bluuebunny/crossref_metadata_2025 huggingface dataset:
The Pennhurst and Rowley Decisions: Issues and Implications
Authors: McCarthy Martha M.
Published: July 2017

The Supreme Court recently delivered two significant decisions interpreting the federal rights of the handicapped. In Pennhurst v. Halderman (1981), the Court ruled that the Developmentally Disabled Assistance and Bill of Rights Act contains a statement of national goals for the developmentally disabled, but does not create substantive rights to adequate treatment. In Board of Education v. Rowley (1982), the Court interpreted the Education for All Handicapped Children Act as assuring handicapped children procedural safeguards and an individualized educational program, but not placing an obligation on states to provide a particular level of education or equal educational opportunities for such children. Both decisions suggest a reduced federal role in determining what constitutes appropriate programs and services for the handicapped.
A Review of Research on Parents and Families of Gifted Children
Authors: Colangelo Nicholas , Dettmann David F.
Published: July 2017

This article focuses on research and issues dealing with parents and families of gifted children. Although the importance of parents is seen as a key factor in the development of all children, discussion of the role of parents with their gifted children has been superficially treated. Many articles deal only with general rules of thumb about good parenting. In order to avoid this, the present article begins with an extensive review and synthesis of research in the area of parents and families of gifted youngsters. This information is important in order to make meaningful generalizations. The discussion section includes a synthesis of the most important themes that emerged from the literature review.
Have Competencies Needed by Teachers of the Hearing Impaired Changed in 25 Years?
Authors: Scott Paula L.
Published: July 2017

The field of deaf education has changed a great deal in the past 25 years with the proliferation of day school programs as well as the acceptance of the use of Total Communication in a majority of these programs. The results of the study presented here indicate that both teachers and administrators in programs for hearing impaired students believe that the competencies needed by teachers in these programs have changed during this time. Therefore, teacher preparation programs in the education of the hearing impaired should carefully examine their curricula in an effort to better meet the needs that their students will have once they are in an actual teaching situation.
A Triaxial Model of the Interdisciplinary Team and Group Process
Authors: Bailey Donald B.
Published: July 2017

This article proposes a three-dimensional model for conceptualizing problems in the functioning of interdisciplinary teams. The three dimensions are (a) the team as a developing and changing entity, (b) the team as a set of subsystems, and (c) the team as a functioning unit. Each dimension is described and examples of team dysfunctions within each dimension are provided. Implications of the model for researchers and practitioners seeking to improve the quality of interdisciplinary team functioning are discussed.
A Personal View of Curriculum-Based Assessment
Authors: Gickling Edward E. , Thompson Verlinda P.
Published: July 2017

Curriculum-based assessment (CBA), an alternative to traditional assessment practices, offers a system for using curriculum as a diagnostic tool and provides a format for management of instruction. It is based on three central themes: (a) curriculum provides the most basic and meaningful avenue for classroom assessment; (b) curriculum places explicit demands upon the learner; and (c) curriculum must be controlled if academic success is to be achieved. Research on CBA has shown it effective in promoting good classroom performance, especially with mainstreamed, low-achieving children and those with attention deficit disorder.
Implementing Curriculum-Based Measurement in Special and Regular Education Settings
Authors: Marston Douglas , Magnusson Deanne
Published: July 2017

Curriculum-based measurement offers special and regular educators an alternative to traditional standardized achievement testing. As a viable alternative assessment system it has been developed as a technically adequate approach in which pupil progress may be monitored frequently in the curriculum. The studies presented in this article document the benefits of implementing CBM in both special and regular education settings. In Study I CBM is demonstrated to be a valid and reliable measurement system that aides teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. A survey of teacher attitudes is also presented. Study II outlines the implementation of CBM in a large school-based resource program serving 1,100 mildly handicapped children. The data presented for this study indicate that CBM may be successfully utilized in making screening, identification, program planning, progress monitoring, and program evaluation decisions for children with learning difficulties.
The National Education Reports and Special Education: Implications for Teacher Preparation
Authors: Pugach Marleen
Published: July 2017

The preparation of the nation's teachers has undoubtedly received the greatest attention in this era of educational reform. The multiplicity of plans for its reform and their attendant solutions will no doubt affect the way special education teachers are prepared as well. This article examines the content and structure of teacher education as it relates to proposed reforms and considers the impact of those reforms on the existing structure of teacher preparation in special education. Its primary argument focuses on the need to reconceptualize the preparation of teachers of the mildly handicapped as a response to current efforts to improve the preparation of general classroom teachers.
The New Push for Excellence: Widening the Schism between Regular and Special Education
Authors: Shepard Lorrie A.
Published: July 2017

