bluuebunny/crossref_metadata_2025 huggingface dataset:
Teachers Perceptions of One State's Alternate Assessment: Implications for Practice and Preparation
Authors: Kampfer Stephanie H. , Horvath Leah S. , Kleinert Harold L. , Kearns Jacqueline Farmer
Published: January 2017

In the current study, 206 special education teachers in Kentucky completed a one-page survey examining the amount of time and effort required on that state's alternate assessment. Additional questions on the survey addressed teaching experience, score, student involvement, and other factors relating to the Alternate Portfolio. The results of this research revealed that teachers spend a significant number of hours outside of class time completing one portfolio. However, teacher hours are only minimally related to students' scores on the portfolio. Instead, instructional variables (student involvement, extent to which portfolio items are embedded into instruction, and teacher's perceived benefit of the portfolio to the student) are strongly related to student scores. Finally, we present implications of these findings for practice and teacher preparation.
Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers
Authors: Kamps Debra , Royer Jessica , Dugan Erin , Kravits Tammy , Gonzalez-Lopez Adriana , Garcia Jorge , Carnazzo Katie , Morrison Leslie , Kane Linda Garrison
Published: January 2017

There is increasing evidence that peer-mediated interventions for students with autism are effective in increasing participation in natural settings. Still unknown are the contributions peers make to the generalization of social behaviors. Results from two investigations of this issue are reported. In Study 1, social interaction with peers increased during interventions compared to controls; however, students in cooperative learning control groups showed higher levels of generalization than those in social groups. In Study 2, videotaped probes of 34 students indicated greater generalization of skills from groups with trained peers, and less from groups with untrained and stranger peers. Implications are discussed regarding the value of ongoing peer training and structured groups to establish relationships and generalization of skills over time.
The Administrative Climate and Context of Inclusive Elementary Schools
Authors: Salisbury Christine L. , McGregor Gail
Published: January 2017

Inclusive education has emerged as a schoolwide improvement approach for educating students with diverse abilities in general education classes. Despite the key role of principals in school improvement initiatives, few empirical studies have been reported of the administrative climate and context of inclusive schools. Five elementary schools actively engaged in inclusive approaches were studied using survey, observation, and interview methods. Findings revealed (a) commonalities in leadership practices and core principles across this diverse sample of schools, (b) consistent patterns in measured climate indices, and (c) a range of administrative strategies used by principals to promote inclusive practices. Implications for future research and practice are discussed.
Research on Reading Instruction for Individuals with Significant Cognitive Disabilities
Authors: Browder Diane M. , Wakeman Shawnee Y. , Spooner Fred , Ahlgrim-Delzell Lynn , Algozzinexya Bob
Published: January 2017

This article presents the results of a comprehensive review of 128 studies on teaching reading to individuals with significant cognitive disabilities. The review compared these studies against the National Reading Panel's components of reading; although it revealed an inadequate consideration of the components of reading, it found strong evidence for teaching sight words using systematic prompting and fading. The reviewers considered not only the number of studies, but also indicators proposed for evidence-based practice and effect size. This study identified some high quality studies with strong effect size for comprehension and fluency, but only one phonics study was strong in both quality and effects. Additional research is needed to promote broader skills in literacy for this population.
ADHD among Students Receiving Special Education Services: A National Survey
Authors: Schnoes Connie , Reid Robert , Wagner Mary , Marder Camille
Published: January 2017

Relatively little is known about attention deficit/hyperactivity disorder (ADHD) among students receiving special education in terms of their demographic characteristics, instructional settings, and programming, nor about how these factors differ from students with disabilities who do not have ADHD. Data from the Special Education Elementary Longitudinal Study (SEELS), a nationally representative study of students receiving special education, show that students with ADHD now constitute the majority of students in the categories of emotional disturbance and other health impairment. Hispanic students were underrepresented. Students with ADHD were more likely to receive accommodations and services.
Inside and outside Gifted Education Programming: Hidden Challenges for African American Students
Authors: Henfield Malik S. , Moore James L. , Wood Chris
Published: January 2017

This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents.
Giving Voice to Parents of Young Children with Challenging Behavior
Authors: Worcester Jonathan A. , Nesman Teresa M. , Mendez Linda M. Raffaele , Keller Harold R.
Published: January 2017

