bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effects of Typing Instruction on the Personality and Achievement of Educable Mentally Handicapped Children
Authors: Karnes Merle B. , Clarizio Harvey F. , Zehrbach Richard Reid
Published: January 2017

This study investigated the effects of teaching typing to educable mentally handicapped pupils. It was hypothesized that acquisition of typing skills would result in significant gains in the academic and personality areas. Fourteen pairs of subjects were matched on appropriate variables. The experimental subjects received typing instruction for two or three years utilizing The Keyboard Town Story curriculum. Only partial support for the hypothesis was obtained. Typing did seem to benefit approximately 25 percent of the group.
The Neurological Study of Children with Learning Disabilities
Authors: Cohn Robert
Published: January 2017

The equating of minimal neurological signs with minimal brain (neuropathological) damage is shown to be untenable in the present state of our knowledge. It is demonstrated that for the neurological examination to be of importance, it must encompass complex behavioral phenomena, as well as study of the classical motor and sensory functions. In the treatment of disturbed communication function, the accent must be away from correction, and directed toward continual development and growth through the available, relatively intact address systems.
Diagnostic Methods Used with Learning Disability Cases
Authors: Capobianco R. J.
Published: January 2017

The extreme variability of behavior characterizing the neurologically impaired, or more recently, children with learning disabilities, demands the educator's attention to symptomatology rather than etiology. Diagnosticians must strengthen their attempts to recommend corrective remedial-education for these children rather than to serve as mere “classifiers” or intermediate “stop-gaps” between teachers and neurologists. Clinical educational techniques of proven value should be geared to the nature of the learning disability rather than to causative factors.
The Capacities of Children
Authors: Reynolds Maynard C.
Published: January 2017

It appears that educators often think of the capacity of individual children for academic learning in terms of intelligence test scores or other measures of individual attributes. The measures are thought to be relevant simply because they predict achievement. Actually one predicts different things for children under diverse circumstances and thus children can be thought of as having many different capacities.
Direction for Future Action
Authors: Selznick Harrie M.
Published: January 2017

This article identifies three major problems in special education which will require our efforts in the future. Questions are raised regarding present procedures for grouping children for educational purposes; preservice training of teachers; and the current levels of understanding about exceptional children. The need to identify important questions and to organize an orderly process for resolution of these questions is suggested.
TMI-Grolier Time Telling Program for the Mentally Retarded
Authors: Bradley Betty Hunt , Hundziak Marcel
Published: January 2017

This study attempts to evaluate the performance of 15 mentally retarded children on the TMI-Grolier Time Telling Program presented on a teaching machine. The experimental design was pretest, training, posttest. Results indicated an increase in gain scores which ranged from two to 11 on the posttest for all subjects. Little relationship was evident between the gain scores on time telling and achievement or IQ. The findings suggested that mentally retarded subjects can profit from a teaching machine program written for normal children. The primary advantage seemed to be in rapid determination of problems involved in learning the task. Perceptual ability may be a factor in successful performance of subjects.
Upper and Lower Status Gifted Children: A Study of Differences
Authors: Frierson Edward C.
Published: January 2017

Groups of gifted and average elementary school children from upper and lower status backgrounds were compared on measures of height, weight, personality traits, interests, activities, and creative thinking. Group differences between upper and lower status gifted children were found to be associated with differences in socioeconomic background. Group differences between gifted and average children regardless of socioeconomic background were also disclosed. The findings emphasize the importance of controlling for socioeconomic status in studies where gifted and nongifted children are compared.
Exceptional Children Abstracts: Hearing Impaired
Authors: Stuckless E. Ross
Published: January 2017

This presentation is second in a series of selected abstracts. Each journal in Volume 32 will carry abstracts in a specific area. In May, 1966, all abstracts will be printed under a separate cover. The publication schedule for the remaining sections is as follows: November–-Behavioral Disorders; December—Mentally and Culturally Retarded; January—Gifted and Creative; February—Physically Handicapped; March—Speech and Language; April—Administration; May—General.
Captioned Films for the Deaf
Authors: Gough John A.
Published: January 2017

Public Law 85–905, as amended by Public Law 87–115, provides for the production and distribution of captioned films for the deaf as well as related research and training activities.
The National Defense Education Act and Exceptional Children
Authors: Wirtz Morvin A.
Published: January 2017

