Letters to the Editor

Blatt B. (1960). Some persistently recurring assumptions concerning the mentally subnormal. Training School Bulletin, 57, 48–59.

Brady P. M. , Manni J. L. , & Winikur D. W. (1983). A three-tiered model for the assessment of culturally and linguistically different children. Psychology in the Schools, 20, 52–58.

Collins R. , & Camblin L. D. Jr. (1983). The politics and science of learning disability classification: Implications for black children. Contemporary Education, 54, 113–118.

Goldstein H. , Moss J. W. , & Jordan L. J. (1965). The efficacy of special class training on the development of mentally retarded children. Urbana: University of Illinois, Institute for Research on Exceptional Children.

Hoeltke G. M. (1966). Effectiveness of special class placement for educable mentally retarded children. Unpublished doctoral dissertation, University of Nebraska, Lincoln.

Johnson J. L. (1969). Special education and the inner city: A challenge for the future or another means for cooling the mark out? Journal of Special Education, 3, 241–251.

McKnight R. T. (1982). The learning disability myth in American education. Journal of Education, 164, 351–359.

Nelson C. C. , & Schmidt L. J. (1970). The question of the efficacy of special class. Exceptional Children, 37, 381–384.

Rubin E. Z. , Simson C. B. , & Betwee M. C. (1966). Emotionally handicapped children and the elementary school. Detroit: Wayne State University Press.

Shapiro H. S. (1980). Society, ideology and the reform of special education: A study in the limits of educational change. Educational Theory, 30, 211–223.

Smith H. W. , & Kennedy W. A. (1967). Effects of three educational programs on mentally retarded children. Perceptual and Motor Skills, 24, 174.