This study gave voice to parents raising young children with challenging behavior using a qualitative, phenomenological approach. Seven families raising children between the ages of 25 and 43 months participated in a series of interviews. The children's primary diagnoses varied, but all children exhibited challenging behaviors such as noncompliance, self-injury, tantrums, excessive crying, and property destruction. Results showed that parents' experiences could be grouped into 5 major themes: (a) obtaining accurate and useful information, (b) obtaining services and supports, (c) financial stress, (d) stress among members of the family, and (e) community isolation. Implications for changes to systems of care for young children with challenging behaviors and their families are discussed.
Training Teachers to Promote Pretend Play in Young Children with Disabilities
Authors: Barton Erin E. , Wolery Mark
Published: January 2017

A multiple probe design was used to examine the relation between teachers' use of the system of least prompts, contingent imitation, and praise, and the acquisition, maintenance, and generalization of pretend play by 4 children with disabilities. The teachers' use of the intervention package was functionally related to increases in the children's frequency and diversity of pretense behaviors, including related vocalizations. Children also maintained the responses in probes without prompts and generalized them to sessions with a nonteacher adult. The findings replicate previous studies on adult prompting of pretend play and extend the literature by using taxonomy of pretense to measure pretend play, measuring teachers' fidelity of implementation, and assessing maintenance and generalization of children's pretend play.
Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders
Authors: Asaro-Saddler Kristie , Saddler Bruce
Published: January 2017

This single-subject study examined the effects of a planning and self-regulation strategy on the story writing ability of young children with autism spectrum disorders (ASD). Three children with ASD in second and fourth grades were taught a strategy for planning and drafting a story using the self-regulated strategy development (SRSD; Harris & Graham, 1996) approach. After the intervention, all students improved their story writing ability in terms of length, number of story elements, and holistic quality. Evidence of strategy use was also noted in stories written for a noninstructed personal narrative genre. Results suggest that the SRSD approach may be beneficial in improving the writing skills of second- and fourth-grade students with ASD.
Inclusion Versus Specialized Intervention for Very-Low-Performing Students
Authors: Fuchs Lynn S. , Fuchs Douglas , Compton Donald L. , Wehby Joseph , Schumacher Robin F. , Gersten Russell , Jordan Nancy C.
Published: January 2017

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203 students who scored at or below the 10th percentile in mathematics (mean standard score ~75) at the start of fourth grade were randomly assigned at the individual level to 12 weeks of inclusive fraction instruction or specialized fraction intervention. In Year 1, the fourth-grade mathematics curriculum was guided by initial state standards; in Years 2 and 3, the state was transitioning to CCSS. In each of the 3 years on each measure, results indicated significantly stronger learning and markedly smaller post-intervention achievement gaps for specialized fraction intervention than for inclusive fraction instruction. Yet, the size of achievement gaps grew over the years in both conditions, as CCSS increased the depth and challenge of the fraction curriculum and produced differentially stronger learning in not-at-risk classmates. Implications are discussed in terms of the provision of services for students with learning disabilities in the era of CCSS and the meaning of access to the general education curriculum.
Need for Services to Exceptional Children
Authors: Brownell Samuel Miller
Published: January 2017

Both the speech of Samuel M. Brownell, Commissioner of Education, and the Creed for Exceptional Children which follows were presented at a conference on Qualification and Preparation of Teachers of Exceptional Children held in the last week of October 1954 in the Office of Education.

Eighty leaders from 25 states who represented various fields of specialization attended the conference. Here in a meeting of particular significance, data collected through inquiry forms and committee work for this study in the past three years were presented for review, interpretation and suggestions.

The conference afforded a further means of exploring the competencies required by teachers and other special education personnel. Conference materials concerned all areas of exceptionality—the physically handicapped, mentally limited, intellectually gifted, and those with serious emotional problems.

Romaine P. Mackie, director of the study and chief, exceptional children and youth. Office of Education, announced that some study publications are now available and others will be released within the next few months. Titles now available are: State Certification Requirements for Teachers of Exceptional Children, and College and University Programs for the Preparation of Teachers of Exceptional Children, both available from the Superintendent of Documents.
Locus of Control in Blind Children
Authors: Land Shirley L. , Vineberg Shalom E.
Published: January 2017

This investigation was designed to gather construct validation data for a much used test of a promising new personality construct. The Bialer-Cromwell Children's Locus of Control Scale was administered to 54 blind children and sighted children matched for mental age. The results indicated that blind children scored lower for internal control than sighted children; younger children scored lower than older children on the same trait. The scale demonstrated itself to be a valid measure of a trait seemingly related to an individual's ability to perceive himself in control of events around him.
A Program of Preparation for Teachers of Disturbed Children
Authors: Balow Bruce
Published: January 2017