Two recent amendments to The National Defense Education Act of 1958 enlarged its scope to include the education of exceptional children. The new Title XI allows colleges and universities to plan institutes in critical subjects for teachers of exceptional children. The amended Title III provides for instructional materials to be used for all school children, including the exceptional. This paper briefly presents the Titles' provisions and indicates those who would be eligible.
Research and Demonstration Program for Handicapped Children and Youth
Authors: Moss James W. , Chalfant James C.
Published: January 2017

The research and demonstration program for handicapped children provided by Public Law 88–164, as amended by PL 89–105, is discussed. Actions related to applications and funding for fiscal years 1964 and 1965 are summarized. Types of programs which may be funded, future projects planned by the Branch, and application procedures are described.
CEC and Legislation—Now and in the Future
Authors: Geer William C. , Deno Evelyn D.
Published: January 2017

The passage of legislation concerning the development of adequate educational programs for the gifted and handicapped children has been supported by The Council for Exceptional Children acting in unison with various organizations. This paper presents (a) a brief review of CEC's past efforts to improve federal legislative provisions; (b) organizational policy statements that were adopted in order to increase CEC's effectiveness as an instrument for the encouragement of legislation for handicapped children; and (c) a look into the future of special education based on current trends.
The Identification of Successful Teachers of Mentally or Physically Handicapped Children
Authors: Meisgeier Charles
Published: January 2017

To accomplish the purpose of identifying and quantifying characteristics which contribute to successful student teaching of mentally and physically handicapped children, five dimensions of human behavior were investigated. Three characteristic patterns of successful student teaching experiences emerged from the investigation. The successful student teachers (a) were well adjusted, emotionally stable, and able to encounter difficult special class situations; (b) possessed physical energy, vitality, and enthusiasm necessary to meet special classroom demands; (c) obtained high scores on measures of scholastic achievement and ability.
Behavioral and Academic Gains of Conduct Problem Children in Different Classroom Settings
Authors: Glavin John P. , Quay Herbert C. , Werry John S.
Published: January 2017

A 2 year research study was completed with conduct problem children who presented severe difficulties in the public school system and were placed in experimental special classrooms. In the first year (1967) the program emphasized the elimination of grossly deviant behaviors and the acquisition of attending behaviors as precursors for academic gain. Program emphasis was changed the second year (1968) to stress rewards for academic performance. Attractive reinforcers were attached to appropriate academic tasks in the context of a highly structured classroom program. A comparison of the academic and behavioral results of the 2 years is presented and discussed.
Learning Potential and Vocational Aspirations of Retarded Adolescents
Authors: Folman Rosalind , Budoff Milton
Published: January 2017

The learning potential (LP) hypothesis states that the educable mentally retarded who profit from the training session in the LP assessment are educationally retarded students, while those who do not profit function as the mentally retarded are typically described. An interview examining present vocational status and development of vocational goals in low income special and regular class adolescents tended to support this hypothesis. While the educable students with a low learning potential tended to respond initially like their nonretarded peers, they generally appeared to be functioning in a fantasy period of vocational development. Educable students with a high learning potential aspired low, had specific knowledge and/or experience with the job they chose, and had discussed it with their families.
An Experimental Resource Room for Behavior Problem Children
Authors: Glavin John P. , Quay Herbert C. , Annesley Frederick R. , Werry John S.
Published: January 2017

The Temple Resource Room Project represents an attempt to develop, refine, and evaluate an alternative to special class placement for behavior problem children in the public school. Children in the experimental group were scheduled for a resource room program during those periods of the day in which they were functioning least effectively in the regular class. Since the majority were also performing below expected grade level academically, the program emphasized academic remediation with the use of response-reinforcement contingencies in a structured classroom situation. The experimental group made significantly greater gains in reading vocabulary and arithmetic fundamentals than did a comparison group. Behavioral changes also occurred, with the greatest improvement being noted with the experimental group when in the resource room.
The Effect of Warm-Up on Rote Learning Performance
Authors: Prehm Herbert J. , Logan Donald R. , Towle Maxine
Published: January 2017

The primary purpose of this investigation was to determine if mentally retarded subjects, when compared to nonretarded subjects, exhibit a deficit in the early stages of rote verbal learning. Its second purpose was to determine if the hypothesized early stage deficit in retarded children could be reduced. Ninety mentally retarded and 90 nonretarded subjects were randomly assigned to three pretraining groups. The pretraining task was a list of four nonmeaningful paired associates. One group received no pretraining, the second received 3 trials on the pretraining list, and the third, 9 trials. The experimental task consisted of six nonmeaningful paired associates. Analysis of the data indicated that the retarded subjects exhibited a pronounced deficit in the early stage of learning and that pretraining had no effect on performance.
Model for Arithmetical Programing for Handicapped Children
Authors: Cawley John F. , Vitello Stanley J.
Published: January 2017

