bluuebunny/crossref_metadata_2025 huggingface dataset:
Social and Affective Development of Children: A Programmatic Perspective
Authors: Elias Maurice J. , Maher Charles A.
Published: July 2017

The development of handicapped and nonhandicapped children in the social and affective domains is considered as a potentially important, yet presently neglected aspect of Public Law 94–142. Given this current perceived state of affairs, the social-cognitive problem-solving approach is presented as a necessary and viable means for ensuring social and affective development of all children in public schools. Within this context, the utilization of a television-based instructional format to facilitate children's social and affective development is described, and application of that approach is illustrated by an actual example of a television-based instructional program.
Stress Reduction for Professionals Working with Aggressive Adolescents
Authors: Schloss Patrick J. , Sedlak Robert A. , Wiggins Edward D. , Ramsey Daniel
Published: July 2017

The study described here investigated the effectiveness of relaxation training and systematic desensitization when used as stress reduction techniques with professional and paraprofessional persons working with severely behaviorally disordered adolescents. The 14 professionals and paraprofessionals in the sample were randomly assigned to an experimental or control group. The experimental group was instructed in relaxation training and systematic desensitization, while the control group participated in restraint training and other aggression management activities. There appeared to be a significant reduction in stress among those in the experimental group.
Adolescent Pregnancy and Special Education
Authors: Anastasiow Nicholas J.
Published: July 2017

The article discusses the complex set of factors involved in the phenomena associated with adolescent pregnancy and child bearing. The young adolescent's risk in bearing and/or rearing a handicapped child is a major factor of concern to special educators. The author describes programs aimed at reducing adolescent pregnancies and programs designed to teach knowledge of child growth and development, child care procedures, and handicapping conditions to all students so as to help them become effective parents.
Special Education Due Process Hearings in Illinois
Authors: Kammerlohr Barbara , Henderson Robert A. , Rock Steve
Published: July 2017

This report analyzes the 314 due process hearings held in Illinois during 1978, 1979, and the first three months of 1980, and the 95 state-level appeals from the hearing officer decisions within these 314 cases. Data were obtained from photocopies of the hearing officer's decisions and the Illinois State Board of Education's (ISBE) appeal rulings provided by the ISBE after all identifying information had been deleted. Data are analyzed and reported by handicapping condition and the issue involved in the hearings. Hearing officer decisions are reported in terms of which party to the hearing was upheld. The analysis of state-level reviews similarly examines the proportion of appeals that upheld the hearing officer's decision or made a different decision. The time involved between certain steps in the process and the cost of the local hearing are discussed, and suggestions for improving due process procedures are offered.
Mainstreaming and the Inservice Education of Teachers
Authors: Powers David A.
Published: July 2017

While inservice training has been consistently supported as essential to successful mainstreaming, too little attention has been paid to constructing a viable information base from which decisions regarding inservice might be generated. Although insufficient empirical information exists on inservice approaches to formulate a strong data base, attention to those factors associated with previous inservice successes should enhance the probability that any particular inservice program will be effective. Toward that end, this article represents a literature-based set of practical guidelines in the areas of inservice method, format, design, content, needs assessment, planning, goals and objectives, location, scheduling, evaluation, incentives, training personnel, school administration, and instructional materials.
Effect of Diagnostic Information on Special Education Placement Decisions
Authors: Knoff Howard M.
Published: July 2017

Public Law 94–142 mandates special educational placement decisions based on multidisciplinary and multifaceted assessments. Nevertheless, some diagnostic data have significantly greater impacts upon the decision-making process than others. Four samples—20 school psychology graduate trainees, 20 special education trainees, 20 school psychology practitioners, and 20 special education practitioners—independently rated 16 pieces of diagnostic data on their importance in determining a student's special educational placement. Results indicated that classroom observation, assessments of expressive and receptive language, an interview with the referred child, and emotional indicators were most important to the decision. There were no significant differences between the ratings of the four samples.
Suspension and Expulsion of Handicapped Individuals
Authors: Craft Nikki , Haussmann Stephen
Published: July 2017

Suspension and expulsion are traditional disciplinary procedures frequently used in schools to correct or punish student misbehavior. A review of the legal background of suspension and expulsion as they pertain to handicapped individuals and guidelines outlined by the landmark cases, S–1 v. Turlington (1981) and Kaelin v. Grubbs (1982) are cited. A discussion of critical issues still not addressed by statute, regulation or litigation is also reviewed.
Learning Disabilities as a Subset of School Failure: The Over-Sophistication of a Concept
Authors: Algozzine Bob , Ysseldyke James
Published: July 2017