This article describes a graduate program of preparation for teachers of emotionally and socially maladjusted children. Development, content, operations, and outcomes are presented, together with some of the underlying philosophy -which guides the program.
Effectiveness of Speech Therapy for Second Grade Children with Misarticulations—Predictive Factors
Authors: Irwin Ruth Beckey , West Joyce Fitch , Trombetta Mary Ann
Published: January 2017

The purpose of this study was to evaluate speech therapy for functional misarticulations and to determine the measures which predict improvement in speech, language, and listening. The following factors appeared predictive: (a) occupational status of the fathers and word recognition; (b) mental age and improvement in word recognition, auditory discrimination, and articulation; (c) stimulability of sounds and improvement in articulation; (d) auditory skills and improvement in connected speech.
Opportunities for Education of Handicapped under Title I, Public Law 89-10
Authors: Mackie Romaine P.
Published: January 2017

PL 89–10 and its amendment, TL 89–313, provide financial assistance for handicapped children programs. Funds are to be used for the expansion of existing programs and the initiation of new ones. Sample programs in curriculum adjustment and instruction, identification and evaluation, administration, and inservice training are presented.
An Analysis of Children's Educational Achievement and Related Variables in a State Psychiatric Hospital
Authors: Motto Joseph J. , Lathan Levi
Published: January 2017

The primary purpose of this study was to examine the educational achievements of hospitalized children as measured by standardized group achievement tests. The subjects consisted of the total school population of Ypsilanti State Hospital. Some longitudinal measured achievement data for males and females indicate a pattern of sex differences. Children who remained in the hospital school program in excess of ten months progressed educationally to the extent expected for their intellectual ability.
Early Detection of Learning Problems: Questions, Cautions, and Guidelines
Authors: Keogh Barbara K. , Becker Laurence D.
Published: January 2017

Assumptions underlying programs of early identification of young children viewed as educationally “at risk” are reviewed in terms of the research literature relevant to questions of validity of identifying or screening techniques, implications of recognition for remediation, and possible compounding negative effects of early identification. Guidelines for development and implementation of programs of early detection are proposed. Recommendations include emphasis upon techniques which are short term and educationally oriented and which are based on functional aspects of children's behavior in classroom settings.
Receptive Abilities of Deaf Children Across Five Modes of Communication
Authors: Moores Donald F. , Weiss Karen L. , Goodwin Marilyn W.
Published: January 2017

74 children in 7 preschool programs for the deaf were assessed in a measure of receptive communication. Subjects ranged from 48 to 72 months with a mean chronological age of 61.96 months. Hearing losses ranged from 71 to 100 decibels with a mean loss of 95.49 decibels. Subjects were tested across five modes of communication: (a) sound alone, (b) sound plus speechreading, (c) sound and speechreading plus fingerspelling, (d) sound and speechreading plus signs, and (e) the printed word. Four levels of difficulty were assessed for each mode: (a) number concepts, (b) adjective-noun phrases, (c) noun-conjunction-noun phrases, and (d) noun-verb-prepositional phrase constructions. Results suggest that the most efficient means of receptive communication was simultaneous use of sound and speechreading plus signs. Children using this system receive information at least as efficiently as other deaf children when manual components are removed. Implications of the findings are discussed.
A Scale for Early Detection of Children with Learning Problems
Authors: Novack Harry S. , Bonaventura Elisa , Merenda Peter F.
Published: January 2017

The Rhode Island Pupil Identification Scale, which is a pupil behavior observation scale for use by classroom teachers, is discussed. The scale is a multipurpose instrument designed to improve communication among the educator and his colleagues in the other child centered professions. The standardization sample comprised 851 pupils in kindergarten through second grade drawn from 7 schools in 3 school districts in Rhode Island. Retest reliabilities and several validity studies are reported, and the findings of the studies attest to the concurrent and predictive validities of the scale.
Supervision and Site of Instruction as Factors in Tutorial Programs
Authors: Mayhall William F. , Jenkins Joseph R. , Chestnut Norman J. , Rose Mary Ann , Schroeder Kathy L. , Jordan Barbara
Published: January 2017

Two experiments were conducted to examine the effects of tutoring location and teacher supervision on the efficacy of cross-age tutoring for learning disabled children. In Experiment I third grade children were randomly assigned to be tutored in a resource room where the resource teacher did not actively supervise the tutoring, or in back of their classroom where other classroom activities were also taking place No differences were observed in the students' learning that were related to the location of instruction. In Experiment II the treatment conditions were similar to those in Experiment I except that the resource teacher actively supervised the tutors. Third grade students learned significantly more in the resource room than in the classroom. The results of the studies suggest that the site of tutoring is less important than is the extent of supervision provided by the teacher.
State Councils on Developmental Disabilities
Authors: Stedman Donald J.
Published: January 2017