An alternative to current arithmetical programing for the handicapped is presented. Components of the instructional system include (a) a learning unit, (b) an interactive unit, (c) a verbal information processing unit, and (d) a conceptual processing unit. The instructional system offers a multiple option curriculum for the development of quantitative concepts by the handicapped.
Changes in Children's Attitudes Toward the Physically Handicapped
Authors: Rapier Jacqueline , Adelson Ruth , Carey Richard , Croke Katherine
Published: January 2017

An assessment was made of changes in attitude of 152 elementary school children toward orthopedically handicapped children as a result of an integrated school experience. After integration nonhandicapped children had developed a more positive attitude toward the orthopedically handicapped. Before integration boys and girls differed in attitudes, but the difference disappeared as a result of integration. Integration increased differences in attitudes between older and younger children toward orthopedically handicapped children, with older children developing a more realistic attitude than younger children.
Self Concept and the Retarded: Research and Issues
Authors: Lawrence Elizabeth A. , Winschel James F.
Published: January 2017

Education and psychology have not adequately scrutinized the belief that retarded individuals are inevitably the victims of negative self concepts. This article reviews the research in this area, focusing specifically on the use of self report nstruments with retarded children. Of significance to the current debate in education is the inability of such research to generate support for the segregated placement of children. In a general sense, however, the validity and standardization of most self concept scales are open to question and the findings which emanate from their use is, at best, inconclusive.
Accountability in Special Education
Authors: Vergason Glenn A.
Published: January 2017

The literature on accountability is reviewed and suggestions are offered for the application of accountability and performance contracting in special education. Personal accountability for teachers and administrators is suggested. Legal action may be one form of accountability for special education.
The Special Child in the Regular Classroom
Authors: Bradfield Robert H. , Brown Josephine , Kaplan Phyllis , Rickert Edward , Stannard Robert
Published: January 2017

Three educable mentally retarded children who had previously been placed in special self contained classrooms were integrated with 22 nonhandicapped children in a third grade classroom during the first year of the North Sacramento Model Program. A similar number were integrated into a fourth grade classroom during the second year of the project. A precision teaching procedure was used with both experimental groups. Control groups of educable mentally retarded and educationally handicapped children in regular classrooms were maintained. Results indicate that the handicapped and nonhandicapped children in the integrated setting improved as much or more than did their controls in academic skills, social behavior, and attitude change.
Career Education Needs of Secondary Educable Students
Authors: Brolin Donn
Published: January 2017

The major purpose of this study was to identify the needs of secondary level educable mentally retarded students and the competencies teachers must have to meet these needs. From the data received at a conference for state and national authorities, a field questionnaire was developed and sent to 30 randomly selected administrators and 251 secondary level teachers of the educable retarded in Wisconsin. The results showed that a greater emphasis is needed to prepare secondary teachers of the educable retarded with knowledge and skills in vocational rehabilitation and vocational education. The teachers indicated that increased involvement of other school and out-of-school personnel was needed to meet some of their students primary needs, and that a prevocational coordinator position was especially needed. The study reflected needed changes in both regular and special education teacher preparation.
Accountability in Special Education: Some Problems
Authors: Jones Reginald L.
Published: January 2017

An appraisal of accountability from a special education perspective is presented. Attention is first given to types of accountability, and then, measurement problems are addressed, including measurement, objectives, and special education; norms; limitations of standardized tests for accountability and special education; and criterion referenced measures. Recommendations for proper use of standardized tests with exceptional children are also offered. Next, statistical problems in special education accountability are taken up. These include problems with multivariate and parametric methods, regression effects, and difference scores and the measurement of change. Other aspects focused on were special education accountability at the secondary level, accountability and current understanding of special education teacher characteristics and behavior, the potentially subversive effects which accountability may have on hard to assess objectives and theory development, and problems of attributing cause and effect in accountability. Finally, a position on directions for special education accountability is offered.
Special Education: Assumptions, Techniques, and Evaluative Criteria
Authors: Quay Herbert C.
Published: January 2017

Current conceptions about the nature of educational exceptionality are examined. These very different conceptions have formed the basis for three types of remedial approaches to the same manifest educational handicaps. In some instances these recommended approaches are either theoretically or practically incompatible. Criteria for the evaluation of the effects of remediation are seen to vary in terms of the generality or specificity of the outcome and the temporal interval between the remedial effort and the desired effect.
Competency Based Special Education Teacher Training
Authors: Shores Richard E. , Cegelka Patricia Thomas , Nelson C. Michael
Published: January 2017

