bluuebunny/crossref_metadata_2025 huggingface dataset:
Trends in Demography of Childhood Poverty and Disability
Authors: Fujiura Glenn T. , Yamaki Kiyoshi
Published: January 2017

This article presents childhood disability prevalence trends and their interaction with economic status. Estimates derived from National Health Interview Survey data (1983–1996) indicate a significant increase in childhood disability rates. Increased risk for disability was among constituencies defined by poverty and single-parent families. Analysis suggests three dynamics: (a) greater risk in single-parent households, (b) no incremental risk associated with racial or ethnic status after controlling for poverty, and (c) a growing relationship between poverty and risk for disability. Implications were discussed in terms of a “new universe” of disability and the importance of educations involvement in broader national social policy and advocacy.
“I Wanted to See if We Could Make it Work”: Perspectives on Inclusive Childcare
Authors: Devore Simone , Hanley-Maxwell Cheryl
Published: January 2017

Increasingly, young children with disabilities are included in natural learning environments such as home- and center-based childcare settings. Childcare providers are asked to adapt their practices and make accommodations to include these children. In this qualitative study, six childcare providers who provide inclusive childcare in a Midwest city were interviewed. They discussed factors that contribute to their ability to provide inclusive childcare. The authors analyzed the data according to grounded theory methodology. They identified the following main contributing factors: (a) the providers' commitment, (b) finding the balance between resources and needs, (c) problem-solving with parents, (d) access to emotional support and technical assistance, and (e) access to other supports. The authors discuss commonalties and divergences between home-based and center-based programs and implications for future practices.
How Long is Long Enough? Outcomes for a School-Based Prevention Program
Authors: McConaughy Stephanie H. , Kay Pamela J. , Fitzgerald Martha
Published: January 2017

One-year versus 2-year outcomes are compared for a school-based prevention project for children at risk for emotional disturbance. Matched pairs of children were randomly assigned to Parent-Teacher Action Research (PTAR) teams or a control group for their 1st-and 2nd-grade years ( Total n = 82). All children, along with their classmates, received social skills instruction from their teachers. Many more significant effects were found at the end of Year 2 than at the end of Year 1, including significant changes in children's problems and competencies, as well as significant interactions demonstrating the effectiveness of PTAR teams. Implications are discussed regarding short-term versus more long-term implementation of prevention programs for elementary age at-risk children.
Alternate Assessments: Lessons Learned and Roads to Be Taken
Authors: Kleinert Harold L. , Haig John , Kearns Jacqui Farmer , Kennedy Sarah
Published: January 2017

The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) require that all states develop and implement, by July 2000, alternate assessment methods for those students with disabilities who cannot be included within regular state and local district educational assessment and accountability measures. The focus of this article is how two states have addressed a set of seven essential questions in developing their alternate assessments; why they chose the formats, standards, and implementation systems that they did; and the intended and unintended consequences that have resulted thus far from those decisions. To further guide the efforts of others, a set of recommendations are provided for states and practitioners to consider in developing alternate assessments to meet the requirements of IDEA '97.
“Who I Am and What I Want”: Adolescents' Self-Definition and Struggles
Authors: Whitney-Thomas Jean , Moloney Mairead
Published: January 2017

This article examined self-definition in a sample of adolescents with and without disabilities to understand how they develop a sense of themselves and influential contextual factors. Central findings focus attention on students' self-definition, the degree to which they struggle in their lives, and the social support they are able to access and use. Students varied on level of self-definition, struggle, and type of support. Variation was dependent upon the clarity of the students' sense of themselves, their vision for the future, and their access to and use of supports to cope with decisions and difficulties faced as they prepared to graduate from high school. Students with disabilities were most likely to have low self-definition and experience high struggle.
Impacts of Poverty on Quality of Life in Families of Children with Disabilities
Authors: Park Jiyeon , Turnbull Ann P. , Turnbull H. Rutherford
Published: January 2017

This review of the literature examines the impact of poverty on the quality of life in families of children with disabilities. Twenty-eight percent of children with disabilities, ages 3 to 21, are living in families whose total income is less than the income threshold set by the U.S. Census Bureau. This review found a variety of impacts of poverty on the five dimensions of family, including health (e.g., hunger, limited health care access); productivity (e.g., delayed cognitive development, limited leisure opportunities); physical environment (e.g., overcrowded and unclean homes, unsafe neighborhoods); emotional well-being (e.g., increased stress, low self-esteem); and family interaction (e.g., inconsistent parenting, marital conflict over money). Implications of the findings for policy, research, and practices are suggested.
Academic and Participation Profiles of School-Age Dropouts with and without Disabilities
Authors: Scanlon David , Mellard Daryl F.
Published: January 2017