At least half of the children called learning disabled are misidentified; they need help in school but do not warrant the label handicapped. The costs of special services for these children are excessive because much of the extra resources are eaten up by the bureaucratic requirements of assessment and staffing. The authors of the foregoing articles are commended for their altruism because they are willing to give up power, to relinquish the separate dominion of special education. If special education were merged with regular education, children's needs could be met without bureaucratic costs. However, the national reports are an impediment to the merger of special and regular education because accountability demands make classroom teachers less willing to take responsibility for hard-to-teach children.
Special Education Administrators' Policies and Practices on Microcomputer Acquisition, Allocation, and Access for Mildly Handicapped Children: Interfaces with Regular Education
Authors: Goldman Susan R. , Semmel Dorothy S. , Cosden Merith A. , Gerber Michael M. , Semmel Melvyn I.
Published: July 2017

The burgeoning interest in the use of microcomputers in the education of special needs students raises a number of new issues for program administrators. Reactions of special education administrators to microcomputer technology in terms of the development of policies and practices governing adoption and use of microcomputers were investigated. A representative sample of special education administrators in a 4-county area in Southern California responded to a comprehensive survey dealing with several aspects of microcomputer technology. Levels of adoption of microcomputers varied widely across districts, with half the sample reporting no special education ownership of microcomputers while others had acquired a number of machines. Decision-making policies and practices indicated high levels of cooperation between special and regular education programs in acquiring hardware and software and in providing teacher training. Implications for subsequent directions for microcomputer innovation are discussed. In particular, training efforts for special education personnel need to become more specific to the instructional uses of microcomputers with special needs students.
Modifying the Attitudes of Nonhandicapped High School Students toward Handicapped Peers
Authors: Fiedler Craig R. , Simpson Richard L.
Published: July 2017

Two curricular approaches for modifying nonhandicapped high school students' attitudes toward their exceptional peers were compared. One curriculum was structured around categories of exceptionality (e.g., mental retardation, sensory impairments) while the other focused on generic concepts, including values, conformity, individual differences, and labeling effects. Each curriculum was presented over a 10-week period and the effects assessed via two pencil-paper attitude evaluation scales. Results revealed that both curricula positively modified students' attitudes, with subjects exposed to the categorical curriculum demonstrating significantly greater attitude changes. The data are interpreted relative to the issue of labeling and the most effective means of positively modifying attitudes toward handicapped persons.
Special Class Placements as Labels: Effects on Children's Attitudes toward Learning Handicapped Peers
Authors: Bak John J. , Cooper Edith M. , Dobroth Kathryn M. , Siperstein Gary N.
Published: July 2017

This study determined whether different types of special education placements affected children's attitudes toward learning handicapped peers in a school where no clinical labels were used. Traditionally these peers would have been labeled “learning disabled” and “educable mentally retarded.” Seventy-seven fourth- through sixth-graders judged the capabilities of peers depicted in written vignettes as attending one of two types of placement: a resource room or a special classroom. These placements were identical to those found in the children's school. Children saw resource room targets as significantly more capable than special class targets. This indicated that educational placements alone could act as de facto labels. Older children were found to have higher expectations of peers regardless of placement. Implications for teachers and researchers were discussed.
Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction
Authors: Collins Maria , Carnine Douglas , Gersten Russell
Published: July 2017

The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.
Process-Oriented Writing: Instructional Implications for Mildly Handicapped Students
Authors: Bos Candace S.
Published: July 2017

Process-oriented approaches to teaching writing have gained considerable influence in the last decade. This article briefly describes the theoretical bases for process-oriented approaches to teaching writing and presents six instructional features which can provide the scaffolding for developing writing programs for exceptional students.
The Impact of Computers on the Writing Process
Authors: MacArthur Charles A.
Published: July 2017

Computers are powerful and flexible writing tools that can have a significant impact on the writing process and on the social context for writing in the schools. This article examines the key features of word processing, reviews the research on word processing, and discusses other computer applications that can support writing instruction.
Developing Writing Skills in Bilingual Exceptional Children
Authors: Goldman Susan R. , Rueda Robert
Published: July 2017