Federal law requires the establishment of state advisory councils to develop, implement, and monitor comprehensive plans which meet the needs of developmentally disabled citizens. Described herein are the components and activities of these councils, their successes and failures over the past 3 years. It is evident that 90% of the councils are productive. An increasing number are broadening their initiatives, shifting from competitive grant-giving organizations to developmental styles of resource planning. Prominent contributions include advocacy activities, client tracking systems, program evaluation models, and progressive legislation on behalf of the handicapped. The developmental disabilities councils' concept has resulted in more effective state and local accountability and responsibility for service program operation, as well as a growing respect on the part of state and local agency personnel for the contribution of the consumer.
Self Control Possibilities for Exceptional Children
Authors: Kurtz P. David , Neisworth John T.
Published: January 2017

Behavior modification research and training materials within education have focused on techniques in which the locus of control rests solely with an external change agent. Recently, there has been increased interest in having the person control his own behavior. With the growing emphasis on normalization for handicapped children, self control techniques may be especially pertinent. There are three self control strategies that appear to have immediate implication for exceptional children: (a) cue regulation, (b) self reinforcement, and (c) self observation.
Early Identification of Handicapped Children through a Frequency Sampling Technique
Authors: Magliocca Larry A. , Rinaldi Robert T. , Crew John L. , Kunzelmann Harold P.
Published: January 2017

A pilot study was initiated with three regular preschool classes (65 children) to determine the validity of identifying preschool handicapped children (3½ to 5½ years of age) through a frequency sampling technique. Seven 1 minute samples of academic behavior were developed for 4 year olds and nine 1 minute samples for 5 year olds. The 1 minute samples involved learning tasks all children were expected to achieve during the school year (e.g., matching colors). The frequency of correct responses of each child on the tasks was compared with other students in the school at the same age level. By noting all children performing in the lower 25% of frequency scores, a list of at risk learners was developed. When comparing the list of children identified through the frequency sampling technique with teacher identification of at risk children at the end of the school year, a correlation above .9 was found.
Prevalence of Teacher Identified Behavior Problems: A Longitudinal Study
Authors: Rubin Rosalyn A. , Balow Bruce
Published: January 2017

In a longitudinal study from kindergarten through grade 6, teachers annually rated the behavior of 1,586 children who were normally distributed on measures of IQ, socioeconomic status, and school achievement. In any single year, from 23% to 31% of the subjects were judged by their teachers as manifesting behavior problems. Long term cumulative prevalence rates were much higher. Among subjects receiving three or more annual ratings, 59% were considered as having a behavior problem by at least one teacher, and 7.4% were considered as having behavior problems by every teacher who rated them. Results indicate that behavior that at least one teacher is willing to classify as a problem is the norm rather than the exception for elementary school children, which raises serious questions about contemporary expectations regarding children's behavior in school.
Goal Attainment Scaling as a Useful Tool for Evaluating Progress in Special Education
Authors: Carr Rey A.
Published: January 2017

Goal attainment scaling is presented as a method to assist special educators to become accountable and effective and to increase the likelihood that special education will become student centered rather than method centered. The method involves devising a set of goals with involved persons, assigning weights to these goals, developing a set of expected outcomes for each goal, scoring the outcomes, and calculating a summary score of the outcomes across the goals. Both individual progress and program effectiveness can be assessed regardless of theoretical orientation. Mutual determination of goals and their weightings insures relevance and meaning to parents, teachers, and students. Visibility and clarity meet administrative needs. The scoring system enables research questions to be answered, while overall evaluation enables administrators to make program decisions. Examples of specific scales applicable to special education are presented and several methods for scoring are illustrated.
Rights of the Next Generation of Children
Authors: Gallagher James J.
Published: January 2017

Recently there has been increased concern as to whether research conducted as proposed on human beings may interfere with their human rights and values. The decision to conduct research or not is a matter of weighing any possible risk versus the potential gain. We obviously must try to minimize the risk and maximize the gain. If we stop research, we become captives of the status quo and might still assume that mentally retarded children are dangerous or gifted children physically weak- There are pressing social problems that will be acted upon, either with or without the benefit of research—problems such as infantile autism, the alienation of youth, or the maximization of productive thinking. One purpose of research is to strip away our illusions about such issues and replace them with useful facts and ideas, fly doing so we can fulfill our commitment to the next generation.
Family Involvement: A Critical Component of Early Intervention
Authors: Bricker Diane , Casuso Valerie
Published: January 2017