Young adults with learning disabilities (LD) or emotional or behavioral disorders (EBD) tend to achieve below their nondisabled peers in secondary school. They typically lack proficiency in academic skills and are less prepared for the world of work. A disproportionate percentage of these students drop out of school. Some of the dropouts find their way to adult education to pursue a General Educational Development (GED) diploma. Two hundred seventy-seven young adults with and without LD/EBD were interviewed regarding their school and post-dropout experiences. Findings indicate that factors such as disability status, when individuals drop out, and self-perspectives influence education participation.
Examining Educational Equity: Revisiting the Disproportionate Representation of Minority Students in Special Education
Authors: De Valenzuela J. S. , Copeland Susan R. , Qi Cathy Huaqing , Park Miwha
Published: January 2017

Continued concerns about educational equity for minority students require looking beyond analysis of enrollment in primary disability categories to additional issues of educational opportunity for students receiving special education services. This study examined the relationship between student ethnicity and language proficiency status with (a) number and type of disability labels, (b) access to the least restrictive environment, and (c) ancillary services using data from a large southwestern school district. Data quality was also examined as part of this study. The results suggest that minority students and English language learners were disproportionately enrolled in special education and placed in more segregated settings. A trend toward increased disability labels for minority students was also identified. Implications for research and practice are discussed.
The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education
Authors: Boe Erling E. , Cook Lynne H.
Published: January 2017

This study addresses the chronic and increasing national shortage of fully certified special education teachers (SETs) in comparison with general education teachers (GETs). The data sources were the 1987–1988 through 1999–2000 Schools and Staffing Surveys and the Data Analysis System for special education for school years 1987–1988 through 2001–2002. The study found that (a) the shortage of fully certified SETs increased from 7.4% in 1993–1994 to 12.2% in 2001–2002 (2%-4% greater than the shortage of fully certified GETs), (b) the number of additional fully certified SETs needed almost doubled from 25,000 in 1993–1994 to 49,000 in 2001–2002, (c) the shortage of fully certified teachers was exacerbated by entering teachers (only 44.4% of entering SETs were fully certified), and (d) only 53.1% of first-time entering SETs with extensive teacher preparation were fully certified.
Parents' Rights in Special Education: The Readability of Procedural Safeguards
Authors: Fitzgerald Julie L. , Watkins Marley W.
Published: January 2017

To make informed educational decisions, parents must be able to read and comprehend the information that is given to them by their school. The purpose of the current study was to examine the readability of Parents' Rights documents of all states. Results indicated that only 4% to 8% of Parents' Rights documents were written at the recommended reading level. To the contrary, 20% to 50% of the documents were written at a college reading level or higher, and other text characteristics may have added to their difficulty. These findings suggest that parents of students with special needs are likely to find Parents' Rights documents very difficult to read and understand. Parents' Rights documents should be rewritten to make them accessible to more parents.
Achieving Equity in Special Education: History, Status, and Current Challenges
Authors: Skiba Russell J. , Simmons Ada B. , Ritter Shana , Gibb Ashley C. , Rausch M. Karega , Cuadrado Jason , Chung Choong-Geun
Published: January 2017

Among the most-longstanding and intransigent issues in the field, the disproportionate representation of minority students in special education programs has its roots in a long history of educational segregation and discrimination. Although national estimates of disproportionality have been consistent over time, state and local estimates may show varying patterns of disproportionality. A number of factors may contribute to disproportionality, including test bias, poverty, special education processes, inequity in general education, issues of behavior management, and cultural mismatch/cultural reproduction. This article provides a report on the history, measurement, status, and factors contributing to disproportionate representation in special education, and offers recommendations based on an understanding of racial and ethnic disparities in special education as a multiply determined phenomenon.
Preparing Preservice Educators for Cultural Diversity: How Far Have We Come?
Authors: Trent Stanley C. , Kea Cathy D. , Oh Kevin
Published: January 2017