This review takes a critical look at a major component of competency based teacher education: the derivation and validation of teacher competencies. The available literature indicates that teacher competencies tend to be derived from “expert” opinion rather than the direct observation of teacher behavior, that they often are not behaviorally stated or evaluated as to whether or not they have a positive impact on child performance, and that few teacher educators or researchers are attempting to validate competencies empirically before including them in teacher education programs. Research strategies to remediate these deficits are suggested.
Disturbing Classroom Behaviors: A Developmental and Ecological View
Authors: Swap Susan M.
Published: January 2017

The ecological perspective on emotional disturbance in children stresses that disturbance does not reside in the child but in the interaction between the child and his environment. The purpose of this article is to present a framework for understanding the behaviors of children which may lead to disturbing encounters within the classroom environment. Triggering behaviors which are the product of temperamental and developmental differences in children are discussed, and adaptive environmental responses to those behaviors are suggested.
Preventive Mainstreaming: Impact of a Supportive Services Program on Pupils
Authors: Cantrell Robert P. , Cantrell Mary Lynn
Published: January 2017

Although there are many reasons for maintaining exceptional children within the mainstream of public education, there is little empirical data directly supporting the rationale of mainstreaming. The present investigation evaluated the effects of a support teacher program in maintaining exceptional and potentially exceptional children within the regular school program. Program effectiveness was evaluated in terms of achievement score changes and frequency of referrals for traditional special services. First graders from 20 schools distributed across five school systems in Tennessee served as subjects. Low IQ (range 50–99, N=333), middle IQ (range 91–104, N=357), and high IQ (range 105–139, N=388) subjects differed significantly in achievement score changes as a function of the availability of support teachers to the classroom teacher. In addition, significantly more control school pupils were referred by their teachers for psychological services the following year. The results are discussed in terms of empirical support for the mainstreaming concept.
A Study of Noncategorical Teacher Preparation in Special Education: A Self Realization Model
Authors: David William J. , Fairchild Miles R.
Published: January 2017

This article is an initial, condensed report of a two year study on undergraduate teacher preparation in special education. It compares a new approach which is noncategorical and competency based and uses extended field activities with a more traditional method. Data were collected for experimental and control groups in the areas of attitudes, self concept, knowledge in special education, and teaching performance. Where significant differences emerged, they often favored the control group. Data judged more specific to the project goals were significantly higher for the experimental subjects. These data and student interest formed the basis for program modifications and a continuation of the new approach.
Technology and Media for Exceptional Learners: Looking Ahead
Authors: Lance Wayne D.
Published: January 2017

Educational literature has emphasized the role of technology in bringing about positive change in education. The special needs of exceptional learners, especially with the requirements of Public Law 94–142, dictate that special educators must take full advantage of available knowledge and resources in order to bridge the gap between invention and innovation. Suggestions are made as to reasons for the existence of this gap and how it might be closed.
Career Education: A Survey of Teacher Preparation Institutions
Authors: Gillet Pamela
Published: January 2017

In order to assess the current status of teacher preparation in career education, questionnaires were sent to institutions of higher learning having a degree program in special education. The results of the survey showed that even with mandated legislation and the present emphasis at the federal level on career education for all children, the need for teacher preparation in the area of career education for the exceptional child is not being met. However, the majority of schools surveyed that did not have such a course offering felt that career education for the exceptional child was an advisable area to be covered. The responses to the questionnaire yielded content areas and objectives for proposed courses in career education for the exceptional child.
Program Graduates' Perception of Need for Training in Mainstreaming
Authors: Middleton Ernest J. , Morsink Catherine , Cohen Sheila
Published: January 2017

This study describes a step in institution-specific program evaluation: the survey of a program's weaknesses as perceived by its graduates. Program graduates were asked to rate their competency in each of 25 areas, using a scale of 1 (great difficulty) to 5 (no problem). They were also requested to comment on the degree to which the program had prepared them for their position and to recommend needed changes via open-ended questions. The graduates surveyed seem to be experiencing the greatest difficulty in measuring, planning for, and dealing with individual differences. These findings suggest the need for new preservice training that emphasizes mainstreaming within the context of individual differences.
Corporal Punishment and its Implications for Exceptional Children
Authors: Smith J. David , Polloway Edward A. , West G. Kenneth
Published: January 2017