This article describes a parental involvement program that is an integral component of an early intervention program for preschool moderately and severely handicapped children. The parental program provides information and skills to parents that assist them in becoming effective change agents with their handicapped child and knowledgeable consumers of services for the handicapped. The structure and operation of the program are discussed. Tracking and evaluation procedures developed by the staff are described.
Resource Teacher Time Utilization: An Observational Study
Authors: Sargent Laurence R.
Published: January 2017

Lack of adequate descriptive data supporting the operation and efficacy of resource room programs prompted the investigation of resource teacher time utilization. To measure time use, a time sampling technique was employed and compared with teacher estimates of their time use. The teachers were found to spend less time than they estimated for direct instruction, participating in staffings, and working with Individualized Education Programs (IEP's). They spent more time than estimated on preparing for instruction and general school duties. In addition, no differences in the distribution of time use were found for teachers serving larger and smaller numbers of pupils.
Nonbiased Assessment: A Need for Operationalism
Authors: Duffey James B. , Salvia John , Tucker James , Ysseldyke James
Published: January 2017

The current technical history of nonbiased assessment is highlighted. Definitions of fairness and experts' attempts to alleviate problems associated with bias in assessment are reviewed. Factors relating to nonbiased assessment are emphasized that normally do not receive sufficient attention. Decisions currently made as a result of the assessment process are reviewed and an examination made of how decisions based on inappropriate evaluation can negate the validity of the assessment process. Finally, the utility of many recent efforts to resolve the problems of bias in assessment is questioned and it is suggested that very basic systematic changes are needed before real progress can be made in reducing bias in assessment.
Gifted Children with Handicapping Conditions: A New Frontier
Authors: Whitmore Joanne R.
Published: January 2017

Interest has been growing in identification and appropriate education of gifted students with handicapping conditions. Because the focus in educating gifted and talented handicapped children has been on problems rather than abilities and potential, such children have often not had an opportunity to demonstrate their gifts. With the implementation of the 1975 Education for All Handicapped Children Act (P.L. 94–142), professionals in the fields of education for gifted students and for handicapped students have had more chances to exchange information. Accurate means of identifying and developing giftedness must be employed as well as strategies for overcoming handicaps in order to allow gifted/handicapped individuals to realize their full potential.
National Survey of Identification Practices in Gifted and Talented Education
Authors: Alvino James , McDonnel Rebecca C. , Richert Susanne
Published: January 2017

This paper describes the results of a national survey of identification practices in the field of gifted and talented education. The survey was conducted by the Educational Improvement Center-South under a contract from the U.S. Office of the Gifted and Talented. Teachers of the gifted, university professors, state consultants, and others were queried as to what constitutes the most frequently and effectively used tests/instruments/techniques in the identification process vis-à-vis the categories of the federal definition and certain subpopulations. Survey data is analyzed for existent and recurrent patterns and trends. Among the findings disclosed are abuses of standardized testing and other inappropriate practices, apparent confusion over the definition of giftedness, and Jack of understanding regarding what should and should not be used for identification under each category.
Effective Special Education in Regular Classes
Authors: Wang Margaret C. , Birch Jack W.
Published: January 2017

An educational approach is described that accommodates, in regular classes, a much wider range of individual student differences than usual. Reported results-from a study of program implementation and related outcomes suggest that the program, known as the Adaptive Learning Environments Model (ALEM), can be implemented effectively in a variety of settings and that favorable student outcome measures coincide with high degrees of program implementation.
Social Integration of Deaf Adolescents in Secondary-Level Mainstreamed Programs
Authors: Ladd Gary W. , Munson Harold L. , Miller John K.
Published: January 2017

This study explored the interpersonal experiences of 48 deaf adolescents attending two-year occupational education programs with nonhandicapped peers. Classroom interactions between deaf and hearing students and classmates' perceptions of mainstreamed peers were assessed for students entering the program during three consecutive academic years. Results indicated that a climate conducive to integrated interactions and friendships did emerge in the mainstreamed programs.
Acquisition Performance by Mentally Retarded Children and Young Adults on a Complex Benchwork Task
Authors: Lynch Kevin P.
Published: January 2017

Intervention literature concerned with handicapped children has demonstrated that early and systematic exposure to instruction promotes language development, improves motor performance, facilitates social interaction, and improves academic skills. By analogy, if critical job-related behaviors could be taught earlier to handicapped children, later work behaviors might be taught with more ease and work performance improved. To assess the capacity of younger handicapped children to learn a benchwork assembly, a common workshop requirement, 18 children (mean age 12.7) were taught a complex worksample, and various acquisition measures were compared with the performance of 60 older subjects (mean age 21.6) on the same task. Only one significant difference was found between all measures of acquisition. These results suggest that younger subjects are able to learn complex work tasks much earlier than is evidenced by current prevocational practice.
Factors Associated with the Employment Status of Handicapped Youth Exiting High School from 1979 to 1983
Authors: Hasazi Susan Brody , Gordon Lawrence R. , Roe Cheryl Ann
Published: January 2017