This article reviews research on the incorporation of multicultural education in preservice general and special education teacher preparation programs from 1997 to 2006. A total of 46 studies, 39 from general education and 7 from special education teacher education programs, met the criteria for inclusion in this literature review. Findings revealed that very few changes have occurred in this body of research in terms of the quantity, topics addressed, methods used, and gaps since the last time this literature was reviewed, in 1998 and in 2004. Despite these limitations, strengths are emerging in this body of research that can be used to pave the way for a more substantive and comprehensive research agenda in the future.
Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities
Authors: Cartledge Gwendolyn , Kourea Lefki
Published: January 2017

Culturally and linguistically diverse (CLD) students with and at risk for disabilities evidence the greatest need for quality instructional programs of all students in our schools because of disproportionate academic underachievement, special education referrals, and disciplinary actions. Authorities on culturally responsive instruction consistently point to the cultural dissonance between the home and school as a contributor to poor educational outcomes. Other researchers argue that these students are least likely to be taught with the most effective evidence-based instruction. This article discusses culturally responsive classrooms for CLD students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda.
A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities
Authors: Browder Diane M. , Spooner Fred , Ahlgrim-Delzell Lynn , Harris Amber A. , Wakemanxya Shawnee
Published: January 2017

This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings.
Child and Family Characteristics Associated with Nonpromotion in Preprimary Education
Authors: Gadeyne Els , Onghena Patrick , Ghesquière Pol
Published: January 2017

Educational research has found few benefits of preprimary school nonpromotion; nevertheless, in many countries the practice remains quite common. The aim of this study is to extend knowledge regarding preprimary nonpromotion via investigation of a wide set of child and family characteristics deemed predictive and discriminative of different postkindergarten nonpromotion alternatives in Flanders, Belgium. The study participants were 3,633 children (3,375 were promoted to first grade, 138 repeated kindergarten, 71 transferred to special education, 49 attended a transition room). Child preacademic scores and psychosocial functioning were relatively strong predictors for promotion versus nonpromotion. Child and family demographic characteristics were more decisive regarding the choice between retention, special education, and a transition program. The study raises questions about nonpromotion practices in terms of selectivity mechanisms, prevention, and educational alternatives.
Using Self-Regulated Strategy Development to Improve Expository Writing with Students with Attention Deficit Hyperactivity Disorder
Authors: Lienemann Torri Ortiz , Reid Robert
Published: January 2017

This study investigated the effects of an expository writing strategy implemented using the Self-Regulated Strategy Development model on the writing skills of four, 4th- and 5th-grade students with attention deficit hyperactivity disorder. Instruction had a pronounced positive effect on students' writing. Student essays were longer and more complete. Holistic quality ratings were in the normal range. Findings were generally maintained over time.
Assessing Letter Sound Knowledge: A Comparison of Letter Sound Fluency and Nonsense Word Fluency
Authors: Ritchey Kristen D.
Published: January 2017

This article compares 2 fluency-based assessments of letter sound knowledge: letter sound fluency and nonsense word fluency (NWF). Ninety-one children were administered both assessments 5 times during the second half of kindergarten. The assessments were comparable for concurrent and predictive criterion-related validity at single points. The ability to accurately identify which students were at risk for reading difficulty using a single assessment point was examined using established and modified benchmarks. Additionally, 2 scores were analyzed for NWF: total number of sounds and number of sounds blended together in words. Students' responses to NWF varied within and across assessment points. This variability should be considered when NWF is used to make progress monitoring decisions about beginning readers.
Families with Children Who Have Autism Spectrum Disorders: Stress and Support
Authors: Meadan Hedda , Halle James W. , Ebata Aaron T.
Published: January 2017

Many individuals with autism spectrum disorders (ASD) have behavior repertoires that might be expected to have an impact on members of both the immediate and extended family. This article examines this impact, reviewing relevant literature related to stressors and supports for families of individuals with ASD. The focus of the article highlights research on stressors and supports in the following areas (a) stress in the marital subsystem, (b) stress in the parental subsystem, (c) stress in the sibling subsystem, (d) coping strategies used by families, and (e) informal and formal sources of support used by families. Implications and recommendations for future research and practice are discussed.
Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms
Authors: Bottge Brian A. , Toland Michael D. , Gassaway Linda , Butler Mark , Choo Sam , Griffen Ann Katherine , Ma Xin
Published: January 2017

The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general education classrooms. Results showed that students in the EAI condition improved their performance on math skills contained in several of the standards. Effect sizes were especially large for students with MD when the special education teacher more actively participated in the instructional activities with the math teacher. Classroom observations provided examples of how teachers can work together to benefit students in inclusive math settings.
Converging Circles—Education of the Handicapped and Some General Federal Programs
Authors: Mackie Romaine P.
Published: January 2017