In light of the Supreme Court's recent ruling in the case of Ingraham v. Wright, the use of corporal punishment has again captured the attention of educators. This article traces the legal bases of this disciplinary technique and examines the rationales used to support or oppose its employment. Particular concerns related to the prevalance of corporal punishment with exceptional children and the results of its use on children's learning and behavior are discussed. The authors suggest a moratorium be declared on its usage with exceptional children until such time as its efficacy has been demonstrated.
An Observational Analysis of the IEP Conference
Authors: Goldstein Sue , Strickland Bonnie , Turnbull Ann P. , Curry Lynn
Published: January 2017

Through naturalistic observational procedures, this study examined the dynamics of individualized education program (IEP) conferences. Participants present, the nature and frequency of topics discussed, and the length of conferences were considered. A followup questionnaire was administered to all conference participants to measure satisfaction. Results indicated that the IEP conferences studied generally involved the resource teacher, who was found to be the most dominant speaker, reviewing an already developed IEP with the parents, who were the primary recipients of the comments made at the conference. Implications point to the need to train parents in procedures and responsibilities associated with the IEP process and to train professionals to involve parents as active decision makers in defining an appropriate education for their child.
The Loophole in Public Law 94-142
Authors: Raiser Lynne , Van Nagel Clint
Published: January 2017

Public Law 94-142, the Education for All Handicapped Children Act of 1975, promises that no school aged pupil will be denied a free appropriate public education because of a handicapping condition. The authors propose that by regulatory exclusion, o great population of students with behavior disorders do not have this federally mandated guarantee and will continue to be at the mercy of local school districts, which may or may not choose to accept the responsibility for their education. Public Law 94-142 qualifies “emotionally disturbed” with the word “seriously,” implying no responsibility for the moderately disturbed child. The law further specifically excludes “socially maladjusted” unless they are “seriously emotionally disturbed.” The door is open for school districts to systematically exclude large numbers of behaviorally disordered students from special education classes and from school itself.
Training and Certification of Administrators in Special Education
Authors: Stile Stephen W. , Pettibone Timothy J.
Published: January 2017

A national survey of state certification offices was conducted to determine requirements for administrator certification in special education. In addition, the status of special education training programs was assessed. A 100% return was achieved. Over half of the states offer separate special education administrator certification and over half have at least one training program available. Some inconsistencies of the data are apparent, indicating possible transition or communication problems.
Functions of the Illinois Test of Psycholinguistic Abilities (ITPA): Are They Trainable?
Authors: Kavale Kenneth
Published: January 2017

A meta-analysis, the application of statistical methods to findings from a large collection of individual studies, is reported for the literature assessing the effectiveness of psycholinguistic training using the Illinois Test of Psycholinguistic Abilities (ITPA) as the criterion measure. The analysis establishes the efficacy of psycholinguistic training since the average child receiving psycholinguistic training performs better than 65% of untrained children. Additional data delineating results for ITPA subtests and various study characteristics support the primary finding. It was concluded that extant research, contrary to previous research reviews which were found to underestimate the positive effects of intervention, has demonstrated the effectiveness of psycholinguistic training.
Problems in Implementing Comprehensive Special Education Programing in Rural Areas
Authors: Helge Doris I.
Published: January 2017

Data were collected for the National Rural Research and Personnel Preparation Project, funded by the Bureau of Education for the Handicapped, to investigate problems in implementing comprehensive special education programs. Cultural, geographic, climatic, socioeconomic and other inhibiting factors were analyzed in relation to implementation of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Although all major aspects of P.L. 94-142—the concept of the least restrictive environment; due process procedures; individualized education programs (IEP's); and parent involvement—were identified as problems for rural schools, three primary hindering factors were identified: (1) teacher retention and recruitment problems, (2) rural attitudinal problems, and (3) problems based on rural terrain. It was found that these problems emanated from tradition bound rural environments and were exacerbated by geographic and climatic demands of remote, isolated areas. The initial study was followed by a study identifying interrelated effective and cost efficient service delivery strategies and community and district subtypes.
Solving Problems through Cooperation
Authors: Baxter Jan M.
Published: January 2017

This article provides a guide for using cooperative agreements to increase the utilization of Community resources for servicing handicapped persons. It includes suggestions for using cooperative agreements to improve services and expand resources for the handicapped. Procedures for designing, implementing, and measuring the cost and benefits of cooperative programs are included.
Misguided Mainstreaming: The Case for Social Skills Training with Handicapped Children
Authors: Gresham Frank M.
Published: January 2017