Two approaches to writing, cognitive-developmental and functional-interactive, are reviewed, and implications for instruction targeted at bilingual exceptional children are suggested. Both approaches stress the use of goal-directed and meaningful writing tasks, such as dialogue journals and narrative writing, in which the teacher provides interactional scaffolding for learning activities. Two illustrative research projects consistent with these views are described.
Career Education Needs of Students with Exceptionalities: One State's Case
Authors: Rau Dorothea , Spooner Fred , Fimian Michael J.
Published: July 2017

A survey of 1,826 special education teachers and administrators from North Carolina was conducted to determine (a) the extent to which career education skills are actually being taught to children and youth with handicaps, and (b) the extent to which they need to be taught. Findings include: (a) teachers tended to perceive their schools' programs in career education at a higher level than did the administrators, yet teachers felt a greater need for additional instructional emphasis than did the administrators; (b) females' perceptions of their personal impact on students remain far behind those of males; and (c) neither inservice workshops nor college courses were the predominant way in which teachers acquired knowledge about career education.
A Theoretical Framework for Bilingual Special Education
Authors: Cummins Jim
Published: July 2017

This article outlines a theoretical matrix for conceptualizing issues within the emerging field of bilingual special education. Among current issues are the difficulty of distinguishing genuine learning disabilities from second-language-acquisition problems, nondiscriminatory assessment of language and intellectual skills, the effects of bilingual interactions in home and school, and appropriate forms of pedagogy and intervention for at-risk minority students and those with disabilities. These issues are discussed in relation to the nature of language proficiency and intellectual development, the sociology of dominant-subordinate group interaction, and models of teaching and learning.
Bilingual Special Education: Training Issues
Authors: Baca Leonard , Amato Christine
Published: July 2017

Bilingual special education, in its brief history, has undergone several shifts in emphasis—for example, from nonbiased, native-language assessments to bilingual services. Increasingly, training programs for teachers of students with both limited English proficiency and disabilities have emphasized an interface between special education and bilingual education. Though cuts in federal funding have reduced the number of training programs, the quality of training has improved. This article describes a pilot program of the California Special Education Project. Begun in 1984, this 3-year staff development program included a combination training and implementation phase, and in 1988 it won an award for exemplary services to language-minority children in special education.
Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence
Authors: Smith Stephen W.
Published: July 2017

Evaluations of individualized education programs (IEPs) over the past decade have pointed to an inoperative IEP process and a questionable document. A three-phased review of data-based research and position papers from 1975 to 1989 reveals a history of IEP inadequacies and passive compliance. These findings are in contrast to the original intent and spirit of Public Law 94–142, the Education for All Handicapped Children Act (EAHCA). Implications for special education policy and practice have not been considered. Recommendations include a reexamination of the IEP in the context of the current special education reform debate.
Preparing Professionals to Serve Infants and Toddlers with Handicaps and Their Families: An Integrative Analysis across Eight Disciplines
Authors: Bailey Donald B. , Simeonsson Rune J. , Yoder David E. , Huntington Gail S.
Published: July 2017

This article summarizes the status of, and recommendations for, preparation programs for early intervention personnel across eight disciplines. Surveys were conducted to determine the extent to which entry-level students in each discipline receive academic preparation and clinical experiences to provide services to infants and toddlers with disabilities and their families. Although considerable variability was found across disciplines, the average student receives little specialized information—practical knowledge—relative either to the infancy period or to working with families. Alternative strategies for improving infant personnel preparation are discussed and policy implications of each are addressed.
Promoting Social Interaction of Children with Disabilities in Integrated Preschools: A Failure to Generalize
Authors: Hundert Joel , Houghton Anne
Published: July 2017

In this study, the Classwide Social Skills Program (CSSP) was introduced for all children in four integrated preschool classes, and generalization of effects was measured across settings and over time for 14 children with disabilities between the ages of 3 and 5 years. Results indicated that the CSSP increased the positive play of children with disabilities to levels comparable to classmates without disabilities. Levels of teacher reinforcement toward the children with disabilities increased as well. These increases in teacher and child behaviors, however, did not generalize to 3- or 6-month follow-up periods nor to another play session in the day. Implications for promoting social interaction in integrated preschool settings are discussed.
Small-Group Instruction for Students with Learning Disabilities: Observational and Incidental Learning
Authors: Keel Marie C. , Gast David L.
Published: July 2017