The learning disabilities field has always struggled with practical problems related to definition and operational criteria for identification practices. To a large extent, in spite of attempts to create a more sophisticated category, learning disabilities has become a category of low achievement. We compared two samples of school-age children. Some were identified as learning disabled by their respective school districts; others were low achievers. Few psychometric differences other than selected achievement scores were found between the groups of children. Many of the learning disabled children did not meet federal definition guidelines as we operationalized them, and many low-achieving children were “learning disabled” by these same decision rules. Results are discussed and a conceptual challenge offered to professionals.
Language and Activity of Hyperactive and Comparison Children during Listening Tasks
Authors: Zentall Sydney S. , Gohs Deborah E. , Culatta Barbara
Published: July 2017

Support for the underarousal theory of hyperactivity has come from recent research demonstrating that the defining characteristics of out-of-seat activity and verbalization are observed in minimal-stimulation classroom contexts. The present study also found these quantitative differences between hyperactive and comparison preschool males by using receptive-communications tasks that required listening and delayed responding. Qualitative analyses of activity and vocalizations are reported. Content analyses suggested that hyperactive and comparison children did not differ in task-related movements or verbalizations. However, hyperactive preschoolers were characterized by (a) impulsive verbalizations during transitions and tasks that required response delay, and (b) by dysfluencies and a high rate of commentary during task performance.
Integrating Handicapped and Nonhandicapped Preschoolers: Developmental Impact on Nonhandicapped Children
Authors: Odom Samuel L. , Deklyen Michelle , Jenkins Joseph R.
Published: July 2017

To examine the effects of placing young nonhandicapped children in classes primarily containing handicapped children, 16 nonhandicapped children were randomly assigned to four integrated special education preschool classes. A control group consisting of 16 children, matched for age and sex, who were enrolled in three preschool classes containing only nonhandicapped children, was employed as a comparison. A battery of assessments were administered to both groups at the beginning and end of the academic year. No significant differences in performance on these measures were found. Placement of nonhandicapped children in integrated special education classes, where the majority of peers were handicapped, did not appear to interfere with normal development.
Psychoeducational Testing: Turn Out the Lights, the Party's over
Authors: Galagan James E.
Published: July 2017

There is growing controversy and dissatisfaction surrounding the pervasive use of psychoeducational testing in special education evaluation and placement. Validity, reliability, cultural bias, and the fostering of a dual system of education—regular and special—are all deficits of this testing, especially in light of the regulations of the Education for All Handicapped Children Act. This article examines the legal problems associated with standardized testing instruments and their use and the legal imperative for using curriculum-based measures in special education evaluation systems.
Teaching Content Area Material to Learning Disabled Students
Authors: Darch Craig , Carnine Douglas
Published: July 2017

This study examined the relative effectiveness of two approaches to teaching learning disabled students literal comprehension during content area instruction. An approach which utilized an advanced organizer in the form of a visual spatial display was compared to a method in which students were presented content via text. In each treatment, students studied content in groups and were given explicit study strategies. Twenty-four fourth-, fifth-, and sixth-grade LD students were randomly assigned to one of the treatments. Teaching was done in groups with daily sessions lasting approximately 50 minutes for 9 consecutive school days. The dependent measures were (a) three five-item probe tests, (b) a nine-item posttest, and (c) a five-item transfer test. Results indicated that on probe and posttests there were significant positive effects for the group taught with visual displays. There were no significant differences on the transfer test. The instructional implications of these findings are discussed.
The National Education Reports and Special Education: Implications for Students
Authors: Sapon-Shevin Mara
Published: July 2017

This article examines the omission of special education from the national reports in terms of negative implications for low-achieving students and those currently receiving special services. Current economic and political variables have minimized both the interface between regular and special education and society's willingness to attend to the educational needs of all children. An analysis of a recent report of the Heritage Foundation underscores the growing jeopardy of special education programs. As proposed, many of the recommendations of the national reports including the “push for excellence” (as interpreted by the schools) will have devasting results for many students, particularly those with special educational needs. National educational reforms must include special education if they are to be successful for all children.
Lack of Focus on Special Education in Literature on Educational Reform
Authors: Lilly M. Stephen
Published: July 2017

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.
Findings from the Stets Transitional Employment Demonstration
Authors: Kerachsky Stuart , Thornton Craig
Published: July 2017