This paper shows the advances made through congressional legislation and attempts to provide insight into federal activities that concern all handicapped children and youth. Four people-oriented federal activities are discussed.
Effects of Physical Education on the Intellectual, Physical, and Social Development of Educable Mentally Retarded Boys
Authors: Corder W. Owens
Published: January 2017

Eight retarded boys were given an intensive 20 day program of physical education. Eight retarded boys designated as “officials” met each day with the training group while eight retarded boys served as controls. Pretest and posttest were given on the WISC, the PFT and the Cowell Personal Distance Scale. The training group made significant IQ gam scores on the Full Scale and Verbal Scale over the control group. The training group made significant gain scores on the PFT over the officials and the control group, but there was no difference in social status.
The Evaluation of Verbal Performance in Multiply Handicapped Blind Children
Authors: Curtis W. Scott
Published: January 2017

The procedures, personnel, and facilities for the evaluation of verbal skills in multiply handicapped blind children which have been utilized at the Syracuse University Center for the Development of Blind Children are reported.
The Prestige of Special Education Teaching
Authors: Jones Reginald L. , Gottfried Nathan W.
Published: January 2017

A study of the prestige attributed to teachers of exceptional children was conducted. The subjects were 138 practicing teachers and college undergraduates completing a paired comparisons questionnaire. The results revealed that all teachers of exceptional children are judged to possess higher prestige than teachers of the nonexceptional. Teachers of the blind, deaf, gifted, emotionally disturbed, and severely mentally retarded are seen as possessing especially high standing.
Concept Learning in Culturally Disadvantaged Children as a Function of Verbal Pretraining
Authors: Prehm Herbert J.
Published: January 2017

While research indicates that verbal pretraining has a positive influence on the discrimination learning performance of subjects of normal intelligence, a comparable influence has not been shown for other types of conceptual tasks for retarded subjects. The purpose of this experiment was to investigate the effects of stimulus pretraining on concept learning by subjects who had a “high risk” of being classified as mentally retarded at some future time. A group of 27 “higher risk” and 21 “lower risk” subjects was randomly divided into three pretraining groups: verbal label, attention, and control. Subsequent to pretraining on the stimuli used for Transfer Task 1, subjects in each group were presented with a concept learning task (Transfer Task 1). After reaching the criterion of learning on Transfer Task 1, subjects were presented with a second, new, concept learning task. Analysis of the data revealed that there were no significant performance differences between risk groups and that pretraining had a significantly positive effect on performance.
Is Mobility Feasible with Multiply Handicapped Blind Children?
Authors: Seelye Wilma Spake , Thomas John E.
Published: January 2017

Blindness accompanied by another handicap does not invariably disqualify a child from benefiting from mobility education. A thorough evaluation must be made to determine whether and to what extent a child might benefit from lessons and how the additional handicap will necessitate a change in techniques. Work with multiply handicapped blind children may cause inhibitions on the part of parents and teachers. Therefore, for the child to receive value from the lessons, conferences are essential among parents, teachers, and the mobility instructors. Mobility instruction with a multiply handicapped blind child, as well as any blind child, involves more than the techniques of travel. Improvement of the self-image as a result of increased independence usually occurs. In addition, as a result of mobility instruction, children are better able to interact actively and directly with their environment and from it to acquire meaningful information.
The Role of Punishment In the Classroom
Authors: Macmillan Donald L. , Forness Steven R. , Trumbull Barbara M.
Published: January 2017

In the present article, the authors challenge the notion that punishment has either no lasting effect on behavior or detrimental effects. In so doing, the limitations of extinction and counterconditioning are discussed along with situations in which punishment is the better alternative for eliminating particular behaviors. In the last half of the paper, variables are explored which are suggested to alter the effectiveness of punishment, including timing, consistency, intensity, adaptation to punishment, alternative means of obtaining a goal, relationship between punishing agent and recipient, and cognitive variables.
Reversals in Reading: Diagnosis and Remediation
Authors: Moyer Sandra B. , Newcomer Phyllis L.
Published: January 2017

