bluuebunny/crossref_metadata_2025 huggingface dataset:
Persistence of Behavior Disorders in Children
Authors: Glavin John P.
Published: January 2017

The major objective of this study was to investigate spontaneous improvement in public school children who had been identified as behavior problems but who had not had the help of any special educational or psychiatric care. The study examined the basic assumption underlying early detection programs that the majority of childhood problems would continue or become worse if left untreated. After a 4 year interval, behavior disordered children, who had completed the first screening and had not received any type of intervention, were reexamined with the same screening device (an abbreviated form of the Bower, 1960, instrument). Persistent disturbances were found in 30 percent of the children.
Neo-Oralism and the Education of the Deaf in the Soviet Union
Authors: Moores Donald F.
Published: January 2017

An overview of education of the deaf in the Soviet Union is presented with emphasis on the system known as neo-oralism. Educational services available to children at the preschool, elementary, secondary, and postsecondary levels are described. Changes from the traditional pure oral method to neo-oralism are outlined. Components include active participation of the child, use of fingerspelling with very young children, and the concentric speech method. Implications for education of the deaf in the United States are discussed.
Hyperkinesia Delineation of Two Patterns
Authors: Marwit Samuel J. , Stenner A. Jack
Published: January 2017

The literature on hyperkinesis contains considerable disagreement regarding the disorder's terminology, etiology, behavioral correlates, and treatment techniques. This paper explores the possibility that two distinct patterns of hyperkinesis exist and that the failure to delineate these has resulted in the conflicting reports evidenced throughout the literature.
Teacher-Pupil Interaction in Classes for the Emotionally Handicapped
Authors: Fink Albert H.
Published: January 2017

The analysis of teacher-pupil interaction was seen as a means of clarifying the conceptual and operational issues involved in special class programming for the emotionally handicapped. An interaction analysis system which could encompass the variability and complexity (verbal and nonverbal, task and nontask) of teacher and pupil behavior was developed. Use of the interaction system in a study of 15 classrooms for the emotionally handicapped revealed wide differences in teacher-pupil behavior. It was concluded that the unique character of special classes for the emotionally handicapped requires careful delineation of objectives and that the interaction analysis system developed in this study could serve to further research on that process.
Costing Programs for Exceptional Children: Dimensions and Indices
Authors: Frohreich Lloyd E.
Published: January 2017

An intensive analysis was made of a nationwide sample of 24 school districts regarded by experts as providing high quality and reasonably comprehensive educational programs for exceptional children. The study resulted in the establishment of cost indices which related the costs of 10 categories of exceptional programs with regular education program costs. Expenditure categories that contributed the most to cost differentials between exceptional programs and regular programs also were delineated. This article provides data and information which, it is hoped, will be used by national, state, and local educational agencies to plan and provide more adequate programs for exceptional children.
Education of Secondary Personnel: Assumptions and Preliminary Data
Authors: Clark Gary M. , Oliverson Barbara S.
Published: January 2017

Teacher and rehabilitation personnel education has sought solutions to the general problem of adequate habilitation services in public schools through consideration of new or different education approaches. The models used have been based on three basic assumptions: (a) there is a need for more habilitation personnel, (b) there is a need for better trained personnel, and (c) there is a need for differentiation in education for habilitation personnel. These assumptions are supported by a national survey of state departments of special education in the present study.
Malnutrition and Mental Development
Authors: Perkins Stanley A.
Published: January 2017

Although researchers would like to see more longitudinal studies, increasing evidence supports the finding of the negative effects of malnutrition on physical growth and mental development, particularly at the critical prenatal and postnatal growth stages. Nutrition is affected by a broad spectrum of influencing factors—social, cultural and economic. Their cumulative ill effects have to be considered when seeking solutions for the betterment of the quality of human life.
Environmental Stimulation Model
Authors: Zentall Sydney S.
Published: January 2017

Educational management of the hyperactive child is primarily directed toward reduction of environmental stimulation. Although social consensus is high regarding the use of this management technique, empirical support is lacking. An alternative theory is presented that is based on the homeostatic assumption that the hyperactive child is actually under-stimulated and hyperactive behaviors function to increase the external stimulation to approach a more optimal level. Empirical support for this homeostatic model is presented, and classroom treatment techniques derived from the theory and based on research are discussed. Suggested treatment is designed to optimize stimulation and thus reduce hyperactive children's needs to produce their own stimulation through activity.
Social Reciprocity: A Review of Research and Educational Implications
Authors: Strain Phillip S. , Shores Richard E.
Published: January 2017