This article describes the model for and the implementation of the Structured Training and Employment Transitional Services (STETS) demonstration—a major transitional-employment intervention funded by the U.S. Department of Labor. In terms of the evolution of transitional-employment-type initiatives, STETS was important for two reasons: It was the largest of such efforts yet undertaken in this social area, and its design and evaluation were based on an experimental methodology, thus generating the most robust and accurate findings yet available on the transitional-employment concept. The evaluation of STETS focused on five basic issues: participants' subsequent labor-market behavior, use of school and training programs, public-transfer dependence, life styles, and the benefits versus the costs of the intervention. The results indicate that mentally retarded young adults can perform competently in competitive employment, and that STETS-type transitional services can be instrumental in helping such individuals achieve their employment potential.
Assessing Transition Services for Handicapped Youth: A Cooperative Interagency Approach
Authors: Stodden Robert A. , Boone Rosalie
Published: July 2017

The major purpose of this article is to present a cooperative interagency approach for assessing the effectiveness of programs and services provided to facilitate the transition of handicapped students from school to adult community living. Section one briefly reviews the concerns that have made transition a priority educational issue, discusses the need to address the issue of transition from a cooperative interagency approach, and outlines the barriers that impede interagency collaboration. Section two describes the experience of an interagency transition planning team and the team decisions that led to the development of a model for cooperative interagency assessment of transition services/programs. In section three the model's conceptual and operational framework, its advantages, and its generalizability are discussed.
The End of Responsible Relative Liability
Authors: Weber Mark C.
Published: July 2017

Responsible relative liability laws exist to shift some of the cost of care of residentially placed handicapped children from the state to the children's parents. Because residential placement of handicapped children, particularly developmentally disabled children, would not be undertaken but for the need to teach these children life skills, the Education for the Handicapped Act would dictate that these placements be free of cost to parents. Recently, the courts have resolved the tension between the preexisting state-responsible relative laws and the Education for the Handicapped Act. Ruling in favor of the parents, they have invalidated the responsible relative charges. This article describes the conflict, its resolution in the recent case Parks v. Pavkovic, and some of the implications of that decision.
Effects of Social Metacognitive Training for Enhancing Overt Behavior in Learning Disabled and Low Achieving Delinquents
Authors: Larson Katherine A. , Gerber Michael M.
Published: July 2017

The efficacy of social metacognitive training focusing on impulse control, metacognitive awareness, and metacognitive control for enhancing overt social adjustment in delinquent youth was examined. Learning disabled (LD, n = 34) and low-achieving (NLD, n = 34) incarcerated delinquents (16 to 19 years) were assigned randomly to social metacognitive training, attention control or test-only control groups. Institutional staff and subjects were blind to both experimental conditions and variable measures. Compared to subjects in attention and test-only control conditions, those given metacognitive training showed significant improvements in (a) quantity of negative behavior reports, (b) staff ratings on rehabilitation achievement, and (c) institutional living unit phase level promotions. Although both LD and NLD delinquents who received cognitive training significantly improved their behavior, on every variable the LD group had a greater proportion of subjects improve. Parallel improvement in metacognitive skills and significant correlations between social metacognitive scores and indicators of effective behavior support the notion that social metacognition was the “mechanism” of treatment and that social metacognition mediates overt social behavior in novel contexts without specific cueing from the environment. Results are interpreted within the context of a series of studies testing the hypothesis that social metacognitive deficits increase risk for maladaptive behavior, including delinquency, in LD youth.
Financial Implications of Half- and Full-Time Employment for Persons with Disabilities
Authors: Schloss Patrick J. , Wolf Constance W. , Schloss Cynthia N.
Published: July 2017

Increased financial well-being is often assumed to be a benefit of full-time employment for handicapped individuals. However, there is some evidence that this is not true. In this study a balance sheet approach was utilized to examine the financial implications of part-time and full-time employment for persons with handicaps. Balance sheets (income versus expenses) were developed for three income levels: no earned income, income from a part-time (20 hours a week) job, and income from a full-time (40 hours a week) job. The results indicated that net disposable income was comparable for individuals working part time when compared to individuals working full time. In either case, the net disposable income is no more than $3,000 over the net disposable income for an unemployed person. This provides evidence that there is an absence of financial incentives for full-time employment and suggests that persons with disabilities should carefully consider the financial effects of potential employment.
Legal Influence and Educational Policy in Special Education
Authors: Prasse David P.
Published: July 2017