Traditionally, a great deal of significance has been assigned to reversal errors in reading and writing. These errors are commonly attributed to perceptual difficulties that reflect neurological immaturity or deficiency. This article takes the position that reversals are not caused by perceptual defects but often result from the child's inexperience with directionality as a salient feature in making discriminations, and with proper instruction, even 4 and 5 year olds can learn to distinguish between reversible letters. This view is supported by a review of relevant research. Guidelines for diagnosis and instruction are presented.
Vocabulary Development of Educable Retarded Children
Authors: Taylor Arthur M. , Thurlow Martha L. , Turnure James E.
Published: January 2017

This study represents an example of translating basic research on learning strategies into the development of classroom instruction. In particular, three approaches to vocabulary instruction were developed based on research from the training of elaboration strategies with retarded children. These approaches were tested with a month of vocabulary instruction presented daily to nine classes for the educable mentally retarded. Data related to vocabulary development and strategy usage indicated the instructional conditions were differentially affected. The findings provided initial guidelines as to how elaborations could be incorporated into classroom instruction for the mentally retarded.
An Evaluation of the Teacher Consultant Model as an Approach to Mainstreaming
Authors: Miller Ted L. , Sabatino David A.
Published: January 2017

Two special education resource service models are contrasted for their effects on student achievement and on teacher and pupil behavior. Academic performance gains were equivalent for both models (teacher consultant and resource room), while teacher behaviors were judged slightly better under the teacher consultant model. Both approaches were superior to controls (no service). The parallel academic gains coupled with improved teacher behaviors suggest utility in having both models in operation within a continuum of services. The data support increased instruction in the regular classroom, thereby promoting many of the goals of mainstreaming through education in the least restrictive alternative, improved regular teacher skills, and attenuation of the effects of labeling.
A Statistical Interpretation Primer for the Practitioner (Tests of Means)
Authors: Algozzine Bob
Published: January 2017

Interpretation of research articles need not be the domain only of statisticians and educational researchers. A basic understanding of what to look for in an article that compares group performance averages is presented here. One t test and one F ratio are discussed with regard to their significance as cues to interpretation of standard statistical analyses. It is anticipated that the knowledge to be gained by approaching research reports from this perspective will far outweigh the effort spent to develop the interpretative skills.
Preparing Educators to Participate in the Community Response to Child Abuse and Neglect
Authors: McCaffrey Mary , Tewey Stephanna
Published: January 2017

Training programs for educators in the prevention and treatment of child abuse and neglect have recently become a national priority. Many of these only develop an awareness of the problem. In order to really make training effective, programs must be designed that integrate the existing skills of educators and available school resources with larger community based efforts. CEC has designed a training program for educators that combines a knowledge of school systems with an identification of the needs of abused and neglected children, their families, and the community with available school resources.
Language Assessment through Specification of Goals and Objectives
Authors: Dever R. B.
Published: January 2017

This article discusses the process of hierarchical task analysis as it relates to the setting of instructional goals and objectives. Hierarchical task analysis is distinct from discrete task analysis: Whereas discrete task analysis is a tool used to specify how instruction is to be carried out, hierarchical analysis is a tool used to decide what to teach and when to teach it. The process of doing a hierarchical analysis is essentially one of the analysis of behavioral prerequisites to goals. This article demonstrates how the process is carried out using an existing analysis of the teaching of English as an example.
Teachers' Preferences for Resource Services
Authors: Gickling Edward E. , Murphy Lee C. , Mallory Douglas W.
Published: January 2017

An open-ended Delphi type questionnaire was distributed to administrators and teachers of regular and special education throughout the state of Tennessee. Responses obtained from the questionnaire were used to construct a second, forced choice questionnaire. The second questionnaire was distributed only to regular and resource teachers who had voiced a positive commitment favoring mainstreaming exceptional children. The results show many of the preferences of regular and resource teachers regarding inservice training, cooperative planning, and resource service topics. As such, they represent an initial needs assessment of those closest to the actual teaching situation.
Using Telecommunications Technology to Instruct Rural Severely Handicapped Children
Authors: Tawney James W. , Aeschleman Stanley R. , Deaton Sandra L. , Donaldson Robert M.
Published: January 2017

A prototype telecommunications project designed to bring home instruction to severely handicapped preschool children in remote and isolated areas is described. The project demonstrated that a minicomputer control system could serve a large number of families simultaneously. Reliable telephonic data transmission between computer and home based teaching machines was achieved, families accepted the placement of equipment in their homes, and children interacted with automated devices on a daily basis. The feasibility of large scale service delivery through a similar system is discussed.
Effect of Process Oriented Instruction on Thought Processes in Gifted Students
Authors: Baldwin Alexinia Y.
Published: January 2017