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.
Survey of the States: Special Education Knowledge Requirements for School Administrators
Authors: Valesky Thomas C. , Hirth Marilyn A.
Published: July 2017

Regular education administrators must possess a knowledge of special education to effectively implement P. L. 94-142, and to experiment with and accomplish many of the proposed objectives of the regular education initiative. To determine the existing knowledge base of school administrators in special education and special education law, we surveyed state directors of special education. This article reports the results of the survey, discusses implications, and offers suggestions for improvement.
The Task Demonstration Model: A Concurrent Model for Teaching Groups of Students with Severe Disabilities
Authors: Karsh Kathryn G. , Repp Alan C.
Published: July 2017

This study investigated the use of the Task Demonstration Model (TDM) of group instruction for students with severe or moderate retardation. This model and the Standard Prompting Hierarchy (SPH) were tested against each other (and baseline) across three teachers and groups of students. Results on teacher variables showed that demands and praise were roughly equivalent for both procedures, but prompts were 12 times higher in SPH than in TDM. Data on student variables showed task engagement to be the same for SPH and TDM, percent correct to be 10% higher in TDM, but rate correct to be twice as much in TDM as in SPH.
Maternal Labeling of Gifted Children: Effects on the Sibling Relationship
Authors: Tuttle Diane Hoekstra , Cornell Dewey G.
Published: July 2017

The present study examined the impact of maternal labeling of children as gifted on the sibling relationship. Subjects were 144 pairs of firstborn and secondborn siblings classified according to maternal perceptions into one of four groups: both gifted, firstborn gifted, secondborn gifted, or neither gifted. Five aspects of the sibling relationship were examined: Warmth/Closeness, Status/Power, Conflict, Maternal Partiality, and Paternal Partiality. Results indicated that unlabeled children generally did not view the sibling relationship more negatively than their labeled siblings. However, there was consistent evidence of labeling effects which interacted with birth order. Maternal labeling of firstborn children was associated with greater Warmth/Closeness in the sibling relationship, but maternal labeling of secondborn children appeared to have the opposite effect of reduced Warmth/Closeness.
The RISK Screening Test: Using Kindergarten Teachers' Ratings to Predict Future Placement in Resource Classrooms
Authors: Coleman J. Michael , Dover G. Michael
Published: July 2017

Teacher ratings from four consecutive cohorts of kindergarten students were used to establish a prediction function by which children who ultimately received special education services in the form of resource-class placement were discriminated from children who remained solely in regular education classrooms. All five factors measured by the RISK scale were significantly related to future school performance, but items that assessed child ability, current performance, and teacher investment were most predictive of eventual special-class placement. Overall accuracy for the screening measure was 94.13%, with 1,194 out of 1,269 children accurately selected to their appropriate educational placement.
Predictors of Service-Delivery Models in Center-Based Early Intervention
Authors: McWilliam R. A. , Bailey Donald B.
Published: July 2017

This study examined the perceptions of early childhood intervention professionals toward the integration of special services into regular classrooms, rather than through segregated, pullout approaches. A mail survey of occupational therapists, physical therapists, special educators, and speech-language pathologists asked (a) what practitioners perceived as their typical and ideal practices and (b) what influenced their choices of service-delivery models. Multiple-regression analyses were used to determine how choice of models for different situations predicted the extent to which respondents used integrated practices. Results showed that special educators were most likely to use and favor integrated services, followed by occupational therapists, speech-language pathologists, and physical therapists.
Processing of Bottom-up and Top-Down Information by Skilled and Average Deaf Readers and Implications for Whole Language Instruction
Authors: Kelly Leonard P.
Published: July 2017

To explicate the competence of skilled deaf readers, this study compared groups of high- and average-ability, secondary-level, deaf readers on five indicators of cognitive processes used during reading. Two indicators focused on fluency in processing visual information; three measured readers' application of higher-level processes. Results indicated significant differences between the groups on the measures of fluency. However, intergroup similarities on the indexes of higher-level processing suggest that these components do not determine the reading superiority of the skilled readers. The findings suggest that whole language instructional practices, increasingly popular in deaf education, need to address the development of processing fluency in deaf readers.
Communication versus Compliance: African-American Parents' Involvement in Special Education
Authors: Harry Beth , Allen Norma , McLaughlin Margaret
Published: July 2017

