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Although there has been much research on locus of control in both education and psychology, it has had little impact on current trends in special education. This article examines the concept of locus of control, particularly in relation to its possible effect on the mainstreaming of mildly retarded children. The relationship of locus of control to achievement and the promotion of internality in children are discussed. Implications for classroom implementation and further research are suggested. [ABSTRACT FROM AUTHOR]

The 1972 Amendments to the Economic Opportunity Act mandated that not less than 10% of the Head Start enrollment nationwide be made available to handicapped children. This article reports research evaluating the effect of the mandate during the first year of its implementation. The findings indicate reasonable progress in meeting the needs of the handicapped; however, labeling appears to have increased and serious problems remain in accommodating youngsters with severe disabilities. Recommendations for the enhancement of Head Start efforts on behalf of the handicapped are including a suggestion for reducing society's inclination to segregate or exclude children with major differences in development. [ABSTRACT FROM AUTHOR]

Education and psychology have not adequately scrutinized the belief that retarded individuals are inevitably the victims of negative self concepts. This article reviews the research in this area, focusing specifically on the use of self report instruments with retarded children. Of significance to the current debate in education is the inability of such research to generate support for the segregated placement of children. In a general sense, however, the validity and standardization of most self concept scales are open to question and the findings which emanate from their use is, at best, inconclusive. [ABSTRACT FROM AUTHOR]

The article focuses on the review and understanding of the prominent theories and related aspects to the etiology of Down syndrome. The author presents significant facts and figures regarding the extent and magnitude of the problem brought by the disease. The author discusses the historical background behind the medical investigations on the theories surrounding Down syndrome. Significantly, the hereditary concept plays a vital role in the development of the disease. The Germ Plasm Theory is also attributed to the cause of the disease wherein the germ plasm is the substance that contained the hereditary characteristics are transmitted. The maternal environment is also considered as the etiology of the disease. The cause of Down syndrome can be attributed to the inadequate physical development of the person and the inefficient and reduced function of the pituitary gland.

Discusses controversies over the welfare and institutions for the mentally retarded. Prejudice on people who are different; Sense of personal relationship and encouragement of institutionalization; Reduction of negativism towards mentally retarded and remolding of the institutional mission.

Suggests instructional techniques likely to enhance the intellectual-academic performance of retarded children, irrespective of the setting in which these objectives are pursued. Short-term memory (STM) as a crucial aspect of intellectual development; Relation of naming or labelling on retardate's STM deficiency; Facilitation of recall by grouping; Conscious development of STM skills.