This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children.
Clinical Evaluation and Coordination of Services: An Ecological Model
Authors: Thomas Ellidee D. , Marshall Melody J.
Published: January 2017

A four phase ecological working model for the clinical evaluation and coordination of services for the child with a handicap is presented. This model, based on the experience of a medically based multidisciplinary program, stresses the importance of coordinated services in order that the family can view the interrelationship of each component (medical, educational, and family) of the child's habilitation program. In order for this to take place, interdisciplinary and intradisciplinary communication must occur.
Special Class Placement for Conduct Problem Children
Authors: O'Leary Susan G. , Schneider Marlene R.
Published: January 2017

Conduct problem first graders were randomly assigned to either a special class of 8 children ( N=23) or regular classes ( N=16). Treatment children attended special classes for 8 months and then returned to regular classes. No significant differences between groups existed at referral. Both groups improved significantly on a teacher rating scale and observed classroom behavior. The treatment group scored significantly higher than controls on reading achievement 1 month after returning to regular classes. Alternative models of intervention are discussed.
180 Day Barrier: Issues and Concerns
Authors: Leonard Judith
Published: January 2017

Legal and educational issues related to year-round education for handicapped individuals are discussed. A review of legal developments supporting 12 month education and an historical exploration of the goals of compulsory schooling demonstrate the inherent conflict between providing a free appropriate education to all handicapped children and the existence of the 180 day rule. Additional arguments in support of year-round schooling are based on the concerns of parents and teachers, as well as the apparent methodological advantages to avoiding lengthy breaks in programing for the severely handicapped children. Finally, it is suggested that the concept of year-round schooling is not inconsistent with the goals of mainstreaming and the need of severely handicapped individuals to have the opportunity to generalize learned skills.
The Child with School Problems: An Analysis of Physician Participation
Authors: Levine Melvin D.
Published: January 2017

Pediatric participation in the care of children with learning disorders and related problems is undergoing considerable growth. Physicians, to varying degrees, are increasingly involved in diagnostic formulation, collaborative intervention, and advocacy. The traditional role was a limited one. There is now a greater emphasis on family assessments, neurodevelopmental examination, medical treatments, counseling, actual collaboration, and independent evaluation. A number of political, educational, economic, and logistic questions regarding these activities remain problematic and, as yet, unanswered.
The Pediatrician and the Interdisciplinary Process
Authors: Bennett Forrest C.
Published: January 2017

Changes in the practice of general pediatrics and growth of the child development field have been key influences on the trend of pediatricians to becoming involved in the interdisciplinary process. The pediatrician may function in a variety of different interdisciplinary settings with specific roles varying from occasional consultant to team leader. As a necessary outgrowth of these historic changes, physicians at all levels of training are being introduced to interdisciplinary function. As an additional benefit, interdisciplinary research opportunities are numerous. Problems associated with group interaction threaten the effectiveness of the interdisciplinary process and must be continually recognized and overcome.
The Role of the Pediatrician with Young Exceptional Children and Their Families
Authors: Howard Judy
Published: January 2017

The pediatrician's role in early intervention with handicapped children and their families is discussed primarily from the perspective of a subspecialist in handicapped children. Although the needs of the handicapped child and family are so extensive and ongoing that a host of professionals are required throughout the child's life, the pediatrician has a primary responsibility for guiding parents through the early diagnostic phase and helping them cope with the multiplicity of ongoing and emerging medical problems that tend to arise. In addition, pediatricians can be effective in assisting parents in the process of becoming more confident and competent in relating to their handicapped child and, through collaboration with other disciplines and community agencies, can provide a consistent and coordinated support system.
Communication between Physicians and Parents of Handicapped Children
Authors: Wolraich Mark L.
Published: January 2017

The physician has an important and sometimes difficult role in communicating with parents of children with developmental handicaps. Some of the major factors which affect physician-parent communication are (a) the physician's knowledge of developmental problems, (b) the physician's attitude toward handicapped children, and (c) the physician's skill in communicating with parents. All three of these factors are crucial and interrelated; deficiencies in one of the areas may affect the physician's abilities in other areas. Details about each of the factors and training programs addressing each factor are discussed.
Inservice Training for Physicians Serving Handicapped Children
Authors: Powers John T. , Healy Alfred
Published: January 2017