The recommendations of the National Academy of Sciences (NAS) panel are critiqued from a perspective of broad educational policy and legal influence. The report and the accompanying background papers are endorsed with general acceptance of problem identificaion and formulation. However, the report is challenged for recommendations that are too narrowly conceived, raising questions as to viability of implementation. Specific issues addressed include treating disproportionate placement as a symptom versus problem, legal and professional policy barriers to implementing the report's recommendations, and the role of courts in resolving scientific disputes and programatic concerns.
Deaf Children's Acquisition of Prereading Skills Using the Reciprocal Teaching Procedure
Authors: Andrews Jean F.
Published: July 2017

Information is presented on the implementation of a prereading program in a school setting using the reciprocal training procedure and on implications for educators, teacher educators, and parents. This instructional procedure, grounded in Vygotsky's theory of language and learning, is an interactive dialogue through which the teacher explicitly models four prereading skills: finger spelling, book reading, story retelling, and word recognition during story-time session with experimental storybooks. Pre-post test analyses show that gains were made in letter, word, and story knowledge through the use of the reciprocal teaching procedure.
The Consulting Teacher Model: Risks and Opportunities
Authors: Huefner Dixie Snow
Published: July 2017

The consulting teacher model is receiving increasing attention in state departments of education and local school districts. It offers possibilities for improving educational service in the mainstream to mildly handicapped children and other children at risk and is consonant with the current regular/special education initiative being promoted by the federal government. It also is consistent with reform strategies urging creation of master teachers. Because of its intuitive attractiveness, a risk exists that the model will be implemented prematurely on a statewide level. Among the likely and undesirable side-effects of hasty implementation are ineffective caseload management, conversion of the model into yet another tutoring model, premature replacement of the resource model, inadequate training of both regular and special educators, neglect of financial and program evaluation, and insufficient funding support from regular education. To increase the odds of successful implementation, states must accommodate multiple goals for the model, create administrative incentives that do not undermine it, and assure adequate preparation of teachers as consulting teachers. Without sufficient attention, resources, and planning, the consulting teacher model will fail to achieve its potential.
Observed Supervisory Behavior and Teacher Burnout in Special Education
Authors: Cherniss Cary
Published: July 2017

A method for assessing the relationship between supervisory behavior and staff burnout was developed and tested in two schools for mentally retarded children. The method uses a new instrument, the Supervisor Behavior Observation Scale. The two schools involved in the study differed significantly in level of staff burnout, as measured by the Maslach Burnout Inventory, and in supervisory behavior. Specifically, the principal of the low burnout staff interacted less frequently with others and spent less time observing staff in their classrooms. Instead, she spent more time in her office engaged in planning and coordinating activities. She also interacted more with her own superior. The low burnout principal also talked more and listened less, and she spent more time discussing work-related problems but less time discussing administrative issues. She also gave staff more emotional support but spent less time in “small talk” with them.
Instructional Recommendations for Teaching Writing to Exceptional Students
Authors: Graham Steve , Harris Karen R.
Published: July 2017

This article addresses the teaching of writing, an often overlooked area in the education of exceptional students. Ten recommendations for developing an effective writing program are presented. These recommendations are based on current conceptualizations of the writing process, effective principles of writing instruction, and present knowledge of exceptional students' writing capabilities.
Vitamin Therapy and Children with down Syndrome: A Review of Research
Authors: Pruess James B. , Fewell Rebecca R. , Bennett Forrest C.
Published: July 2017

The claim that large doses of vitamin-mineral supplements benefit mentally retarded children has captured the attention of the general public and the medical profession. A study by Harrell, Capp, Davis, Pearless, and Ravitz (1981) reported increases in IQ and improvements in behavior among mentally retarded subjects (one third of whom were children with Down syndrome) receiving nutritional supplementation. However, subsequent studies, focusing exclusively on children with Down syndrome and using less flawed research designs, have demonstrated that vitamin therapy is not useful for members of this population.
Parent Perceptions of the Integration Transition Process: Overcoming Artificial Barriers
Authors: Hanline Mary Frances , Halvorsen Ann
Published: July 2017

The parents of 14 students with disabilities participated in interviews to evaluate the support they received during their child's transition to an integrated educational placement, to explore their concerns, and to discuss the effects of integration. Although parents identified areas of concern, they consistently expressed satisfaction regarding the outcomes of integrating their child, including professional and personal support. Responses emphasized the importance of commitment from local school districts and professionals, an individualized approach to parent involvement, and ongoing communication with parents.
Students' Time on Learning Tasks in Special Education
Authors: Rich H. Lyndall , Ross Steven M.
Published: July 2017

