“The Law and the Mentally Retarded.” Law and Psychology Review. University: University of Alabama. Spring 1975. 178 pp. Biannually. Single copies, $3.50; year's subscription, $7.00 (price subject to change)

Social Work ◽  
1975 ◽  
Vol 20 (5) ◽  
pp. 410-411
Author(s):  
John Lemmon
1996 ◽  
Vol 41 (7) ◽  
pp. 701-702
Author(s):  
Thomas D. Lyon

2019 ◽  
pp. 197-234
Author(s):  
Lyndsay N. Jenkins ◽  
Michelle Kilpatrick Demaray ◽  
Nicole B. Dorio ◽  
Morgan Eldridge
Keyword(s):  

Author(s):  
Christine M Lillie ◽  
Brock Knapp ◽  
Lasana T. Harris ◽  
Richard Ashby Wilson

1971 ◽  
Vol 38 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Sterling L. Ross ◽  
Henry G. Deyoung ◽  
Julius S. Cohen

Recently, suits have been brought against public schools for placing certain children in special classes for the educable mentally retarded. Through the courts parents are challenging the administration and use of standardized tests, placement procedures, and the effectiveness and the harmful impact of special class programing. Special educators are urged to initiate immediate reform in testing and placement procedures or there is a likelihood that changes will be imposed by the courts. The possibility of punitive damages may stimulate these changes.


2021 ◽  
pp. 117-148
Author(s):  
Arden Rowell ◽  
Kenworthey Bilz

This chapter addresses what general law and psychology have to say that may be helpful to environmental law, as they are in other areas of law. It addresses what law and psychology can tell us about getting people to change their attitudes and their behaviors—when attempts to change might work, when they might fail, and why. The chapter addresses persuasion, motivation (with an emphasis on motivated cognition), cognition, and social influence. In each category, the chapter first describes the broad strokes of the psychological research, before giving examples of how it might be used to understand the law generally, and environmental law more particularly.


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