A nationwide project to provide continuing medical education to primary care physicians who provide office-based health care to handicapped children is described. Included are issues involving the physician's role in relation to the child's family, school, and community. Interim evaluation results point to participants' acknowledgement of a need for and a willingness to provide a broader range of medical and traditionally nonmedical Services.
A Curriculum in Handicapping Conditions for Pediatric Residents
Authors: Guralnick Michael J. , Richardson H. Burtt , Heiser Karen E.
Published: January 2017

The development, implementation, and evaluation of a curriculum in handicapping conditions for pediatric residents are described. Issues unique to the process of resident training are considered in addition to specific content areas. The 10 goals which form the structure of the curriculum are summarized and related to clinical and didactic activities. These goals or components include (a) developmental framework; (b) attitudes; (c) knowledge of handicapping conditions; (d) prevention; (e) screening, diagnosis, and assessment; (f) interdisciplinary processes; (g) parents; (h) management; (i) community services; and (j) controversial issues.
A Special Education Course with Pediatric Components
Authors: Freund Judith H. , Casey Patrick H. , Bradley Robert H.
Published: January 2017

Handicapped children are often plagued by multiple problems. However, training in most of the helping professions tends to be focused on a single orientation, with little attention given to the thinking and techniques used in the other professions. This article reports on a model of personnel preparation in which university special education and pediatrics faculty members work together to train teachers about the medical aspects of educational disabilities.
Educating Handicapped Migrants: Issues and Options
Authors: Barresi Josephine G.
Published: January 2017

Problems in the identification and delivery of appropriate education to handicapped migrant students include lack of child identification and lack of continuity of appropriate education. Potential corrective policy options are presented which could guarantee educational rights and protections to these students. It is suggested that problems resulting from mobility may have an impact on the education of transient populations besides the migrant handicapped.
Educating Migrant Students: The Paraprofessional Component
Authors: Frith Greg H.
Published: January 2017

The education of migrant children has become an issue of national significance. One aspect of a complex service delivery system that might be used to provide an appropriate education for these students is the employment of paraprofessionals. The purpose of this paper is to describe the role of paraprofessionals in providing educational programs for migrant children. Such traditional roles as child find, assessment, instruction, instructional support, behavior management, record keeping, and extra-curricular activities are delineated. In addition, nontraditional roles such as paracounseling, social work, parent interaction, career education, and transportation are also included. The paper concludes by (a) summarizing some cautions that should be observed when using paraprofessionals; (b) discussing implications for personnel preparation; and (c) relating an innovative idea for improving the utility of paraprofessionals who serve in migrant programs.
Getting on with the Education of Handicapped Children: A Policy of Partnership
Authors: Bajan Janet W. , Susser Phyllis L.
Published: January 2017

The state education agency's failure to formulate a clear, consistent public policy regarding use of private schools that serve handicapped children has created problems. Examples of these problems are cited as they affect children—misinterpretation of the term “least restrictive environment,” delays in recommendations for placement, lack of adequate provision of transportation for privately funded children—and as they affect the schools themselves—comparison with public school standards (teacher certification, etc.), local district versus state programmatic and fiscal guidelines, and remedy for public school “misdiagnosis.” A policy which acknowledges the private sector as a level on the educational continuum of services and which produces a uniform set of standards and regulations is suggested.
Mainstreaming a Multicultural Concept into Special Education: Guidelines for Teacher Trainers
Authors: Rodriguez Fred
Published: January 2017

As trends and approaches to the delivery of special education services have developed, teacher training programs have responded with appropriate curriculum changes. For the most part, the emphasis has been on meeting the specific academic and social needs of students. The attention given to the multicultural needs of exceptional children and youth has, in general, been limited to placement considerations, assessment, or language instruction. Their multicultural needs have not received sufficient attention. The intent of this article is to provide teacher educators a resource for examining their curricula relative to preparing teachers to better meet the multicultural needs of exceptional children and youth. A University of Kansas project which analyzed, evaluated, and developed guidelines for special education departments is described.
Preservice Teacher Attitudes toward Mainstreamed Students with Emotional Impairments
Authors: Warger Cynthia L. , Trippe Matthew
Published: January 2017