This paper asserts that mainstreaming is based in part upon three faulty assumptions: (a) placement of handicapped children in regular classrooms will result in increased social interaction between handicapped and nonhandicapped children; (b) placement of handicapped children in regular classrooms will result in increased social acceptance of handicapped children by their nonhandicapped peers; and (c) mainstreamed handicapped children will model the behavior of their nonhandicapped peers because of increased exposure to them. A large body of research is reviewed which refutes these three assumptions. An alternative approach is suggested whereby handicapped children would be taught the requisite social skills for effective social interaction and peer acceptance. Social skills curricula for use by both special and regular education teachers are suggested for accomplishing this end.
Sign Programs with Nonverbal Hearing Children
Authors: Kriegsmann Elinor , Gallaher Jill C. , Meyers Annette
Published: January 2017

Recent work has focused on the use of signs as an alternative communicative mode for severely language delayed children. The decision to implement signs should depend on the child's developmental, cognitive, and communicative abilities as well as the support and skill level of the classroom and family. Assessment and programming which incorporate normal language constructs and strategies will more favorably influence a productive, communicative sign language system. Included is a framework for determining if the child is an appropriate candidate for sign programs; a discussion of specific sign objectives; and guidelines for classroom implementation and family intervention.
Microcomputers in Perspective
Authors: Hofmeister Alan M.
Published: January 2017

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer-assisted instruction (CAI) software and the limited supply of hardware. The primary contribution of computers may occur through other applications such as computer literacy and computer-managed instruction. The potential for inappropriate applications of the computer exists, and some special education pupils may suffer because of poorly conceptualized computer projects. Careful implementation of the strengths of computer technology is necessary. The existing research base should not be ignored in planning for the application of microcomputers in special education.
Microcomputers in Special Education: Promises and Pitfalls
Authors: Budoff Milton , Hutten Leah R.
Published: January 2017

The microcomputer is making it possible for teachers with a modicum of familiarity with computer technologies to introduce computer-assisted instruction (CAI) in special education rooms. The hardware and software are flexible, inexpensive, and friendly to users; capable of integrating a broad range of peripherals into instructional materials; and reliable. This paper indicates major features of microcomputer systems and indicates some limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of CAI remain, especially with special populations. With exceptions, the instructional software for current systems is uninteresting, trivial, and sparsely available because the systems are so new and limited in capacity. Teachers must become computer-literate, knowledgeable in instructional classroom management systems and, most of all, comfortable with the technology.
Microcomputer Software for the Handicapped: Development and Evaluation
Authors: Hannaford Alonzo E. , Taber Florence M.
Published: January 2017

The increasing popularity of microcomputers in education is affecting special education. The potential instructional benefits of this medium for handicapped individuals are being increasingly explored. Due to problems which can exist with educational programs, it is necessary for those who are developing and/or evaluating software for purchase to carefully consider its educational compatibility, instructional design adequacy, and technical adequacy. This article presents and examines specific factors in each of these three areas as they relate to the development and/or evaluation of educational microcomputer software for handicapped learners.
Computer-Administered Bilingual Language Assessment and Intervention
Authors: Wilson Mary S. , Fox Bernard J.
Published: January 2017

Innovative and effective assessment and intervention materials for language disorders are acutely needed in special education and bilingual education. This paper describes how microcomputer courseware can be developed to provide interactive receptive language testing and training materials for the bilingual, language-handicapped child. A description of a prototype program which has been used to both test and train language impaired children is provided.
Applications of Microcomputers in the Education of the Physically Disabled Child
Authors: Foulds Richard A.
Published: January 2017

The advent of the small computer has provided a wide range of possibilities for offering new tools in the education of the severely physically disabled. The flexibility of the computer allows the limited motor skills of the disabled child to be amplified to expand that child's interaction with the world. This paper examines the use of the microcomputer in providing communication and environmental control in the personal lives of disabled individuals.
Short-Term Effects of Early Programming for the Young Gifted Handicapped Child
Authors: Karnes Merle B. , Shwedel Allan M. , Lewis George F.
Published: January 2017

RAPYHT (Retrieval and Acceleration of Promising Young Handicapped and Talented), a model program for gifted and talented handicapped preschool children developed at the University of Illinois, has been serving young children since 1975. Evidence regarding short term benefits of this program is presented. Child progress data were obtained from the RAPYHT demonstration site at the University of Illinois and from two second-year replication sites (New York and Florida). Statistically significant pre- versus post-program gains were observed in talent-area functioning, creativity, self-esteem, and school-related task persistence. Significant treatment effects, further documented through regression-discontinuity analysis to compare performance of children who received RAPYHT intervention with a comparison group of children who did not qualify for the program, were found for talent-area functioning, creative functioning, and school-related task performance.
The Relative Cost Effectiveness of In-Service Approaches in Remote, Sparsely Populated Schools
Authors: Kelly Edward J. , Vanvactor John C.
Published: January 2017

