Studies dealing with weight reduction in retarded persons are reviewed. While successful results have been obtained in six of the eight studies, methodological shortcomings similar to those of the parent field are indicated and discussed. Models of weight reduction are briefly reviewed; and, finally, guidelines for future programmes are outlined.

The study analysed employer receptivity to hiring mentally retarded persons. A stratified random sample of 100 employers in the Hobart area were sent a two part questionnaire. The first part of the questionnaire was designed to replicate Mahoney’s (1976b) Melbourne study of employers’ attitudes to the mentally retarded. A comparison of the Hobart and Melbourne data indicated that in both samples the variables of age, educational level, size of organization and the number of mentally retarded persons previously employed were all related to positive employer attitudes. The second part of the questionnaire was concerned with Hobart employers’ attitudes towards a Job Try-Out program. The major finding revealed that employers’ willingness to cooperate in this type of program was strongly related to their willingness to hire successful candidates from such programs on a permanent basis. The implications of these findings were discussed.

“Devin” is a case of hyperactive aphasia. He presented with no discernible language, no imitative skills and marked hyperactivity. This paper records the attempts that were made to generate language, stimulate imitation and curb hyperactivity.

Mildly mentally handicapped students are commonly assumed to have not only low general ability, but also slow rates of learning. It is likewise held that current skill deficits of mildly handicapped students predict low potential. A classroom implementation of data based instruction or precision teaching, showed that groups of skill deficient children were able to progress and substantially change their current level of functioning along a series of teacher developed task analysed arithmetic sequences, after instruction.

The suggestion is made, in this paper, that too many children have been placed in Special Schools for the physically handicapped. One of the reasons for this has been the tendency for the community to use the terms impairment, disability and handicap, interchangeably. An attempt is made to clarify the difference between these terms. It is claimed that there should be “compelling educational reasons” before a child is placed anywhere other than a regular class in a regular school. Guidelines for determining alternative placements are suggested. The paper claims that, in Australia, there does not exist an appropriate continuum of educationl service provision for children with physical disabilities. It is contended that too little use is made of the special class within a regular school.

Historically it has been the practice to educate a child with a significant physical disability in a special school. Of course there have been some exceptions to this practice, but it has never-the-less been true that a child with, say, athetoid cerebral palsy, would probably have been placed in a “special school for the physically handicapped”. Fortunately that situation is changing and it is appropriate that we look now at both why the special placement model was so popular, and also what factors should be considered in determining an educational placement today.