As a consequence of recent federal legislation and court decisions, preservice teachers need to be prepared for teaching children with handicaps in regular classrooms. One issue in the preparation of teachers relates to attitudes toward mainstreaming handicapped students. This study describes student teacher (n = 213) attitudes toward mainstreamed students with emotional impairments. Attitudes are conceptualized as being composed of beliefs, feelings, and behavioral intentions and are looked at in relation to overall attitude towards mainstreamed students with emotional impairments. Results indicate that the set of beliefs held by subjects are the most significant factor in predicting overall attitude toward mainstreamed students with emotional impairments. In keeping with the research findings, suggestions are given for designing preservice training programs to be more facilitative of positive attitudes toward the integration of these students into the regular classroom.
The State of the Art of Rural Special Education
Authors: Helge Doris
Published: January 2017

Rural schools comprise the majority of the nation's school systems and are extremely diverse. Although tremendous improvements in service delivery have occurred since the implementation of Public Law 94–142, considerable problems remain. This article provides an overview of improvements, remaining challenges, and current functioning. Problems with current research trends and the need for quality research regarding rural special education are addressed. Differences between rural and urban service delivery systems and the roles of rural special education collaboratives are discussed. Policy recommendations are offered for national and state policy makers.
Regional Rural Special Education Programs
Authors: Kirmer Karol , Lockwood Lloyd , Mickler Walt , Sweeney Patricia
Published: January 2017

This article delineates environmentally embedded problems inherent in establishing and operating rural regional special education delivery systems, and discusses their interrelated effects. Using the example of the Central Kansas Cooperative in Education, it points out how central beliefs, early structuring decisions, and operating procedures have aided in dealing with such concerns. Also provided are plans of action to deal with more persistent issues. A list of critical considerations in developing an effective rural regional delivery system is provided.
Providing Services for Rural Gifted Children
Authors: Gear Gayle Haywood
Published: January 2017

Small numbers of gifted students in rural schools inhibit programming by special classes or hiring of additional staff. Inadequate financial resources also frequently impede the development of comprehensive programs. Because rural schools vary in capacity and commitment to respond, there are no standard procedures for programming for gifted students. This article develops a foundation for program efforts which acknowledges the diversity among rural schools and respects the capacity of their staff to innovate and use existing community resources.
Technologies as Rural Special Education Problem-Solvers
Authors: Helge Doris
Published: January 2017

Advanced technologies are emerging in rural school systems. This article discusses the availability of a variety of new technologies and their primary uses for instructional support, instructional applications, management, and staff development. Problems in initiating new technologies in rural environments and suggestions for using them are discussed. Successful technological models and projected future uses are described.
Where is Special Education for Students with High Prevalence Handicaps Going?
Authors: Algozzine Bob , Korinek Lori
Published: January 2017

In recent years, more than 4 million handicapped students received special education services supported in part by federal monies supplied for compliance with provisions specified in Public Law 94–142. The numbers of different types of handicapped students served was the focus of this research. Data from 50 states indicating the proportion of students classified in 10 categories of exceptionality were compiled and analyzed. Analysis of average percentages of students served in each handicapping condition for the 1978–1982 time period indicated consistent increases in numbers of learning disabled students, consistent decreases in numbers of speech impaired and mentally retarded students and relatively constant numbers of emotionally disturbed students and students with physical handicaps. Similar trends were evident when data were analyzed across geographical regions of the country; however, considerable variability in numbers of students classified was evident when data from individual states were analyzed. The significance of the findings was discussed with regard to alternative answers that arise when considering what the data mean and what professionals can and should do about them.
Inservice Teachers' Assessed Needs in Behavioral Disorders, Mental Retardation, and Learning Disabilities: Are They Similar?
Authors: Carri Louis
Published: January 2017

In certain states, resource room teachers are being certified as interrelated or cross-categorical teachers without preparation courses in all the areas in which they are expected to teach. This investigation attempted to determine whether the skills/competencies needed by teachers of the learning disabled, behaviorally disordered, and mentally retarded were, in their viewpoints, similar. One hundred eighty public school resource room teachers returned survey responses to preparation areas they felt were important to the teaching process. From the data pool, a random sample of 20 learning disabilities teachers, 20 teachers of the behaviorally disordered, and 20 teachers of the mentally retarded were analyzed. Results indicated that teachers of the learning disabled and teachers of the mentally retarded shared similar views concerning skills/competencies needed, while teachers of the behaviorally disordered differed in their ratings of skills/competencies when compared to teachers of the mentally retarded and learning disabled.
Assessing Parent Participation: The Parent/Family Involvement Index
Authors: Cone John D. , Delawyer David D. , Wolfe Vicky V.
Published: January 2017