A process oriented instructional strategy to develop higher level thought processes in gifted students was studied to determine whether or not gifted students of the experimental group would advance more in this area than would the students in the average ability and treatment groups. A total of 312 seventh grade students from widely differing geographic areas and ethnic groups participated in the study. Results showed that under research conditions gifted students in the experimental population did significantly better than average students in the experimental and control groups. Although there was a mean difference in the scores of the experimental and control gifted classes, this difference was not significant at the .01 level. The evaluative comments of the students and teachers and the data from the Classroom Activities Questionnaire provided insight into the processes being used and the effect of lower level thought processes on developing higher level thought processes.
The Warnock Report: Britain's Preliminary Answer to Public Law 94-142
Authors: Karagianis Leslie D. , Nesbit Wayne C.
Published: January 2017

During the last few years a number of western countries have made recommendations through reports and legislation that they felt would provide significant educational benefits for handicapped children through the modification of their educational systems. Great Britain has also been mindful that changes should be made to provide a more meaningful education for exceptional children and established a committee under the Chairmanship of Mary Warnock to investigate special education. Salient recommendations from the resultant document, entitled Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People are presented.
The Etiology of Hyperactivity
Authors: Johnson Jean Ann
Published: January 2017

This review of the major investigations in the area of hyperactivity provides an overview of the possible etiological factors responsible for this enigmatic condition. There is little evidence implicating genetics, social learning, and organic factors as causes of hyperactivity. Environmental factors such as lead poisoning and, in particular, food additives show a somewhat stronger association with hyperactivity. It is also possible that rather than a single factor only the cumulative effect of several etiological factors causes hyperactivity. The hitherto indiscriminate association of all hyperactive children into a single class without recognition of the possible presence of pertinent heterogeneous subpopulations may have seriously hindered previous investigations. Therefore, the development and use of wore accurately described subclasses based on neurological, social, genetic, or environmental aberrations might prove more successful in the search for the etiology and treatment of hyperactivity.
Characteristics of Superior and Average Special Education Teachers
Authors: Westling David L. , Koorland Mark A. , Rose Terry L.
Published: January 2017

A questionnaire regarding current teaching practices and related experiences was sent to a group of designated “superior” special educators and a contrast group of “average” special educators. The questionnaire included the following areas: personal/professional data; professional preparation; classroom teaching activity; classroom management; evaluation; professional interaction; and parental interaction. The results are reported in terms of the items that (a) were answered positively by a majority of the superior educators and (b) resulted in significant differences between the two groups. Discussion is focused on the implications of the findings for teacher training programs.
Changing Children's Perceptions of Handicapped People
Authors: Jones Thomas W. , Sowell Virginia M. , Jones Julie K. , Butler Lester G.
Published: January 2017

Seventy-four children, ages 7 to 9 years, were randomly assigned to two groups. One group received a pretest measure of perceptions of handicapped people. Both groups then participated in a 5 hour program of activities planned to enable the children to perceive and experience the needs of handicapped people and to synthesize their perceptions. The activities included simulations, interactions with handicapped people, and discussions. Posttest scores demonstrated significant positive changes in the children's perceptions of handicapped people.
Differences in Cognitive Functioning of Retarded Children and Retarded Autistic Children: A Response to Ahmad Baker
Authors: Sindelar Paul T. , Meisel C. Julius , Buy Mary Jane , Klein Edward S.
Published: January 2017

Baker (1979), in arguing that not all autistic children are normally intelligent, also implied that the cognitive functioning of autistic and mentally retarded children was the same. The research reviewed in this paper challenges the validity of this implication. Differences between the two groups have been demonstrated in subtest profiles from standardized intelligence tests; the use of syntax and interrelatedness in facilitating recall; and language rules. Taken together, these lines of research suggest that there is a cognitive deficit unique to autism that is manifested in impaired language development and use of abstraction.
An Analysis of the Forum: Issues in Education of the Severely and Profoundly Retarded
Authors: Tawney James W. , Smith Jonathan
Published: January 2017

The May 1979 issue of Exceptional Children presented a three-part forum of issues on the education of severely and profoundly retarded children (Burton & Hirshoren, 1979a, 1979b; Sontag, Certo, & Button, 1979). Different viewpoints were presented, focusing initially on anticipated levels of learning, personnel preparation, and locus of educational services for this population. The authors of the article presented here concluded that apparent errors of fact in the three articles merited an extensive, critical analysis. Here, these errors are identified and discussed. The authors' views are expressed on these and additional topics related to the education and educability of severely and profoundly retarded children.
A Policy Study of P. L. 94–142
Authors: Joiner Lee M. , Sabatino David A.
Published: January 2017

