida. Stress related to occupational activities; Reasons behind stress due to excessive paperwork; Relationship of stress to the characteristics of age, sex, education, length and level of teaching; Significant association between educational background and certification requirements.

Proposes an administrative step in the integration of regular teachers into special education towards better understanding and acceptance of handicapped children into mainstream education in the United States. Proposal to encourage seasoned teachers to teach special education; Reasons why seasoned teachers would make significant differences in the effectiveness of special education programs.

This article presents information on the Education of the Handicapped Act, which expires on June 30, 1973. Technically all programs authorized by this law and administered by the Bureau of Education for the Handicapped cease at that time. This includes Title IV-Part B funds to the states, the early childhood programs, training programs for teachers of handicapped children, research and demonstration programs for the handicapped and the Part G learning disabilities program. The Part G learning disabilities program is now funding projects in 40 states and the Leadership Training Institute in Learning Disabilities at the University of Arizona. The major issues before the Congress are whether to extend the Education of the Handicapped Act, whether to include in that extension, the Part B formula money to the states or put that in a special revenue sharing plan.