An objective, 63-item measure of 12 types of parent participation in their child's special education program was developed. Data obtained from teachers reporting the involvement of 229 families were analyzed to evaluate the measure. Second administrations available for 24% of the families showed high scorer agreement (M = 90%. range = 85% to 99% across the 12 areas). KR-21 values showed area and total scores to be generally reliable (M = .81, range = .44–.98 for area scores; KR-21 = .94 for total scores). Mothers were reported to be significantly more involved than fathers in 9 of 12 areas (p < .05 to .001), as well as in total score (p < .001). Family income and parent education levels were positively correlated with involvement for both mothers and fathers. Child's grade level was generally negatively correlated with mothers' involvement, but unrelated to fathers'. Results are discussed in terms of future refinements to the measure and ways it can be used to examine the significance of parent involvement more thoroughly.
Play Behavior of Hearing Impaired Children: Integrated and Segregated Settings
Authors: Esposito Beverly G. , Koorland Mark A.
Published: January 2017

The free-play behavior of young hearing impaired children in integrated and segregated settings was compared using a multielement baseline design. Two children, aged 3 and 5, were observed using momentary time sampling of their play as they alternated from one setting to the other. Data were collected in each setting for various categories of play behavior. The categories were derived from the classic play categories of Parten and Smilansky. Results indicate that the children engaged in more socially advanced play in the integrated setting.
The Regular Education Initiative Debate: Its Promises and Problems
Authors: Davis William E.
Published: January 2017

The most intense and controversial issue presently receiving attention in the special education professional literature is the Regular Education Initiative (REI) debate. The proposed merger of special and regular education into a unitary system has attracted both strong advocates and critics. This article examines the current parameters of this discourse, identifies specific problems and issues related to this debate, and suggests strategies for overcoming perceived obstacles and improving the overall dialogue. Particular attention is given to key groups, for example, local educators and students themselves, who have been largely excluded from the REI debate. Most of the suggested benefits of the REI movement will never accrue unless its present discourse is expanded to include these groups.
State Variation in Placement of Children with Handicaps in Segregated Environments
Authors: Danielson Louis C. , Bellamy G. Thomas
Published: January 2017

Data provided by states over the past 10 years demonstrate little change in the use of separate facilities for students with handicaps. However, state-to-state variation in reliance on the various educational placements is quite high, indicating far less stability in service patterns than the national data would suggest.
Less Required Energy: A Response to Danielson and Bellamy
Authors: Tucker James A.
Published: January 2017

Perhaps the most significant finding presented by Danielson and Bellamy (see previous article) is consistency of the application of least restrictive environment (LRE) over time while there is such a significant variation in that application between states. This article suggests that LRE as a concept is semantically and traditionally loaded with location rather than service due to the greater ease with which location-related applications can be made.
Special Education Placement: Is it What You Know or Where You Live?
Authors: Blackman Howard P.
Published: January 2017

Danielson and Bellamy's article on federal data on segregated placement of students with disabilities (see pp. 448–455 of this issue) points out the failings in many situations to live up to the intent of Public Law 94–142, which clearly sets forth a presumption in favor of regular class placement in regular school buildings for children with disabilities. The need to eliminate geographic and funding restrictions to placement of students with disabilities in the least restrictive environment is stressed. Realistic but affirmative action and closer scrutiny of demonstration projects that have successfully integrated children with various disabilities into the regular classroom should be the focus of efforts.
Transition: Old Wine in New Bottles
Authors: Halpern Andrew S.
Published: January 2017

The transition movement of the 1980s was preceded by two similar movements: (a) the career education movement in the 1970s and (b) the work/study movement in the 1960s. These three movements are described and compared to provide an historical context for understanding current problems and issues regarding transition. Some broad social issues, such as educational reform, are then examined to illustrate the potential influence of such issues on the future development of policy that will affect the transition movement.
Special Education in South Korea
Authors: Seo Gyeong-Hee , Oakland Thomas , Han Hong-Seok , Hu Sherman
Published: January 2017

The development and current status of special education in South Korea are described and contrasted to that of the United States. South Korean special education was initiated in the 1890s by U.S. missionaries. Later, Japanese influence was considerable, especially on its regular educational programs. Special programs are available for five classifications of disabilities. Its major national special education legislation contains numerous provisions similar to P.L. 94-142. However, various conditions may impede the further development of services, including a high teacher-pupil ratio, the reliance on self-contained programs, negative attitudes toward people with disabilities, and lack of advocacy groups. Further initiatives require considerable research and policy debate among South Koreans.
Classroom Applications of Mnemonic Instruction: Acquisition, Maintenance, and Generalization
Authors: Scruggs Thomas E. , Mastropieri Margo A.
Published: January 2017