The study sought to determine the “level of consciousness” of selected regular and special educators for 50 competing educational policy statements. Fifty of the most frequently occurring policy items were selected, 20 arising as key concepts of the 1975 Education for All Handicapped Children Act (P.L. 94–142), intermingled with 30 of the most pressing issues drawn from the current regular (general) and vocational education literature. A Q-sort procedure required 199 general and special education teachers and administrators to prioritize the general and special education policy items, sorting them according to their importance. A discriminant functions analysis disclosed that respondents could be correctly classified as special or regular educators with 68% accuracy (cross-validated) on the basis of their level of consciousness for 11 P.L. 94–142 policy items. Special education administrators demonstrated the highest level of consciousness, general education administrators the lowest, and teachers the middle range.
Effect of Inservice Training Intensity on Teachers' Attitudes toward Mainstreaming
Authors: Larrivee Barbara
Published: January 2017

The purpose of this study was to determine whether degree of inservice training would impact on the regular classroom teacher's attitude toward mainstreaming. Three groups of regular education teachers were compared: (a) a random sample; (b) a group attending monthly inservice training sessions during the school year; and (c) a group receiving intensive inservice training over a one year period. The study utilized a 30 item attitude scale constructed by the method of summated ratings. A factor analysis of the scale yielded five dimensions underlying teacher attitudes toward mainstreaming. A comparison of the three groups of regular classroom teachers indicated that the intensive training group held significantly more positive attitudes than either of the other two groups. Differences were greatest on items associated with general philosophy of mainstreaming, academic and social growth of the special needs child, and perceived ability to teach special needs children.
Due Process Hearing Officers: Characteristics, Needs, and Appointment Criteria
Authors: Turnbull Ann P. , Strickland Bonnie , Turnbull H. Rutherford
Published: January 2017

Characteristics and training needs of due process hearing officers in North Carolina were surveyed. It was found that current regulations governing appointments of hearing officers are insufficient to ensure appointment of qualified and impartial persons. Criteria were analyzed and suggestions for training and appointments are made.
Identifying Creative Potential in Handicapped Children
Authors: Ford Barbara G. , Ford Ronald D.
Published: January 2017

Creativity and the characteristics of the creative personality are explored in an attempt to show both that creativity exists in handicapped children and is a valuable attribute to be developed in these students. A summary of research on the issue of the correlation of creativity and intelligence is presented. Studies of the creative abilities of handicapped children are reviewed, along with reports of the teachability of creative thinking and creative problem-solving. The special value of creative problem-solving skills for handicapped children is discussed, and specific attributes of the creative personality are summarized. Finally, a model incorporating these attributes into four levels of creative functioning is presented. Checklists drawn from this model will be used as one means of identifying creativity among handicapped children.
Learning Styles among Gifted/Talented Students: Instructional Technique Preferences
Authors: Stewart Emily D.
Published: January 2017

The Learning Styles Inventory and the Nowicki-Strickland Locus of Control Scale for Children were administered to 300 fourth, fifth, and sixth grade gifted/talented students in New York and Connecticut and to 283 students from the general population. Other test score information was obtained from student records. It was found that (a) gifted students and students of the general population differ overall with respect to learning style; (b) the learning style variables contributing most to the difference between the two groups were lecture, independent study, discussion, and projects; and (c) grade level, sex, locus of control, and favorite subject significantly affect learning style preferences. It was concluded that there seems to be a preference among gifted/talented students for those instructional methods emphasizing independence, while students of the general population seem to prefer instructional methods with somewhat more structure.
Influencing Parents' Attitudes toward Gifted Education
Authors: Mathews F. Neil
Published: January 2017

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.
The Multiple Talent Approach in Mainstream and Gifted Programs
Authors: Schlichter Carol L.
Published: January 2017

This article examines the use of the multiple talent approach to providing enrichment for all students in regular class programs and for gifted students in special programs. Research on the use of the model in regular programs which include gifted students is reported, and implications for more effective identification and enrichment of gifted children are discussed. The application of the multiple talent model in special programs for the gifted is discussed in the context of a comprehensive program model as defined by Renzulli's (1977) triad model.
The 1964–1968 Presidential Scholars: A Follow-up Study
Authors: Kaufmann Felice A.
Published: January 2017

