Creating situations in which human beings can develop fully involves overcoming injustices, inequities, and oppression. The ability to create these liberating situations develops in three stages. A participatory style which facilitates stage development contrasts with the roles of outside expert, client-centered counselor, and traditional teacher.…

Results support Kohlberg's speculation that orientational preference rather than level of stage structure may be the primary area in which sex differences in moral judgment are manifested. It is concluded that ascriptions of greater adequacy or maturity to the moral thought of one or the other sex are appropriate. (RH)

Results of the study involving 16 quadriplegic children (9 months-12 years old) indicated that early cognitive milestones can be achieved by children severely physically disabled since birth and that general intellectual level may be more important than severity of the motor handicap in determining such achievement. (Author/CL)

In a study involving 101 severely developmentally disabled children (1-16 years old), stereotyped behaviors without objects was positively correlated with self-manipulation and chronological age and was negatively correlated with complex object manipulation, developmental age, developmental quotient, and teacher attention. Stereotyped behavior…

Responses to sound were observed in two groups of children (one developmentally normal, the other older but profoundly multihandicapped). Results showed no significant differences between groups. In both groups, however, responsiveness was dependent on hearing level and bandwidth but not on meaningfulness. Results support the practice of…

Observers aged six to 24 years estimated distances between elements in patterns illustrating Gestalt grouping principles of proximity, similarity, closure, and good continuation. Magnitude of distance distortions decreased significantly with age, suggesting that perceptual development includes improving ability to disregard Gestalt groupings when…

Education and behavior science share many concerns and their expertise should be complementary. Practical implications of theories need to be derived and field tested. This article focuses on Piaget's stages of development and how Piagetian theory can be translated into educational language so that research useful to teachers can be initiated. (MT)

The article proposes a dynamic-developmental-interaction approach to individuals with learning disabilities (LD) which addresses the absence of certain fundamental ego skills. Emotional conomitants to LD (such as low frustration tolerance and overcompensation) are noted, and intervention techniques based on the dynamic-developmental interaction…

Presents recent studies of teachers and teaching, advocating a developmental view of teachers similar to the stages of growth that children experience as they reach maturity, and discusses the implications of these developmental stages for teaching. (HTH)

Individualized Education Programs (I.E.P.s), as specified by PL 94-142, attempt to guarantee that a person's past, present, and future needs are accounted for in their education. The author argues that persons responsible for I.E.P.s could profit from a developmental perspective. (MT)

The Damon hierarchy of development of children's sense of positive justice is examined for its usefulness in predicting fairness in behavior and reliability in age patterning of its stated levels of reasoning. The hierarchy's value as a developmental schedule for teacher guidance may be questionable. (Author)

The development of relationships among families of hearing impaired persons is traced through the cycles of the marriage, parent-child relationship, and child and peer interaction. Impact of environment (home vs. residential school), society, economic stability, and social organization and lifestyle is analyzed, and stages in personal development…

Examines types of Latin curricular offerings for "transescent" learners, i.e., 11- to 14-year-olds who, because of the enormous differences in their physical and cognitive development, require an environment where the child, not the program, is important and in which all areas are taught to reveal opportunities for futher study. (SED)

This article reconsiders a recent application of evaluative criteria, worked out on a level of metatheory by Lakatos, to Kohlberg's theory of moral development. It is argued that Phillips's and Nicolayev's effort was compromised by two significant category errors. A response to Lapsley's and Serlin's article is also offered. (JMK)

The Curricular Efficiency Index (CEI), a method for evaluating developmental gains of young handicapped children by comparing their progress with nonhandicapped peers in attaining developmental objectives of any commercially available developmental curriculum, was supported in a study involving 16 handicapped and 21 nonhandicapped preschoolers.…