A longitudinal, 3-year study investigated the participation of African-American parents of 24 preschoolers in special education programs in a large urban school district. Data were collected through ethnographic interviews with parents and professionals, observations of conferences, and examination of students' documents. Despite current perceptions of low levels of participation by African-American parents, the data show consistent initial efforts by families to support their children's schooling, eventually giving way to disillusionment with the separations created by special education placements and the lack of avenues for parental influence. The article explores ways for professionals to move from preoccupation with compliance to true communication.
Predicting Employment for Students Who Leave Special Education High School Programs
Authors: Heal Laird W. , Rusch Frank R.
Published: July 2017

A hierarchical regression analysis featuring 35 community, family, student, and school program characteristics, entered in a controlled order, was used to assess prediction of employment. Results showed that personal characteristics (especially being male and having living skills and academic skills) dominated the prediction of postschool employment. Family income, our proxy for socioeconomic status, also contributed significantly to this prediction. School programs had minimal effect on postschool employment once student competence and family characteristics had been controlled (held constant) statistically.
Comparison of Reading Intervention Approaches for Students with Mild Disabilities
Authors: Marston Douglas , Deno Stanley L. , Kim Dongil , Diment Kirk , Rogers David
Published: July 2017

This study reports afield test of six research-based teaching strategies with 37 special education resource teachers and 176 students with mild disabilities. The approaches included peer tutoring, reciprocal teaching, effective teaching principles, computer-aided instruction, and two direct instruction models, all used in reading instruction. Comparisons with a control group and between approaches produced inconsistent results. Students in all groups, including the controls, showed higher levels of engagement during all approaches than other researchers have reported for either mainstream or resource room students. Student achievement was highest in the computer-assisted group, in the reciprocal teaching group, and in one of the direct instruction groups.
Parental Educational Expectations for Adolescents with Disabilities
Authors: Masino Linda L. , Hodapp Robert M.
Published: July 2017

This study used a national sample (from the National Education Longitudinal Study of 1988) of 8th-grade students to examine the effects of child disability on parental educational expectations. Four types of disability conditions were included: visual impairment ( n = 97), hearing impairment ( n = 126), deafness ( n = 38), and orthopedic impairment ( n = 61). Controls without disabilities were also included. Although parental expectations were found to be higher for students with disabilities than for those without, student disability status (disabled versus nondisabled) did not contribute significantly to the ability to predict parental expectations. School performance, parent education, and race were found to similarly influence parental educational expectations for students with and without disabilities.
When Some is Not Better Than None: Effects of Differential Implementation of Curriculum-Based Measurement
Authors: Allinder Rose M.
Published: July 2017

This study explored the effect of differential implementation of curriculum-based measurement (CBM) on math computation achievement of students with mild disabilities. In addition, selected variables associated with the quality with which teachers implement CBM were examined. Twenty-nine special education teachers each monitored two students with mild disabilities in math computation using CBM for 16 weeks. Results indicated that students whose teachers implemented CBM more accurately made significantly greater math gains than did students whose teachers (a) implemented CBM less accurately and (b) did not use CBM. Adequacy of planning time was associated with the quality of CBM implementation.
Teacher and Administrator Perceptions of Heterogeneous Education
Authors: Villa Richard A. , Thousand Jacqueline S. , Meyers Herman , Nevin Ann
Published: July 2017

Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.
Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education
Authors: Carlson Elaine , Parshall Lucian
Published: July 2017

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.
The IDEA Amendments: A Four-Step Approach for Determining Supplementary Aids and Services
Authors: Etscheidt Susan K. , Bartlett Larry
Published: July 2017

The least restrictive environment (LRE) provisions of the Individuals with Disabilities Education Act (IDEA) require that children with disabilities be educated in regular education classrooms unless “the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” Prior court decisions and the 1997 Amendments to IDEA require that individualized education program (IEP) teams discuss and consider a full range of supplemental aids and services so children benefit from educational programs in the LRE. This article reviews the legal basis for the mandatory consideration of supplementary aids and services and presents a four-step approach for teams to use in determining supplementary aids and services for children with disabilities.
Factors That Predict Teachers Staying in, Leaving, or Transferring from the Special Education Classroom
Authors: Miller M. David , Brownell Mary T. , Smith Stephen W.
Published: July 2017

