THIS RESEARCH STUDY EVALUATED THE EFFECTIVENESS OF THREE METHODS OF FIRST-GRADE READING INSTRUCTION EMPLOYING SIMILAR BASAL READER STORY CONTENT. THE THREE METHODS WERE--(A) THE INSTRUCTIONAL PROCEDURES OUTLINED IN THE TEACHERS MANUAL ACCOMPANYING THE GINN BASIC READING SERIES, (B) A LEVELS-DESIGNED PROGRAM STRESSING EARLY INTENSIVE LETTER…

TO DETERMINE THE EXTENT AND NATURE OF SPECIAL PROVISIONS FOR ELEMENTARY AND SECONDARY GIFTED STUDENTS THROUGHOUT THE STATE OF CONNECTICUT, A QUESTIONNAIRE WAS SENT TO EACH SUPERINTENDENT OF SCHOOLS IN NOVEMBER 1966. AREAS OF STUDY INCLUDED THE EXISTENCE OF PROGRAMS, IDENTIFICATION CRITERIA AND PROCEDURES, TEACHER SELECTION CRITERIA, AND INSERVICE…

Compared were the academic and social growth of 31 educable mentally retarded (EMR) students (7 to 14 years-old) who were either retained in special classes (N=14) or reintegrated into regular classes (N=7) with additional support from a learning center. Ss were studied at three time intervals: prior to assignment, 2 months after assignment, and…

Behavior modification procedures appropriate to the classroom for altering socially deviant behaviors in young children are described. In the first section (Teachers, Peers and Parents as Agents of Change in the Classroom), the classroom is not only the focus of study but also the setting in which treatment, in the form of intervention programs,…

Presented are 19 tables of statistical data on prevalence of mental retardation, and services provided the estimated 158,724 mentally retarded (MR) persons in Indiana through 1973 by special education classes, vocational rehabilitation units, local organizations, and state hospitals and training centers. Given in tables 1 through 8 are data on…

Described and evaluated is a Marion County, Florida, program which applied the team teaching method to instruction of 45 educable mentally retarded 10- to 14-year-old students. It is stressed that the philosophy of the middle schools and of team teaching is to provide a means of meeting individual needs of students. Described are the program's…

Presented alphabetically by state or university are approximately 35 descriptions of innovative training programs directed toward integration of children with special needs in regular classrooms, and toward severely handicapped children. Many of the training programs offered are described to be in a variety of forms, such as games; manuals with…

The report summarizes research and reported experience on day school care for severely mentally retarded children falling in the trainable range (IQ 25-50). Characteristics and numbers of such children, and literature reporting some methods and experiences in educating trainable mentally retarded (TMR) children are reviewed. Four public school TMR…

The report reviews the third year of a 4-year demonstration and research project, Programing Interpersonal Curricula for Adolescents (PICA). General purpose is to develop remedial procedures for adolescents with both scholastic and social or behavioral problems. In a half day educational program 12 such students study academic and interpersonal…

Two notions about the delivery of services to disadvantaged, deprived, and mildly retarded children were advanced: (1) that insufficient attention has been given to the fact that certain special education labels imply deficiencies and shortcomings in children, and (2) that no systematic inquiry has been made of children's perceptions of the labels…

Presented in the form of 29 questions and answers is information on North Carolina's public school program for gifted and talented children at elementary and secondary levels. Discussed are the criteria for student eligibility, typical characteristics of gifted children, both acceleration and enrichment programs, special class curriculum, and…

A survey of slow learner education in state secondary schools was conducted in Auckland and North Auckland, New Zealand. Thirty-five schools containing 30,787 pupils replied to the questionnaire which covered the following areas: assessment prior to placement, educational objectives, identification methods, special classes, teaching groups,…

Family change classes are designed to help children recognize the inevitability and normality of family changes and the feelings which occur as a result of such things as death, marital dissolution, separation, or residential mobility. Readings, role play, puppetry, discussion and other media are used extensively. (Author)

A study of the reintegration of 382 severely emotionally disturbed/behaviorally disordered students (preschool through secondary) into less restrictive programs revealed that the expected continuum of services (most to least restrictive) were reversed. The predominant placement was full integration, followed in descending order by resource and…

This study examined classroom behavior of 393 pupils in 26 educable mentally retarded classrooms in regard to differential effects of having approximately 12, 15, and 19 pupils per classroom. Several effects were found in attention and communication, but relatively few were found in disruptive behavior. (Author/BS)