Factors associated with the employment status of handicapped youth were investigated in a sample of 462 youths from nine Vermont school districts. All students from these districts who exited high school between 1979 and 1983, and who had been receiving special education services, were identified. Interviews were conducted with 301 youths to solicit current employment status, employment and training history, and use of social services. Additional information regarding educational history, age, and community demographics was obtained through individual student records. Employment outcomes were related to secondary vocational and training experiences, controlling for geographic location, gender, and level of functioning. Results indicated that over half the sample were employed; that most of the youths found jobs through the “self-family-friend network”; that part-time or summer work during high school were predictors of percentage of time employed since high school and current wages. These findings were discussed in terms of their implications for researchers, service providers, and policy makers.
Metacognitive Strategy Instruction
Authors: Palincsar Annemarie Sullivan
Published: January 2017

This article characterizes metacognitive instruction as endeavoring to teach students to plan, implement, and evaluate strategic approaches to learning and problem solving. Particular emphasis is given to an instructional program developed to enhance text comprehension. Components determined to be critical to the success of this endeavor as well as other metacognitive interventions include selecting strategies wisely, providing guided instruction in the acquisition and application of these strategies, and informing the learner regarding the utility and consequences of employing the strategies.
Willingness of Regular and Special Educators to Teach Students with Handicaps
Authors: Gans Karen Derk
Published: January 2017

A mailed questionnaire containing 99 demographic and attitudinal variables regarding handicap integration drew responses from 128 regular educators and 133 special educators in 21 school districts. Separate discriminant function analyses using “I would be willing to teach a student with (a handicap)” as the criterion variable were conducted for the two groups of educators. A comparison of the group profiles revealed few similarities. Regular educator willingness depended more heavily upon demographic variables; special educator willingness, upon attitudinal variables. Teacher group membership could be predicted from the profiles with 96% accuracy in each case. The results are discussed in terms of implications for consultants and inservice and preservice programs.
Improving Reading Comprehension by Using Paragraph Restatements
Authors: Jenkins Joseph R. , Heliotis James D. , Stein Marcy L. , Haynes Mariana C.
Published: January 2017

Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of paragraphs as they read. Following training, all students read and completed comprehension measures for narrative passages under conditions which constituted (a) a test of training, (b) a near transfer test, and (c) a remote transfer test. In all instances the strategy-trained students exhibited better comprehension than did the control students.
Diagnosis of Attention Deficit Disorders in DSM-IV: Scientific Basis and Implications for Education
Authors: McBurnett Keith , Lahey Benjamin B. , Pfiffner Linda J.
Published: January 2017

The category of attention deficit hyperactivity disorder (ADHD) and its diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM) have undergone numerous revisions. The history of these revisions is briefly presented, followed by a summary of results of the Field Trials for the forthcoming fourth edition, the DSM-IV, regarding ADHD. The revised symptom list and empirical determination of symptom cutpoints resulted in increased reliability and predictive validity for educational impairment, as operationalized by measures of academic productivity and accuracy, for the new criteria. Three subtypes emerged, including a new subtype of predominantly hyperactive. The relevance, functions, and limitations of DSM-IV diagnosis for educational assessment of ADHD are discussed.
Styles of Thinking, Abilities, and Academic Performance
Authors: Grigorenko Elena L. , Sternberg Robert J.
Published: January 2017

This study was designed to investigate the role of thinking styles in academic performance. Participants were 199 gifted students enrolled in the Yale Summer School Program. Their abilities were evaluated by the Sternberg Triarchic Abilities Test; their academic performance was judged by independent raters blind to the conditions of the study; and their thinking styles were measured by two converging self-report questionnaires. The results of the study show that, after controlling for levels of abilities, styles of thinking significantly contribute to prediction of academic performance. Moreover, equally able thinkers of different styles tend to do better in different assessment settings.
Attitudes about Educational and Related Service Provision for Students with Deaf-Blindness and Multiple Disabilities
Authors: Giangreco Michael F. , Edelman Susan W. , Macfarland Stephanie , Luiselli Tracy Evans
Published: January 2017