We randomly surveyed 1,576 Florida special education teachers to examine factors that contribute to their propensity to leave or stay in the special education classroom or transfer to a new school. The variables identified, based on extensive review of the literature, included background, classroom, school district, and personal factors. We tracked our respondents for 2 years using a multinomial logit model to identify significant predictors of leaving, staying, or transferring. Results indicate that teachers left special education teaching primarily due to insufficient certification, perceptions of high stress, and perceptions of poor school climate. Special educators who transferred to a different school or district had perceptions of high stress and perceptions of poor school climate and were significantly younger than stayers.
Narrating Self and Disability: Latino Mothers' Construction of Identities vis-à-vis Their Child with Special Needs
Authors: Skinner Debra , Bailey Donald B. , Correa Vivian , Rodriguez Patricia
Published: July 2017

We examine how 150 Latino mothers of young children with developmental disabilities use narratives to express and create self-understandings vis-à-vis their child. The purpose is twofold: (a) to introduce narrative as a tool that people use to make sense of disability, and (b) to demonstrate how these mothers draw on cultural beliefs and the narrative form to construct meanings of self in relationship to disability. An analysis of spontaneous narratives of self and disability reveal that the majority of mothers portrayed themselves as good mothers in line with larger cultural notions, and viewed their child as bringing about positive transformations in their lives. We end by suggesting ways that narrative analysis could be used in future research and practice.
Implementing the IDEA Transition Mandates
Authors: Hasazi Susan Brody , Furney Katharine S. , Destefano Lizanne
Published: July 2017

A policy study initiated in 1996 investigated implementation of the transition mandates of the Individuals with Disabilities Education Act (IDEA) in nine sites across the United States. Five sites were identified as model sites because they had a national reputation for effective implementation of transition policies and practices, while four were identified as representative sites demonstrating progress in the face of challenges typically associated with local level implementation. Visits to each site included in-depth interviews, observations, and document reviews. Following the visits, procedures associated with qualitative inquiry were used to prepare individual summary reports and conduct a cross-case analysis. Results of the cross-case analysis are presented, including factors supporting and posing challenges to implementation.
A Real-Time Software Package for Teaching Digital Control
Authors: Marcos M. , Wellstead P. E. , Sandoval J. M.
Published: July 2017

A real-time software package for teaching digital control

A PC-based program package is described for the real-time control of both simulated and real dynamical systems. The program allows a range of controller types to be implemented, ranging from classical to modern control algorithms. A comprehensive simulation facility is also provided for controller validation trials. The package is intended to be helpful in a control laboratory as a complement to a course on digital control system design for undergraduate students.
B-H Loop Representation for Transient Studies
Authors: Lucas J. Rohan , Mclaren Peter G.
Published: July 2017

B-H loop representation for transient studies

This paper presents an improved model for generating the flux-current excursions of a transformer core for transient studies. The model is based on the non-integer-power series in flux density representation of the magnetisation characteristic. The loops generated are shown to agree with reported experimental investigations.
Teaching VLSI Design Using Chipwise
Authors: Walczowski L. T. , Waller W. A. J. , Wells E.
Published: July 2017

Teaching VSLI design using ChipWise

ChipWise is a design system for VLSI circuits developed at the University of Kent, based on tools which originated at several academic institutions and tools obtained from industry. From 1st August, 1990, ChipWise will be included as a supported package within the software portfolio offered by the U.K. Higher Education ECAD Initiative. This paper describes the design tools and their application in a typical laboratory exercise.
Inclusion of Frequency Dependent Losses in Transformer Flux-Current Excursions
Authors: Lucas J. Rohan
Published: July 2017

Inclusion of frequency dependent losses in transformer flux-current excursions

This paper presents a model for the frequency dependent losses in the transformer core for transient studies. The non-integer power series approach is extended to include the frequency dependent behaviour of the losses. The results obtained are compared with manufacturer's data and are found to give a very good fit.
A Control Project for Electronics Engineering Students
Authors: Braae M.
Published: July 2017

A control project for electronics engineering students

The relevance of control theory to electrical engineering can be demonstrated vividly to undergraduate students by its application to the design of linear continuous electronic circuits that control the height of a hovering helicopter, animated on a PC screen. The object of the student project is to design altitude control electronics by using control theory. The flexibility of the PC allows for full data logging and graphic display features as well as giving each student a unique set of parameters.
Digital Signal Processing in a New Age
Authors: King Graham A.
Published: July 2017