This investigation evaluated the effectiveness of classroom mnemonic instruction of science content, for 19 students with mild disabilities. Students were given either mnemonic instruction or more traditional instruction in a within-subjects design, in which treatment order was counterbalanced across classrooms, for each of two weekly units in life science. Following a third week of mnemonic instruction, students were taught to generate and draw their own mnemonic pictures. Results suggested that mnemonic instruction resulted in substantial increases in initial content acquisition, and substantially higher delayed-recall scores, over more traditional instructional procedures. Further, it was found that trained students were able to successfully generate and apply their own mnemonic strategies to novel content. Students overwhelmingly preferred mnemonic instruction over traditional instructional methods.
Effects of Curriculum within Curriculum-Based Measurement
Authors: Fuchs Lynn S. , Deno Stanley L.
Published: January 2017

This study assessed the effects of curriculum on technical features within curriculum-based measurement in reading. Curriculum was defined as the difficulty of material and the basal series from which students read. Technical features were the criterion validity and developmental growth rates associated with the measurement. Ninety-one students took a commercial, widely used test of reading comprehension and read orally for 1 minute from each of 19 passages, one from each grade level within two reading series. Correlations between the oral reading samples and the test of reading comprehension were similar across difficulty levels and across series. Developmental growth rates also remained strong regardless of difficulty level and series.
Developing Functional Requesting: Acquisition, Durability, and Generalization of Effects
Authors: Tirapelle Lori , Cipani Ennio
Published: January 2017

This study investigated the effects of a language program called the missing-item, format, on the acquisition of requesting during snack periods. The missing-item format, an assessment and training approach, develops a child's spontaneous requesting skills in everyday tasks. Generalization and response-durability measures were also collected. The missing-item format produced effects in requests for targeted snack items, but not for the majority of generalization and durability measures. A generalization training program was then implemented, using the missing-item format. As a result, a requesting repertoire that was durable and generalized across multiple settings and stimulus conditions was established in both students.
Young Adults Who are Hearing and Deaf in a Transition Study: Did They and Their Parents Supply Similar Data?
Authors: Bullis Michael , Bull Bruce , Johnson Brian , Peters Dawn
Published: January 2017

We surveyed young adults who are deaf and a comparison sample of peers without hearing loss—and the parents of both groups—about school-to-community transition experiences. We were interested in whether parents and their hearing or deaf children provided similar responses to the same questions on the survey. Agreement between the parent's and their son or daughter's responses to questions on selected transition variables was examined through different agreement indexes. Findings and procedures that should be employed when studying the transition experiences of persons who are deaf are discussed.
Respondent Agreement in Follow-up Studies of Graduates of Special and Regular Education Programs
Authors: Levine Phyllis , Edgar Eugene
Published: January 2017

Two studies, involving postgraduates in both regular and special education, analyzed the agreement between parents' and postgraduates' responses on postschool status. High agreement percentages and strong Cohen Kappas were obtained for the variables of attending postsecondary school, employment status, type of residence, marital status, and number of children. Low agreement rates and weak Kappas were obtained for the variables of salary level, hours worked, and medical benefits received. Results indicate caution in the use of data obtained from parents in the latter areas.
Parents of Students with Disabilities and Open Enrollment: Characteristics and Reasons for Transfer
Authors: Ysseldyke James E. , Lange Cheryl M. , Gorney Deborah J.
Published: January 2017

This study examines the characteristics of students with disabilities who participate in Open Enrollment (one of seven enrollment options available in Minnesota), the reasons they participate, and the sources of information and decision-making process involved with choosing another district. Surveys of 347 parents revealed three primary reasons for transferring their children: The child's special education needs being better met at the new district, more personal attention from the teacher, and dissatisfaction with the resident school. Other factors, such as disability category, parents' income, and location, were also analyzed.
Identifying Hispanic Students of Outstanding Talent: Psychometric Integrity of a Peer Nomination Form
Authors: Cunningham Caroline M. , Callahan Carolyn M. , Plucker Jonathan A. , Roberson S. Christopher , Rapkin Arlene
Published: January 2017