The purpose of this study was to measure, through naturalistic observation procedures, the use of time among handicapped students in four special education alternatives—regular class, resource room, special class, and special school. The sample included 230 elementary age students enrolled in 58 classes in 16 schools. ANOVA comparisons revealed that the least restrictive alternatives, particularly the resource room, made more in-class learning time available. Discussion includes recommendations for increasing learning time.
Statistical Conclusion Validity of Early Intervention Research with Handicapped Children
Authors: Ottenbacher Kenneth J.
Published: July 2017

The statistical conclusion validity of early intervention research studies was examined by conducting a post hoc power analysis of 484 statistical tests from 49 early intervention articles. Statistical power determinations were made based on Cohen's (1977) criteria for small, medium, and large effect sizes. The analysis revealed that the median power to detect small, medium, and large effect sizes ranged from .08 to .46. Four percent of early intervention studies had adequate power (.80 or greater) to detect medium intervention effects and 18% to detect large intervention effects. The power values suggest poor statistical conclusion validity in the analyzed research and should alert investigators to the possibility of Type II experimental errors in the early intervention research literature. The argument is made that low statistical conclusion validity has practical consequences in relation to program evaluation and cost-effectiveness determinations.
Permanency Planning for Children and Youth: Out-of-Home Placement Decisions
Authors: Taylor Steven J. , Lakin K. Charlie , Hill Bradley K.
Published: July 2017

This article advocates the extension of “permanency planning” in out-of-home placements to include those children and youth with developmental disabilities. It discusses permanency planning and notes its promise in improving the opportunities of all children and youth to grow up in a stable family environment. There is a need for major initiatives in this area: 78% of children and youth with developmental disabilities who are placed in long-term care have no such protections. Though some states currently operate programs according to the principles of permanency planning, significant changes in existing federal policy are recommended to require permanency planning in federally supported out-of-home care for all children, including those with severe disabilities.
Psychological Testing of Linguistic-Minority Students: Knowledge Gaps and Regulations
Authors: Figueroa Richard A.
Published: July 2017

Bilingualism is like random chaos for psychometrics. The literature on testing repeatedly has documented the existence of robust and persistent anomalies in the test scores of bilingual students. School psychology, conceivably the most test-dependent and test-defined profession, is the recipient of an inadequate technology and knowledge base, which exposes its growing bilingual clientele to needless levels of error and misdiagnosis. The lack of viable regulations regarding the testing of bilingual pupils exacerbates the already difficult problems confronting school psychologists and the language-minority students they attempt to serve.
Language Disorder or Difference? Assessing the Language Skills of Hispanic Students
Authors: Langdon Henriette W.
Published: July 2017

Results from a study on current practices of Spanish-speaking speech and language specialists are reported. Analyses of the data indicate that a heavy diagnostic emphasis continues to be placed on the results of discrete-point tests. A protocol to assess limited-English-speaking students suspected of a language or learning disability is offered.
Special Education and the Regular Education Initiative: Basic Assumptions
Authors: Jenkins Joseph R. , Pious Constance G. , Jewell Mark
Published: July 2017

The regular education initiative (REI) is a thoughtful response to identified problems in our system for educating low-performing children, but it is not a detailed blueprint for changing the system. Educators must achieve consensus on what the REI actually proposes. The authors infer from the REI literature five assumptions regarding the roles and responsibilities of elementary regular classroom teachers, concluding that these teachers and specialists form a partnership, but the classroom teachers are ultimately in charge of the instruction of all children in their classrooms, including those who are not succeeding in the mainstream. A discussion of the target population and of several partnership models further delineates REI issues and concerns.
Relationship between the Use of Timeout and Academic Achievement
Authors: Skiba Russell , Raison Jeffrey
Published: July 2017

Archival data from an elementary school self-contained program for students labeled severely behaviorally disordered were examined to investigate the relationship between timeout usage and academic achievement. Results indicated that timeout use was low to moderate for the majority of students in the program, although a few students were placed in the timeout area at much higher levels. Considerably less instructional time was lost to timeout than to other sources of classroom absence, such as suspension or truancy. Correlations between indicators of timeout usage and curriculum-based measures of academic achievement disclosed little evidence of a relationship between timeout use and achievement. In contrast, measures of school absence, in particular truancy, appeared to be consistently correlated with poor academic performance.
Improving the Compositions of Students with Learning Disabilities Using a Strategy Involving Product and Process Goal Setting
Authors: Graham Steve , Macarthur Charles , Schwartz Shirley , Page-Voth Victoria
Published: July 2017