DSP in a new age

This paper discusses the teaching of digital signal processing to students not having a traditional background. It suggests a set of strategies and perspectives that achieve necessary standards in a sympathetic way. It describes a scheme which demystifies the subject and uses interactive self-learning computer-based tutorials.
Implementation of a Simplified and Exact Method for the Analysis of Feedback Amplifiers in a Computer Program
Authors: Hendriks E. A. , Pluygers A. C.
Published: July 2017

Implementation of a simplified and exact method for the analysis of feedback amplifiers in a computer program

This paper describes a PC-based computer program for the analysis of negative feedback amplifiers, based on the asymptotic gain model. No approximations have to be made and the calculated model parameters are exact. The program has proved to be a powerful tool for the design of feedback amplifiers.
Matrix Model of Logical Simulator Within Spreadsheet
Authors: Levin Ilya
Published: July 2017

Matrix model of logical simulator within spreadsheet

This paper examines the use of spreadsheets for simulation of logical control units. A matrix model is proposed for this aim. The use of this model is appropriate both for teaching and learning of simulation of a specific type of integrated circuit — Programmable Logic Arrays — and also for any type of control unit representable in the form of a logical function system.
Determination of the Torque-Speed Characteristic of an Induction Motor Using a Curve-Fitting Technique
Authors: Chan T. F.
Published: July 2017

Determination of the torque-speed characteristic of an induction motor using a curve-fitting technique

This paper describes the use of a curve-fitting technique to deduce the nominal torque-speed characteristic of a three-phase induction motor from the speed data obtained in a no-load acceleration test. Experimental results show that the fitted curve is reasonably close to the torque-speed characteristic obtained from an actual load test.
Quality Control in Engineering Undergraduate Teaching — Some Issues Raised at Individual Course Level
Authors: Renfrew A. C.
Published: July 2017

Quality control in engineering undergraduate teaching — some issues raised at individual course level

In an attempt to apply quality principles to a course of lecture, tutorial and laboratory classes, BS5750, an industrial standard, translated into course requirements and “customers“ are identified. A service specification and a quality system are developed and an example of course design using this approach is provided.
Use of Computers in the Teaching of Electronics: A Survey
Authors: Gupta N. K. , Buchanan W. J.
Published: July 2017

Use of computers in the teaching of electronics: a survey

In a recent survey at Napier University, the students favoured increased use of computers in the teaching of electronics. The survey suggested the need for and has led to the designing of a new more computer-biased three-year B. Sc. degree course in electronics. The paper summarises the results of the survey.
High Voltage Live-Line Maintenance Laboratory
Authors: Bodger Patrick S. , Woudberg Jacobus J.
Published: July 2017

High voltage live-line maintenance laboratory

A laboratory has been designed to give undergraduate students exposure to high voltages in a controlled environment. The laboratory centres around live-line maintenance of power systems and assesses some of the physical effects of working conditions on the breakdown of air as well as providing some experience in high voltage testing.
Stationary Power Method of Circuit Analysis
Authors: Gibson A. A. P.
Published: July 2017

Stationary power method of circuit analysis

In the steady state, electrical LCR circuits with d.c. or a.c. signal sources can be studied using a stationary power principle. A straightforward analytic approach based on this principle is enunciated here. Some simple examples are provided for illustration.
Use Help in Microsoft Windows to Create Your own Computer Assisted Learning Package
Authors: Price T. E.
Published: July 2017

Use HELP in Microsoft Windows to create your own computer assisted learning package

Window based applications are now widely used in Universities and Colleges, and in Electronic Engineering they are used for circuit simulation. It is a relatively simple matter to enhance assignments based on these packages with the addition of your Help Files to provide assistance for the completion of the assignment.
An Introduction to State Machines Using a Direct Implementation Philosophy
Authors: Poole N. R.
Published: July 2017

An introduction to state machines using a direct implementation philosophy

The paper describes a technique for representing state machines that is of value in introducing the concepts of sequential systems. Using a philosophy of implementing each element in a state diagram or algorithmic state machine directly as a circuit entity enables a system to be quickly simulated and verified.
Experiments on A D.C. Motor Based System for a Digital Control Course
Authors: Moreno L. , Acosta L. , MÉndez J. A. , Hamilton A. , Piñeiro J. , Merino J. J. , SÁnchez J. L. , Aguìlar R. M.
Published: July 2017