The purpose of this study was to examine the current status and relevant history of the 1964–1968 Presidential Scholars, who were chosen on the basis of outstanding scores on the National Merit Scholarship Qualifying Test, the recommendation of school officials, and an autobiographical statement. A total of 172 males and 150 females responded to a 41-item questionnaire. The results indicate a high degree of postsecondary school achievement in academic accomplishments and job status and low incidence of awards for career development.
Broadening the Research Perspective in Special Education
Authors: Stainback Susan , Stainback William
Published: January 2017

For most of the 20th century, quantitative research has been the predominant methodology used to expand the knowledge base in special education. However, there is growing recognition of the limitations of quantitative research (Campbell, 1979; Rist, 1980). Thus, the purpose of this article is to examine a different methodology, i.e., qualitative research, as a way to broaden the research perspective in special education. Qualitative research is defined and compared to quantitative research. Subsequently, areas in which qualitative methodology could make a contribution to research in special education are discussed.
Factors Contributing to the Development of Successful Mainstreaming Programs
Authors: Salend Spencer J.
Published: January 2017

Some specific guidelines and procedures for developing and implementing successful mainstreaming programs are provided. Factors discussed include: developing criteria for mainstreaming; preparing handicapped students; preparing nonhandicapped students; promoting communication among educators; evaluating student progress; and providing inservice training.
Effects of Cooperative Learning and Individualized Instruction on Mainstreamed Students
Authors: Slavin Robert E. , Madden Nancy A. , Leavey Marshall
Published: January 2017

This study examines the effects on mainstreamed academically handicapped students of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. Eighteen classes (grades 3–5) in six schools were randomly assigned to one of three conditions: TAI; individualized instruction (II) without cooperative teams; or control. The 117 academically handicapped students in these classes served as the subjects. The TAI and II methods both had significantly positive effects on the social acceptance of academically handicapped students by their nonhandicapped classmates, on their attitudes toward math, and on teacher ratings of their behavior. No achievement differences were found, although students as a whole (handicapped and nonhandicapped) in TAI and II classes achieved more than control students.
Implementing a Prereferral Intervention System: Part II. The Data
Authors: Graden Janet L. , Casey Ann , Bonstrom Orlin
Published: January 2017

This is the second of two articles on the implementation of a prereferral intervention model. The first article provided a rationale and description of the prereferral intervention model as the first phase in the special education services delivery system. In this article, the implementation of the model is described and data are presented on consultation, referral, testing, and placement rates before, during, and after implementation. Issues in implementation, including school system variables and barriers to implementing a consultation model, are also discussed.
Avoiding the “Catch 22” in Special Education Reform
Authors: Wang Margaret C. , Reynolds Maynard C.
Published: January 2017

This article points out a critical barrier to effective implementation of the “least restrictive environment” mandate of Public Law 94–142. A brief review of the major recommendations of the National Academy of Sciences (NAS) Panel on Selection and Placement of Students in Programs for the Mentally Retarded and a discussion of the implications for actualizing the recommendations in the context of current policy and funding practice in special education are provided. The conditions and decisions surrounding the institution and discontinuation of an educational program that incorporates design features aimed at achieving the programming and classification objectives identified by the NAS Panel are described, and some of the major policy and implementation issues surrounding reform in this area are delineated.
Self-Regulated Learning among Exceptional Children
Authors: Paris Scott G. , Oka Evelyn R.
Published: January 2017

Self-regulated learning should be an educational objective for handicapped children and unsuccessful students. Self-regulated learning combines cognitive skill and motivational will so that students can select challenging tasks, apply effective learning strategies, and measure their success against personal standards. Self-regulated learning builds confidence in children and enables them to acquire effective problem-solving skills that extend beyond the classroom. A variety of classroom programs that enhance children's learning strategies, metacognition, and motivation, are described to show how instruction can foster self-regulated learning.
Instruction and Cognitive Development: Coordinating Communication and Cues
Authors: Turnure James E.
Published: January 2017

A major new premise guiding much of contemporary cognitive instructional research is that the development of “cognition” is in many ways a social phenomenon. Therefore, the development of any higher mental process should be analyzed in terms of social influences on its expressions both in general experience and everyday life as well as in schools and experimental situations. The centrality of communication in social affairs indicates that insights into instruction and learning could emerge from research on language and communication, examples of which are provided.