Minority students are historically underrepresented in programs for gifted students, and biased identification procedures are often suggested as a reason for this racial inequity. This study investigated the reliability and construct validity of a peer nomination form used to identify Hispanic students of outstanding talent (originally designed by Anne Udall and modified by the researchers) with the cooperation of 670 students from three southwestern U.S. school districts. The reliability of the instrument is generally sufficient to warrant its use in the identification of gifted Hispanic students, and the validation process highlights suggestions for the instruments appropriate use.
Disability Portrayal in Film: Reflecting the Past, Directing the Future
Authors: Safran Stephen P.
Published: January 2017

Going to the movies and viewing videos are very popular forms of entertainment. Cinematic stories and characters influence perceptions and opinions of many viewers. Studying film depictions, therefore, provides a unique perspective on society's views of individuals with disabilities. The purpose of this descriptive study was to investigate trends in Academy Award winning films that portray persons with disabilities. Over the decades, there have been an increasing number of awards involving “disability” movies; psychiatric disorders have been most frequently portrayed. Only two of the motion pictures identified presented children or youth with impairments, while none featured learning disabilities. Implications for special education professionals, with particular emphasis on using films for instructional purposes, are discussed.
Parent Perceptions of Inclusive Practices for Their Children with Significant Cognitive Disabilities
Authors: Palmer David S. , Borthwick-Duffy Sharon A. , Widaman Keith
Published: January 2017

While there has been a recent trend toward inclusive educational placements for students with significant cognitive disabilities, little information exists regarding parent perceptions of such practices. This article reviews the construction and analysis of a scale designed to encourage research in this area. An examination of three dimensions of perceptions assessed by the scale found that parents were more positive regarding the impact of inclusion on mutual social benefits, acceptance, and treatment of their child and more apprehensive regarding the impact of inclusion on the quality of educational services their child receives. Discussion includes how these findings may offer insight into reasoning used by some parents when considering the benefits of more inclusive educational placements for their own children.
Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study
Authors: Tindal Gerald , Heath Bill , Hollenbeck Keith , Almond Patricia , Harniss Mark
Published: January 2017

In this study, fourth-grade special and general education students took a large-scale state-wide test using standard test administration procedures and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition) for the other half of the test. For a subgroup of students, the math test was read to them by a trained teacher. Although no differences were found in the response conditions, an interaction was found in the test administration conditions (orally reading the test), supporting this accommodation for students with disabilities.
Classroom Dynamics and the Development of Serious Emotional Disturbance
Authors: Lago-Delello Ellie
Published: January 2017

This study investigated classroom dynamics and young children identified as at risk for the development of serious emotional disturbance (SED) as compared to not-at-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teacher's expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peer). Results indicated that young children identified as at risk for the development of SED but not yet labeled by the school were experiencing a significantly different reality in the classroom than not-at-risk peers. Implications for effective classroom interventions for these young at-risk children include collaborative/consultation teacher models, task modifications, direct instruction, and cooperative learning and peer tutor programs.
Verbal Prompting, Hand-over-Hand Instruction, and Passive Observation in Teaching Children with Developmental Disabilities
Authors: Biederman G. B. , Fairhall J. L. , Raven K. A. , Davey V. A.
Published: January 2017

In hand-over-hand modeling with response-contingent verbal prompts, tasks are divided into identifiable sequential components, and the achievement of each component is marked by the delivery of some form of verbal prompt. In a within-subjects design, children were trained in one skill with response-contingent verbal prompts and in a second skill with simple passive observation. A separate group of children were trained with less rigorous verbal prompting in one skill and with passive observation in a second. Consistent with previous research, we found that passive modeling was overall significantly more effective than hand-over-hand modeling and that passive modeling was significantly more effective than hand-over-hand modeling with response-contingent prompting. Our evidence therefore indicates that current methods for teaching basic skills to children with severe developmental delays may require reassessment because simple observation of modeled skills appears to be more effective than more labor-intensive instruction.
Preparing Professionals for Partnerships with Parents of Students with Disabilities: Textbook Considerations regarding Cultural Diversity
Authors: Sileo Thomas W. , Prater Mary Anne
Published: January 2017

