The report describes the operation of a model preservice special education teacher preparation practicum designed from a competency based teacher education frame of reference and utilizing a computer assisted teacher training system (CATTS). Chapter I provides introductory information (including teacher training objectives) and an explanation of…

The report describes the development and implementation of an international summer camp for mildly handicapped children and a training program for pre- and inservice elementary and special education personnel. The camp was begun in 1967 on Guam and served 200 children for a 7 week period. Participants chose five of the following 12 activities:…

When mildly-disabled high school students (9 learning-disabled, 2 educable mentally retarded, and 1 emotionally handicapped) were taught techniques to self-monitor and record on-task performance with audible cues and later independently, a functional relationship was observed between the intervention and increased on-task behavior, wherein changes…

During sight word acquisition lessons, 11 mildly handicapped children, aged 6 to 11, were compared on questioning techniques--individual ordered questioning, or questioning requiring unison responding. Children learned the words taught with unison responding at a faster rate than the other words, though the difference was not great. (Author/JDD)

Teacher-completed Behavior Problem Checklists for students (elementary/secondary) identified as educable mentally retarded, behaviorally disordered, or learning disabled, or not identified as handicapped showed that, as expected, behaviorally disordered students generally displayed more adjustment problems than the other groups, although for…

This paper describes the use of children's literature to develop interdisciplinary units, including components to help students (many with learning, behavioral, or emotional disabilities) develop appropriate social skills. The program focused on three books by Newbery award winner, Katherine Paterson: "Jacob Have I Loved,""The Great…

The ability of students, teachers, and parents to identify effective reinforcers was studied with 54 students (8 to 16 years old) with mild learning and behavioral disabilities. Results indicate that the consequence rankings reported by the child were the only scores that significantly correlated with the anticipated consequence ranking…

Evaluation of a sequenced inquiry learning task with 20 normally achieving junior high students, 18 students with learning disabilities (LD), and 16 with mild mental retardation (MR) found 75 percent of the normal, 50 percent of the LD, but none of the MR students made the correct induction. LD and MR students were less likely to answer…

This article provides a framework for systematically evaluating and adapting reading comprehension curriculum lessons for children with various reading abilities, including children with mild disabilities who are in the regular classroom. A sample checklist for evaluating reading comprehension curriculum lessons and a sample teaching format for…

This study examined the effects of instructional match and content overlap on the ability of four students (ages 8-12) with mild disabilities to generalize from passage reading instruction. Results indicated that oral reading accuracy/fluency showed the greatest degree of generalization when instructional materials were matched to skill level…

Analyses of communicative exchanges among 64 playgroup children revealed that both 3-and 4-year-old nonhandicapped children adjusted the communicative function, style, and affective quality of their interactions when addressing mildly developmentally delayed companions. Adjustments were more closely related to interpersonal and social status…

The use of readiness assessment rather than chronological age for admission to kindergarten is proposed. The article examines why this approach is needed, how it might be accomplished, and the relative advantages of admitting by readiness assessment compared to chronological age. (JDD)

This article describes ClassWide Peer Tutoring (CWPT) as an option for heterogeneous instruction and discusses roles for teachers and students in CWPT programs. Achievement and attitude data for three classrooms of high-achievers, average students, and students with mild disabilities or high-risk factors are provided, documenting significant gains…

FAST I (Foundational Approach to Science Teaching I) is an inquiry and inductive-reasoning approach to learning physical science, ecology, and relational study. The program was successfully adapted for middle school students with mild disabilities. Teacher preparation, classroom groupings, behavior management procedures, evaluation, and…

Nine focus groups were conducted with a total of 14 special education teachers of students with mild disabilities (grades 5 through 12), 15 parents of such students, and 14 classroom teachers. Participants identified six major homework-communication problems. These involved initiation, frequency, timing, consistency, follow-through, and clarity…