The sociometric standing of primary-aged learning disabled students was investigated. The setting was a sparsely populated rural area where learning disabled children were mainstrearned in an elementary school in which an "open concept" delivery of services system was in operation. The "special child" stigma was therefore assumed to be significantly reduced. The data support the findings of previous studies on handicapped and normal children; i.e..significant differences were found between the learning disabled and normal control groups on both the positive and negative questions. Further analysis revealed that the learning disabled girls were less likely to be positively chosen and more likely to be rejected than the learning disabled boys. A discussion of possible reasons for such differences is included.

No abstract

A survey o f the 50 states was undertaken to determine the present level of development in both elementary and secondary level learning disability programs. Considerable variance between the elementary and secondary levels was discovered as was a good deal of variance among the states in terms of the level of statewide development. A summary of opinions of state special education officials as to the reasons for differences between the level of development of elementary and secondary programs is included.

A review of literature is presented which explores some of the legal and moral ramifications of the special educator as a member of the health service team. The special educator, whether in a resource room or self contained setting for mildly or severely handicapped children, is increasingly being asked to assist with drug administration and medical treatment. Information regarding the need for and current use of such assistance is presented. Legal responsibilities and limitations of the special education teacher are considered. It was concluded that teachers are in need of both inservice and preservice training to upgrade their skills in this area. Recommendations for inservice and preservice program development are included. Additionally, options that are presently available and that may be implemented immediately by the teacher are presented.

Although medication is often prescribed to enhance the learning potential of children, procedures for obtaining feedback from teachers on drug effectiveness have been largely ignored. The value of teachers' informal feedback to physicians has been limited due to its subjectivity. The procedures described represent one of a number of potential methods by which the teacher and physician can work as a team to provide the best drug dosage for each child. - G.M.S.