This article provides an analysis of data obtained from the first 2 years of Project SPECTRE, a federally funded in-service training program for regular classroom teachers drawn from southern Nevada's remote, sparsely populated schools. Project SPECTRE was designed to assess the relative cost effectiveness of four types of in-service approaches, including instruction through independent study, by master teachers employed by the school district and by university instructors either on the university campus or on site.

The 2-year results indicate that direct instruction of any sort produces gains in knowledge acquisition significantly superior to those obtained through independent study. In spite of its relatively lower initial costs, independent study was also found to be less cost effective than the direct-instructional approaches. Finally, of the three direct-instructional approaches, using university personnel in remote sites was found to be the most cost effective, followed, respectively, by the master-teacher and university-campus approaches.
A Logical and Empirical Analysis of Current Practice in Classifying Students as Handicapped
Authors: Ysseldyke James , Algozzine Bob , Epps Susan
Published: January 2017

The major criterion for classification systems is that students said to evidence any specific handicapping condition must demonstrate at least one universal and one specific characteristic. We conducted two investigations, using the category “learning disabilities” as an example, to examine the extent to which this criterion is met. In the first study, we demonstrated that 85% of 248 3rd-, 5th-, and 12th- grade students identified as normal could be classified as learning disabled. In a second investigation, we contrasted low-achieving students enrolled in regular fourth-grade classes with students labeled as learning disabled (LD). Analysis of these data indicated that 88% of the low-achieving sample could be identified as LD and that 4% of the LD sample did not meet any of the criteria for classification as LD. We found no specific characteristics that differentiated the groups.

Implications for classification practices in general and for serving students who are failing in school are discussed.
Special Education Teacher Consultant: Idealism versus Realism
Authors: Haight Sherrel Lee
Published: January 2017

The role of teacher consultant has become a topic of increasing concern. This article looks at consultation generically and as it pertains to special education. A review of the professional literature investigated the topics of teacher consultant roles, cross-categorical services, approval criteria, and caseloads. The position of teacher consultant as it is being implemented may be untenable. The need exists for consultation services, but there is a critical lack of role definition at both state and local levels and a dearth of professional preparation in consultation skills.
A Follow-up of Subjects Scoring above 180 IQ in Terman's “Genetic Studies of Genius”
Authors: Feldman David Henry
Published: January 2017

Although there are numerous studies of gifted students, there have been no studies following up the very high IQ students into adulthood. Using the Terman files, 26 subjects with scores above 180 IQ were compared with 26 randomly selected subjects from Terman's sample. Findings were generally that the extra IQ points made little difference and that extremely high IQ does not seem to indicate “genius” in the commonly understood sense of the word.
The Child Service Demonstration Centers: A Summary Report
Authors: Mann Lester , Cartwright G. Phillip , Kenowitz Leonard A. , Boyer Charles W. , Metz Catherine M. , Wolford Barbara
Published: January 2017

The Child Service Demonstration Centers were federally funded programs serving learning disabled students. This report synthesizes information from ten years of operation of these centers, which constituted the federal government's first major effort to meet the educational needs of the learning disabled. Particular emphasis is placed on the areas of diagnostics, training, research, replication, student characteristics, and intervention models.
Integrating Normal and Handicapped Preschoolers: Effects on Child Development and Social Interaction
Authors: Jenkins Joseph R. , Speltz Matthew L. , Odom Samuel L.
Published: January 2017

Integrated special education preschools are one alternative for educating young handicapped and nonhandicapped children in the same setting. Previous research in this area has focused on the effects of specific variables upon child behavior in the classroom. Few studies have examined overall program effects upon child development. The present study evaluated the effects of integrated special education preschool programs, relative to comparable groups of children in nonintegrated special education preschools, across a broad assessment battery (i.e., measures of cognitive, language, motor, and social behavior). Children in both types of programs made significant gains across the year. The children in the integrated special education classes scored significantly higher only on a social play measure taken in an analog setting. Temporal integration, without specific programming to encourage interaction between handicapped and nonhandicapped children, did not have a pervasive effect on child development in our sample of handicapped preschoolers.
Variations in Attention as a Function of Classroom Task Demands in Learning Handicapped and CA-Matched Nonhandicapped Children
Authors: Krupski Antoinette
Published: January 2017

