This conference report includes the texts of speeches on the general subject of preparing the elementary specialist. Five purposes of the conference are designated: a) to review beliefs about children and their needs for movement, aesthetics, and rhythmical experiences; b) to develop insights concerning the significance and uniqueness of…

The Motoric-Perceptual-Conceptual/Behavioral (MPC/B) model, a developmentally eclectic approach to evaluating and remediating learning disabilities in children, is described. The model is explained to view learners and the learning process on three educational levels (preschool, elementary school, and high school/post school), on three subject…

Provided is an overview of the St. Lucie County (Florida) curriculum for school-aged handicapped children. The basic curriculum is broken down by grade levels for the following subject areas: reading, language arts, spelling, handwriting, mathematics, social studies, science, and gross and fine motor development. (SBH)

Progress toward the goals of preparing competent physical education teachers will be realized only as deliberate steps are taken toward implementing an authentic pedagogical kinesiology, i.e., a kinesiological curriculum in which teaching, rather than the goals of the discipline, is the controlling factor. (DS)

Presented is a rationale for implementing early transdisciplinary intervention in behalf of blind and visually handicapped, mentally retarded infants. (Author/BD)

The performance superiority of the visual/in-balance condition over all other conditions leads to the conclusion that the supplementary visual feedback technique as a reinforcement to correct responding has the greatest effect on the acquisition of the stabilometer task by educable, mentally retarded children. (Author)

This taxonomy should be read with Mr. Annarino's article, "Physical Education Objective; Traditional vs. Developmental," published in the October 1977 issue of "Journal of Physical Education and Recreation." (PBS)

Available from: American Association for the Education of the Severely/Profoundly Handicapped, 1600 West Armory Way, Seattle, Washington 98119 The article presents classroom activities and techniques for facilitating the acquisition of basic motor responses by profoundly retarded and multiply handicapped students. (CL)

Movement exploration allows for a variety of activities emphasizing movement, while developing self-confidence, self-discipline, and self-direction through physical education. (Author/MB)

The social, emotional, and physical benefits of physical education activities for mainstreamed students with special needs are discussed. Success or failure in physical activity is a sensitive issue which affects attitude. The mainstreamed child must gain a sense of belonging without experiencing failure. Suggestions for structuring a program are…

The Developmental Indicators for the Assessment of Learning (DIAL) test was used to evaluate 610 children, aged 2-1/2 to 5-1/2. Performance varied by race, sex and age,leading to the conclusion that our understanding of basic characteristics of movement performance in preschool children is far from complete. (Author/MT)

Using play-material scales, SES, age, and sex as predictor variables, this study employed regression against the subvariables of the McCarthy Scales of Children's Abilities of verbal, perceptual-performance, quantitative, memory, and motor abilities. Findings suggest that SES is predictive of verbal, quantitative, memory, and motor, while age is…

There are enormous differences in a child's ability to learn and perform movement skills. The mastery learning model matches student needs to quality and quantity of teaching. This article summarizes findings from mastery learning research in the cognitive domain and offers suggestions for applications of the mastery strategy. (DF)