Strong bonds of family-school collaboration are critical to the academic and social development of students with disabilities, especially when parents and teachers differ in ethnic, racial, and cultural backgrounds. These linkages necessitate preparing educators to address the needs of diverse students and family members. We evaluated 10 textbooks, related to working with families of students with disabilities, that may be used in special education teacher preparation programs. The textbooks were appraised regarding cultural diversity content, vignettes and examples of diverse groups, and inclusion of cultural issues. We also assessed the textbooks qualitatively to identify the relationship of cultural diversity content to parental involvement. Results indicated variability concerning representation of diverse populations, cultural content, and discussion of diversity issues.
Software Export
Authors: Illiyan Asheref
Published: January 2017

This paper analyses India s potential, performance, and problems in software export over the years. The results of the study show that software export has been growing con~istently at a higher rate of 50-60 per cent in the 1990s. Growing respect for Indian software industry in international market, continued rise in offshore services, entry into new markets. Y2K data conversion business and of course various steps taken by Government to promote export by simplifying procedures, tax concessions. by establishing software technology parks, and by initiating more liberal foreign investment policies, are considered to be the major factors that gave a fillip to the phenomenal growth of Indian software export. A close look at the destinations of the software export shows that USA continues to top the list followed by Europe, South East Asia, Japan and others.

The study finds the important comparative advantage that India possesses over other countries are: worlds second largest pool of scientific manpower with English speaking skill, low cost of labour. investment friendly economic climate and policy, locational time difference with the Western world, etc. The major problems affecting Indian software export are: shortage of competent professionals. inadequate telecommunication facilities and other infrastructural bottelnecks, weak domestic market. etc. Some of the few suggestions that the present study makes are: reorienting and restructuring the educational systems in tune with the current needs of the economy, conducting a national level test in line with the engineering or medical entrance after 10+2 to draw the best talents to IT field, introduction of computers at school (Ind college levels, providing easy access to loans to IT students, providing high quality infrastructure and communication facilities , attraction of more private participation, both domestic and foreign in IT industry.
Potential for Augmenting Trade and Commercial Ties between India and the SAARC-ASEAN Region
Authors: Ahuja Shobha
Published: January 2017

Emergence of regional trading blocs like EC, NAFT A, SAARC, etc. has resulted in the strengthening and enhancement of economic and trade relations between the countries in particular and world at large. The collective self-reliance emanating out of these regional trade blocs has become crucial for the developing countries to manoeuvre against the pressures exerted by the developed nations. The objective of the paper is to explore the potential of enhancing trade and commercial ties between India and SAARC-ASEAN region in areas of comparative advantage. It also aims to explore wider business opportunities at mutually advantageous terms.
Effect of reinforcement structures on vibration performance of composites
Authors: Pei Xiaoyuan , Chen Li , Gao Yan , Li Jialu , Tang Youhong
Published: January 2017

In this study, the composites with different reinforcement structures, namely three-dimension and five-direction braided, three-dimension and four-direction braided, and laminated structures, are designed and the effects of different reinforcement structures on the vibration properties of the corresponding composites were analyzed. The dynamic properties of the braided composites and laminated composites were compared. Multivariate analysis of variance demonstrated that the structure of the reinforcement had a significant effect on the natural frequency and damping ratio of the composites. The composites with advanced braided structure had the good dynamic mechanics behavior, such as relatively high natural frequency, damping ratio, and the ratio of stiffness to weight, as well as fairly good stabilization. This study provides the basis for composite design and the selection of reinforcement structures under different conditions.
A new approach of stiffness degradation modeling for carbon fiber-reinforced polymers under cyclic fully reversed bending
Authors: Amiri Ali , Cavalli Matthew N , Ulven Chad A
Published: January 2017

Carbon fiber-reinforced polymers are being used in advanced structural applications such as aerospace, automotive, and naval industries. Therefore, there is a rising need for predicting their fatigue life and improving their fatigue behavior. In this study, the fatigue behavior and changes in flexural modulus of bidirectional carbon fiber-reinforced polymers due to cyclic fully reversed bending are investigated. A unique fixture is designed and manufactured to perform fully reversed four-point bending fatigue tests on (0 °/90 °)15 carbon/polyester specimens with a stress ratio of R = −1 and frequency of 5 Hz. The expected downward trend in fatigue life with increasing maximum applied stress was observed in the S–N curves of samples. Based on the decay in the flexural modulus of the specimens, a modified exponential model is proposed to predict the life of carbon fiber-reinforced polymers under fully reversed bending. The empirical constants in the model are calculated based on the results of experiments. The model is applied to predict the fatigue life of the samples that did not fail during the tests and cycle-to-failure of the specimens are found.