This study was conducted to examine behaviors reflecting attention among learning handicapped and normal youngsters while they worked on tasks that varied in cognitive demand. Children were individually observed while they worked in their classroom. Results indicated that normal youngsters spent about 80% of observed time on-task regardless of task demands. Learning handicapped youngsters varied in their on-task behavior as a function of task demand: They spent least time on-task when cognitive demands were greatest and most time on-task when few cognitive demands were made. Implications of these findings were discussed.
Appropriate Education and Rowley
Authors: Turnbull H. Rutherford
Published: January 2017

The Education of the Handicapped Act requires state and local educational agencies to provide a free, appropriate public education to all children with disabilities. The meaning of “appropriate” was left quite open-ended by Congress, which predicated “appropriateness” on compliance with state standards and a child's IEP. The Supreme Court's first special education case, Board v. Rowley (1982), clarified the meaning of “appropriate”—as did the Court's later decision, Irving I.S.D. v. Tatro (1984)—but raised questions about just how far the EHA requires schools to go in educating a child. This article analyzes Rowley's meaning for “appropriate” education and justifies the rightness of that decision in terms of its impact on the education of the child and the integration of children who have disabilities with children who do not.
The Efficacy of Early Intervention Programs: A Meta-Analysis
Authors: Casto Glendon , Mastropieri Margo A.
Published: January 2017

This article reviews primary research studies investigating the efficacy of early intervention with handicapped preschoolers. Meta-analysis techniques were employed to integrate statistically the findings from 74 studies. Findings indicate that: (a) early intervention with handicapped populations produces a positive sizeable effect size; (b) longer, more intense programs are associated with efficacy; and (c) little support was found for commonly held beliefs about early intervention, such as the importance of age at start and the degree of parental involvement. Implications for future research are discussed.
Effective Schools, Classrooms, and Instruction: Implications for Special Education
Authors: Bickel William E. , Bickel Donna Diprima
Published: January 2017

This article reviews the literatures on the characteristics of effective schools, classrooms, and instructional processes. Central findings from these literatures are summarized, as are important cautions in interpreting this knowledge base. The implications for special education of the effectiveness literatures are discussed. It is the position of the authors that both special and regular educators can learn much from recent research in order to design more powerful and integrated instructional programs for students with special needs.
Mainstreaming and Cooperative Learning Strategies
Authors: Johnson David W. , Johnson Roger T.
Published: January 2017

There are three ways in which student-student interaction may be organized for mainstreaming. Of the three, cooperation is the only instructional strategy congruent with the goals of mainstreaming. The essential elements of cooperation learning and the specific actions teachers need to take to implement it are presented in this article. When cooperative learning is implemented effectively, positive relationships between handicapped and nonhandicapped students result. Far more positive interaction between handicapped and nonhandicapped students within instructional situations and during free-time, as well as increased friendships, result from cooperative learning experiences.
Why Children Fail to Learn and What to Do about it
Authors: Samuels S. Jay
Published: January 2017

Like the industrial sector of our nation, education is also searching for new ways to be more efficient and productive. First this article analyzes some of the reasons why children fail and suggests that failure is not inevitable. Next the article describes the characteristics of outstanding schools and explains how the school staff can work cooperatively to achieve excellence.
Use of Paraprofessionals in the Resource Room
Authors: McKenzie Robert G. , Houk Carolyn S.
Published: January 2017

Increasing pressure is being exerted upon teachers of mildly handicapped students to maximize the efficiency of their programs in the most cost-effective manner possible. Although paraprofessionals are becoming valuable allies in this endeavor, there is growing concern over the manner in which they are used. This study examined how 23 resource teachers who work with paraprofessionals perceived a need to modify the manner in which paraprofessionals are used. Comparisons between the teachers' actual and desired methods of using aides were made by means of t-tests. Results indicate that resource teachers favor expanding paraprofessionals' skills to enable them to conduct more specialized and complex tasks. The development of preservice training models for paraprofessionals is recommended.
The Necessary Restructuring of Special and Regular Education
Authors: Reynolds Maynard C. , Wang Margaret C. , Walberg Herbert J.
Published: January 2017

The categories used in special education for mildly handicapped students are not reliable nor valid as indicators of particular forms of education. Their use is expensive and inefficient; they cause much disjointedness in school programs. It is recommended that a program of pilot projects be initiated in conjunction with regular educators to redesign categorical programs and policies.