Experiments on a d.c. motor-based system for a digital control course

A set of real-time experiments is presented. These experiments are implemented on a position-velocity system and cover a wide range of control techniques. We start with basic control actions and continue with more complex strategies like optimal control. We emphasize the study of all practical aspects of the experiences: noise, delays, etc.
Scale Aspects of Electrical Machine Inductances
Authors: Jong H. C. J. De
Published: July 2017

Scale aspects of electrical machine inductances

Winding inductances have a natural trend to grow with increasing size. This may cause problems to electrical machines if, within a wide size range, the required per-unit values of certain reactances are more or less fixed. After having touched the transformer situation, two electrical machine solutions will be discussed: partial compartmentization of winding; interdependence of frequency and pole number.
A Programme of Laboratory Experiments to Aid the Teaching of Wave Phenomena to Foundation Year in Engineering Students
Authors: Booth W.
Published: July 2017

A laboratory programme of experiments to assist the teaching of wave phenomena to Engineering Foundation Year students

A programme of experiments targeted at Engineering Foundation Year students and aimed at illustrating the important properties and potential applications of different types of waves, including sound, ultrasonics, waves on stretched springs, physical optics and UHF radio transmission is described and discussed.
Greenhouse Automation Through Computer and Hertzian Link
Authors: RodríGuez M. , Ayala A. , Herrera F. , Priano F. H.
Published: July 2017

Greenhouse automation through computer and Hertzian link

Sometimes Electronic and Computer Science are the best support for many applications. The following paper shows a practical experience, the automation of a controlled farming greenhouse, where the engineering student can develop one of these multiple applications.
Classical Control — A Hybrid Design Method by Inspection
Authors: Lidgey S. M. I.
Published: July 2017

Classical control – a hybrid design method by inspection

This article describes a method whereby most linear time – invariant SISO control systems dominated by no more than three time constants can be designed by a simple procedure, refined if necessary by empirical formulae. In many cases specifying the initial peak time of a classical third order step response is sufficient.
Development of a User-Friendly Interface for The Creation of User Elements
Authors: Kinshuk
Published: July 2017

Development of a user-friendly interface for the creation of user elements

Commercial finite element packages like Ansys allow the users to develop new elements if desired elements are not available in the in-built libraries. This paper describes the development of a user friendly program by interfacing Mathematica package with Ansys to make the user element capability considerably generalised, and more efficient.
On Teaching Computer Networks Protocols at Efp Poznań and Telecom Bretagne Rennes
Authors: Borys Andrzej , Martineau Gilbert , Afifi Hossam
Published: July 2017

In this paper, experience gained in teaching communication protocols at Telecom Bretagne Rennes and at EFP Poznan is reported. Both theoretical and practical teaching aspects are developed. Some of the results presented in this paper are the result of didactic cooperation within the TEMPUS Joint European Project S-JEP 07478-94 “Teaching programme in telecommunications networks”
Speech Signal Analysis, Synthesis and Recognition Exercises Using Matlab
Authors: King Robin W.
Published: July 2017

Three MATLAB exercises covering speech signal analysis and principles of linear prediction, formant synthesis and speech recognition are described. These exercises, which are assessed components in an elective course on speech and language processing, enable undergraduate electrical engineering students to explore fundamentally important concepts in speech science and signal processing.
Educational Programmable System for Prototyping Digital Circuits
Authors: Žemva Andrej , Trost Andrej , Zajc Baldomir
Published: July 2017

In this paper, we present an educational programmable system for prototyping digital circuits. The system is composed of the PC and the prototyping board composed of 3 FPGAs. PC is used for designing a digital circuit, programming the FPGAs, automatic generation of the interface logic and hardware verification of the designed circuit.
Model and Simulation of a Stand Alone Power System Comprising a Diesel Engine Driven Synchronous Generator and a Power Conditioner
Authors: Perahia J. , Nayar C. V.
Published: July 2017

A model of a stand alone power supply comprising a diesel engine driven synchronous generator, a power conditioner, a bank of batteries, and an adjustable dump load is presented. The response of the power system to two different load profiles is included.
A Publication Celebrates its Half Century 1948–1998: A Brief Account of 50 Years of The Bulletin of Electrical Engineering Education and The International Journal of Electrical Engineering Education
Authors: Hartley Michael G.
Published: July 2017

The paper traces the evolution of the Journal from its beginning as the Bulletin of Electrical Engineering Education, first published in 1948, through the launch of the International Journal of Electrical Engineering Education (IJEEE) in 1963 to the present time.