This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.
Academic Behavior and Grades of Mainstreamed Students with Mild Disabilities
Authors: Truesdell Lee Ann , Abramson Theodore
Published: July 2017

This study examined the relationship between the classroom behaviors and final grades of mainstreamed students with mild disabilities in three urban schools in Grades 3–9. Significant correlations were found for all academic behaviors except attendance and homework at the elementary level and written work at the junior high level. In addition, significant differences in reading scores were found between mainstreamed and regular elementary school students. Findings indicate that mainstreamed students with mild disabilities may participate in academic lessons as well or nearly as well as their peers without disabilities.
Implementing a Successful Writing Program in Public Schools for Students Who are Deaf
Authors: Kluwin Thomas N. , Kelly Arlene Blumenthal
Published: July 2017

A 2-year project to improve the writing skills of children who are deaf included instruction for teachers in the process approach to teaching writing. The project encompassed 10 public school programs for students who are deaf and included 325 students in Grades 4–10 and 52 teachers. The project included specific training goals for teachers, a self-report procedure for the teachers, and a data-collection and analysis phase to assess short-term effects on students' writing. Teacher self-reports indicated widespread involvement in the project, and pretest and posttest results showed dramatic improvement in students' writing—particularly in grammatical skills. Scoring systems for students' papers are included.
Teaching Children with Autism through Task Variation in Physical Education
Authors: Weber Robert C. , Thorpe Joanne
Published: July 2017

The purpose of the study was to determine whether the technique of task variation (with maintenance tasks interspersed) (TV) is more effective in the acquisition of gross motor skills for students with autism than a constant task (CT) condition in a physical education setting. Subjects were 12 male students with autism, ages 11 to 15 years. The study included pretest-posttest administration of the I CAN assessment of Gross Motor Skills to assess skills such as overhand throw, kick, and vertical jump. After a 6-week treatment period, the TV condition was significantly more effective than the CT condition, at the .05 level.
Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze
Authors: Jenkins Joseph R. , Jewell Mark
Published: July 2017

This study examined the relations among performance on standardized reading tests, two informal measures (reading aloud and maze), and teacher judgment. Subjects were 335 students from Grades 2–6. Correlations between oral reading fluency and two achievement tests varied according to students' grade level, with a declining trend in the coefficients as grade level increased. Correlations between oral reading and achievement tests at the upper grade levels were lower than those reported in previous studies. In contrast, coefficients between performance on maze tasks and achievement tests did not show a similar decline from lower to upper grade levels. Results are discussed in the context of assessment procedures used in formative instruction.
The IDEA's Least Restrictive Environment Mandate: Legal Implications
Authors: Osborne Allan G. , Dimattia Philip
Published: July 2017

The Individuals with Disabilities Education Act (IDEA) states that students with disabilities are to be provided with a free appropriate public education in the least restrictive environment (LRE). During the early years of the IDEA, the courts generally deferred to school officials on LRE matters and ruled in favor of more restrictive placements. In some recent cases, however, courts have taken a more activist stance. These decisions may signal a new era in LRE case law. Nineteen years after the passage of P.L. 94–142, the courts may be growing impatient with school officials for not providing less restrictive environments for students with disabilities.
Follow-up of Children from Academic and Cognitive Preschool Curricula at Age 9
Authors: Mills Paulette E. , Dale Philip S. , Cole Kevin N. , Jenkins Joseph R.
Published: July 2017

This study reports on cognitive, academic, and social outcomes at age 9 years for a group of 141 children who participated in two highly contrasting early intervention programs, mediated learning (ML) and direct instruction (DI). Consistent with results at the end of intervention, no main-effect differences between the two groups were obtained. Also consistent with earlier results, there were several significant aptitude-by-treatment interactions. Initially higher performing children at pretest gained more from DI, whereas initially lower performing children gained more from ML. These interactions, of the same magnitude of those observed several years earlier, appear to reflect an enduring effect of the early programs.
The Sociometric Status of Students with Disabilities in a Full-Inclusion School
Authors: Sale Paul , Carey Doris M.
Published: July 2017

This study examined the sociometric status of children with disabilities in a full-inclusion school that did not use eligibility labels for special education services. The study used a positive and negative peer nomination technique to interview all students. The subject population included students with a range of disabilities; the majority were students with learning disabilities. Findings indicated significant differences between how students who were currently eligible for special education services and students who were likely eligible for services were perceived by their peers when compared to a control group. Full-inclusion strategies did not eliminate negative social perceptions of students with disabilities.
Social Relationships of Students with Exceptionalities in Mainstream Classrooms: Social Networks and Homophily
Authors: Farmer Thomas W. , Farmer Elizabeth M. Z.
Published: July 2017