Over the past two decades, exemplary practices regarding support services have been shifting away from specialist-reliant models and toward approaches that rely more on natural supports. This study explored attitudes regarding educational and related service-provision practices from the perspective of professionals and parents ( n = 119) who were educational team members for students with deaf-blindness and multiple disabilities in general education settings. The findings highlight sample respondents' agreements and disagreements with exemplary practices, as well as differences across subgroups and within teams. Analyses suggest some internal inconsistencies regarding important service provision practices, as well as continuing gaps between attitudes and proposed exemplary practices.
Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms
Authors: Sontag Joanne Curry
Published: January 2017

This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for preschool children with disabilities, examining the relations between classroom characteristics and child sociability. A total of 16 children were pair-matched and observed in their classrooms. Results showed that the contexts of the two classroom conditions were similar. Differences in child sociability were not found. Solitary play and antisocial behaviors were infrequently observed. The findings suggested a significant relationship between teacher verbal prompting and child sociability. Children were much more likely to talk to their peers when a verbal prompt was given. The study presented implications for the educational placements of preschool children.
Promoting Positive Attitudes of Kindergarten-Age Children toward People with Disabilities
Authors: Favazza Paddy C. , Odom Samuel L.
Published: January 2017

This study examined the effects of contact, books, and discussions on the attitudes of kindergarten-age children toward people with disabilities. Children in the high-contact group participated in a program designed to promote acceptance of people with disabilities; the low-contact group had incidental contact with children with disabilities; the no-contact group had neither direct nor indirect contact with children with disabilities. At pretest, all participants had low levels of acceptance of people with disabilities. At posttest, significant gains in levels of acceptance were found only in the high-contact group. The program appears to be an effective strategy for promoting acceptance of people with disabilities.
School-Based Wraparound for Students with Emotional and Behavioral Challenges
Authors: Eber Lucille , Nelson C. Michael , Miles Patricia
Published: January 2017

In this article, we describe a process, wraparound planning, for extending educational services to students with emotional and behavioral disorders (EBD) and their families which allows the children to remain in their home communities and schools. A merger of community and school-based wraparound has been established in the La Grange Area Department of Special Education (LADSE) and currently is being implemented in pilot school districts throughout the state of Illinois. Guidelines for implementing school-based wraparound for students with EBD are provided, and implications for the organization of schools to facilitate the wraparound approach are discussed.
Self-sufficiency vs. Globalisation
Authors: Bakshi Rajat Shuvro
Published: January 2017

“We do not believe in a rigid autarchy, but we do want to make India selfsufficient in regard to her needs as far as this is possible.”
The Emergence of Markets and Competition
Authors: Siddiqi Shahid
Published: January 2017

Perhaps the most critical aspect of globalisation has been the emergence of new markets and the rise of new competitors, bringing in a wide spectrum of modalities of competition (Baumol et al., 1982; Dunning, 1993; Levitt, 1983; Porter 1986, 1990). The decades of the 1970s and the 1980s have witnessed intense competition for the American market by firms from Europe, Japan, Asia and many Third World countries (Caves & Mehta, 1986; Heenan, 1979; Lawrence, 1996; Lall, 1983; Wells, 1983). As the markets of developed countries have matured, American and European firms have been forced to look beyond their borders for opportunities to pursue their financial and strategic goals (Dunning, 1997). Increasingly, this movement has crossed the frontiers of emerging markets. Even where corporate objectives have not involved local market objectives (e.g. scarce resources, unique technology), foreign firms have begun to face intense pressure from emerging local as well as other foreign competitors. This paper deals with those countries which are collectively known as emerging markets. Furthermore, it focuses on the issue of emerging competition from and within these emerging markets. Simply put, since historically these markets were not open to foreign firms irrespective of market entry strategy, the issue of emergence per se becomes critical from the perspective of strategic analysis (as and when they occur). Given the prior state of autarky of such economies, the effect of these developing country firms at that point was minimal, if any. Here again the need to understand the issue of emergence is strategically vital. Thus of particular interest to the paper is the concept of emergence itself which is discussed in detail. Emerging market countries, and the relevant criteria, are also identified using the work of several organisations. The paper examines the lure of emerging markets from the foreign portfolio equity investment (FPEI) and the foreign direct investment (FDI) perspective. The paper also addresses the linkage between economic evolution and market evolution. Finally, the paper after reviewing a few issues relating to competition, identifies a few examples of the strategies that indigenous competitors utilise to combat the powerful multinationals attempting to build market position given the post liberalisation accessibility of the developing countries.
The Fan and Plate Control Experiment
Authors: Florez J. , Ortega J. , Catalina J. , Tapia A.
Published: January 2017