This study explored the social affiliations of students in three mainstream classrooms containing students receiving general education services, students characterized as academically gifted, students with learning disabilities, and students with emotional and behavioral disorders. The study provided an in-depth description of the classrooms' social networks, focusing on the social and demographic characteristics that distinguished clusters of students. Findings showed that students formed distinct peer clusters around shared characteristics; particular social characteristics were associated with a student's level of centrality in the classroom; and students with exceptionalities were well integrated into the classroom's social structure. Affiliations of students with exceptionalities suggest topics for future research.
Early Intervention Inservice Training Strategies: Perceptions and Suggestions from the Field
Authors: Sexton David , Snyder Patricia , Wolfe Barbara , Lobman Marcia , Stricklin Sarintha , Akers Priscilla
Published: July 2017

This descriptive study examined the inservice training perceptions and suggestions of 242 early childhood service providers in Louisiana. These interventionists indicated that they had primarily or exclusively experienced more passive types of inservice training strategies than active kinds of strategies. Few participants reported having experienced support following training. In general, these interventionists rated passive didactic training techniques, such as lectures, handouts, and lists of resources, as much less likely to result in actual practice changes than dynamic strategies that include observations of teacher modeling, small-group discussions, and opportunities to practice targeted skills.
Packing the Parachute: Parents' Experiences as Their Children Prepare to Leave High School
Authors: Whitney-Thomas Jean , Hanley-Maxwell Cheryl
Published: July 2017

This study explored parents' experiences as their children prepare to leave high school and documented differences that exist in the transition experiences of parents of students with and without disabilities. Survey participants included 93 parents of students with disabilities and 111 parents of students without disabilities. Three factors were identified representing parents' (a) comfort with the transition, (b) vision for their child's future, and (c) response to the schooling process. Differences were found between the groups on a multivariate measure of their transition experiences. Significant differences were found between the groups on the Comfort and Vision measures but not on the Response measure. The results indicate that parents of students with disabiliites feel greater discomfort and pessimism than do parents of students without disabilities. Both groups of parents describe school personnel as important players in their child's transition to adulthood.
Discovering Multiple Intelligences through a Performance-Based Assessment: Consistency with Independent Ratings
Authors: Sarouphim Ketty M.
Published: July 2017

The purpose of this study was to investigate the consistency between performance-based DISCOVER (D iscovering I ntellectual S trengths and C apabilities through O bservation while allowing for V aried E thnic R esponses) assessment reports and two independent ratings (teacher, observer) in appraising students' multiple intelligences through specific activities. The comparison showed that the three accounts depicted similar results concerning the participants' strengths and weaknesses in spatial, logical-mathematical, and linguistic intelligences giving reason to believe that when intelligences are assessed through specific activities, the DISCOVER assessment observers were effective. However, the effectiveness of the DISCOVER assessment observers was low in appraising the intelligences not measured through specific tasks, namely bodily-kinesthetic, interpersonal, and intrapersonal intelligences. Specific tasks to appraise those intelligences should be devised for an effective and credible assessment of students' abilities throughout the whole spectrum of intelligences.
A National Perspective of Competencies for Teachers of Individuals with Physical and Health Disabilities
Authors: Heller Kathryn Wolff , Fredrick Laura D. , Dykes Mary Kay , Best Sherwood , Cohen Elisabeth Tucker
Published: July 2017

With the growing trend towards generic certification, questions arise concerning the extent of knowledge and skills teachers have in instructing students with physical and health disabilities. This national study examines the knowledge and skills of teachers instructing students with physical and health disabilities, the perceptions of their special education directors, the resources available through their state Departments of Education, and the competencies included in physical and health disabilities at their universities. Results indicate that over 40% of the special education teachers certified to teach students with physical disabilities do not feel well trained in about half of the competencies. Concerns regarding the effects of generic teacher certification and generic training in the area of physical and health disabilities are discussed.
Teaching Middle School Students with Learning Disabilities to Recruit Positive Teacher Attention
Authors: Alber Sheila R. , Heward William L. , Hippler Brooke J.
Published: July 2017

Four middle school students with learning disabilities were taught to recruit teacher attention while they worked on assignments in two inclusive general education classrooms. The students were taught to show their work to the teacher two to three times per session and make statements such as: “How am I doing?” Training was conducted in the special education classroom and consisted of modeling, role-playing, corrective feedback, and praise. A multiple baseline across students design showed that recruitment training increased (a) the rate of recruiting by the students, (b) the rate of teacher praise received by the students, (c) the rate of instructional feedback received by the students, and (d) the accuracy with which students completed their workbook assignments.
How We Prevent the Prevention of Emotional and Behavioral Disorders
Authors: Kauffman James M.
Published: July 2017

Popular rhetoric supports prevention, but action does not match the rhetoric. Legitimate concerns are promoted to primacy, precluding preventive action. Prevention may be thwarted by expressing overriding concern for labels and stigma, objecting to a medical model and failure-driven services, preferring false negatives to false positives, proposing a paradigm shift, calling special education ineffective, misconstruing the least restrictive and least intrusive intervention, protesting the percentage of children receiving services, complaining that special education already costs too much, maintaining developmental optimism, denouncing disproportional identification, defending diversity, and denying or dodging deviance. The mechanisms explaining the avoidance of prevention include delayed negative reinforcement of prevention, immediate positive reinforcement of competing behaviors, social punishment of prevention, and modeling. Implications for practice are suggested.
A Menu Interface to PC-Matlab for a First Course on Control Systems
Authors: Xue Dingyu , Goucem A. , Atherton D. P.
Published: July 2017

A menu interface to PC-MATLAB for a first course on control systems

The paper describes a software package written to support the teaching of a first course on control systems. It is written in PC-MATLAB, is menu driven and allows study of many aspects of a single-input single-output feedback system.
The Teaching of Digital Control Design: A Project Approach
Authors: Sen M. De La
Published: July 2017

The teaching of digital control design: a project approach

This paper deals with the development of a project as an alternative to teach digital control to undergraduate students. The project has an important basic research in a context of interest towards possible applications. Two other projects which were also developed are briefly described.
A Simulator to Model Energy Savings in Motor-Pumps
Authors: Merino José M.
Published: July 2017

A simulator to model energy savings in motor pumps

This simulator models a motor-pump and its hydraulic circuit. The flow can be controlled by throttling and variable speed. Details of the equipment used are included. The main aim is to evaluate energy savings and a set of application problems are included.
A Survey of the System of Higher Education for Electrical and Electronic Engineering Students in Germany, Compared with that of the U.K. and France
Authors: Shaw Brian M.
Published: July 2017

A survey of the system of higher education for electrical and electronic engineering students in Germany, compared with that of the U.K., and that of France

This follow-up article complements a previous one, which, in the main, described the system of higher education for electrical and electronic engineering students in France, and compared it that of the U.K. The current article describes the German higher-education system, and compares it with that of the U.K., and that of France, in a very similar way.
Analysis and Design of Analogue Electronic Circuits Using DPI — Part 2: Circuits Containing Different Types of Active Devices
Authors: Asamoah F.
Published: July 2017

Analysis and design of analogue electronic circuits using DPI methods — Part 2: circuits containing different types of active devices

Circuits with combinations of bipolar and field effect transistors as active devices are studied. It is shown that dealing with such problems poses no additional difficulties. An example is given.
An Advanced Approach to Teaching Protective Relaying Courses
Authors: Kezunovic M.
Published: July 2017

An advanced approach to teaching protective relaying courses

This paper introduces interdisciplinary treatment and experimental method for teaching protective relaying courses. The main goal of this approach is to teach students how the latest developments in the theory and the technology have affected the field of protective relaying. A computer relaying course is discussed as an example.
Pre-University Engineering Education and the Possible Effects of the National Curriculum in the United Kingdom
Authors: Hogg R. A.
Published: July 2017

Pre-university engineering education and the possible effects of the national curriculum in the U.K.

This paper describes the author's experience of pre-university engineering education and discusses the particular problems associated with electrical topics. It further discusses the possible effects on these schemes of the National Curriculum attainment targets and Programmes of Study in science in the U.K.
Electromagnetic Compatibility—Its Place in the Electrical Engineering Curriculum
Authors: Austin B. A.
Published: July 2017

Electromagnetic compatibility—its place in the electrical engineering curriculum

This paper discusses the significance of the 1992 Electromagnetic Compatibility (EMC) legislation in Europe and concentrates particularly on the need for EMC to be introduced into the undergraduate curriculum. All electrical engineers must have an awareness of EMC and therefore it should be taught within the framework of the first degree.