The fan and plate control experiment

The fan and plate control system constitutes an electromechanical laboratory control experiment. Although mechanically simple, the process involves some physical phenomena that make the experiment a difficult yet tractable and instructive control exercise. The paper describes the main characteristics of the experiment.
A Queuing Structure Simulator for An Ms-Dos Personal Computer
Authors: Adams A. E.
Published: January 2017

A queuing structure simulator for an MS-DOS personal computer

A simulator is described whose purpose is to provide a didactic aid for the teaching of the theory and operation of queuing systems. The program allows the user to build different queue models and to investigate the operation of the models with varying queuing protocols, server and arrival rates.
Electric Power Engineering Education in Greece — A Brief Description and A Comparative Assessment
Authors: Hatziargyriou N. D. , Vournas C. D.
Published: January 2017

Electric power engineering education in Greece — a brief description and a comparative assessment

The paper presents the main features of power engineering education in Greece and provides a qualitative comparison with the educational programs of other universities.
Microcomputer Aided Transient Analysis
Authors: Wang Jun , Natarajan R.
Published: January 2017

Microcomputer-aided transient analysis

In this paper a mathematical model based on differential equations and state variables is used to describe the transients in an electric circuit. The numerical and graphical solution is obtained by using Runge-Kutta method and implemented on a microcomputer using a spreadsheet program.
A Reversible Torque Drive Using A Cross-Field Motor and A Semiconductor Converter
Authors: Mclaren S. G.
Published: January 2017

A reversible torque drive using a cross-field motor and a semiconductor converter

This paper deals with a simple reversible torque drive using a Cross-Field motor and single power semi-conductor converter without armature or field reversing switches.
An Exercise for Teaching Simultaneous Faults
Authors: Faried S. O.
Published: January 2017

An exercise for teaching simultaneous faults

The paper presents the analysis of simultaneous single line-to-ground and line-to-line faults at a generator terminal. Using symmetrical components, the system equations and the connection of the sequence networks during such faults are presented. Moreover, the paper presents a numerical example for such a case.
Visualization of Characteristic Equations Describing Guided Waves
Authors: Kapilevich B. Yu.
Published: January 2017

Visualization of characteristic equations describing guided waves

The article describes the 2D and 3D visualization of characteristic equations associated with waves supported by various guided structures at microwave, mm wave, and optical wavelengths. The graphical facilities of a PC are used to ease the abstract mathematical burden that students find in such problems.
Using Vhdl Based Modeling, Synthesis, and Simulation in an Introductory Computer Architecture Laboratory
Authors: Hamblen James O.
Published: January 2017

Using VHDL based modelling, synthesis, and simulation in an introductory computer architecture laboratory

In many existing curricula, there is a notable lack of recent research advances in CAD tools and rapid prototyping using logic synthesis. This paper describes a novel introductory computer architecture laboratory that utilizes these new developments. VHDL based logic synthesis and timing simulations are used to design a RISC processor.
Simulation Laboratory for Teaching Switching Power Supplies
Authors: Bass Richard M.
Published: January 2017

This paper describes the development of a design-oriented graduate course on switching power supplies, and the benefits of a co-requisite simulation laboratory. The final design project provides the student with many degrees of freedom and multiple solutions, more accurately capturing the true nature of power supply design.
Comparison of GPC Controller and a Pid Auto-Tuner for a Heating Plant
Authors: Chan C. C. , Rad A. B. , Wong Y. K.
Published: January 2017

Generalised Predictive Control (GPC)1 is applied on the VVS-400 Heating/Ventilation System4. The temperature control performance of GPC is compared with the on-board PID auto-tuner under load disturbance condition. GPC seems to be not affected if the plant model is over-parameterized. Furthermore, any offsets are eliminated by the consequence of assuming CARIMA plant model.
Legislating for User Involvement in the United Kingdom: Mental Health Services and the Nhs and Community Care Act 1990
Authors: Bowl Ric
Published: January 2017

Recent legislation in the U.K., particularly the NHS and Community Care Act 1990, has encouraged the direct participation of service users in the planning and management of care services. This paper explores evidence of how the interests of service users experiencing mental distress are represented within community care services in the U.K. and the extent to which this leads to a devolution of power to those service users. The evidence is drawn from a survey of principal officers in social services departments responsible for mental health services and interviews with 135 service users. This reveals considerable confusion about the meaning and purpose of user involvement and about how service users can best be represented; little evidence, despite users' interest in it, of power-sharing; and limited commitment of resources to make further participation possible. The conclusion considers how, in the light of this evidence, Central and Local Government might further develop user involvement.