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Perceptions of Young Children with Handicaps: A Comparison of Mothers and Program Staff.
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Beckman, Paula J. – Mental Retardation, 1984
To assess consistency between maternal and professional assessment of child performance, 31 mothers of disabled children (6-36 months old) participating in an intervention program completed measures of infant development, behavior, and characteristics. Maternal and staff assessments were found to be highly similar. Implications for programs are…
Descriptors: Infants, Informal Assessment, Intervention, Mild Disabilities
Special Education Administrators' Policies and Practices on Microcomputer Acquisition, Allocation, and Access for Mildly Handicapped Children: Interfaces with Regular Education.
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Goldman, Susan R.; And Others – Exceptional Children, 1987
Special Education administrators (N=33) responded to a comprehensive survey on their use of microcomputers. 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…
Descriptors: Accessibility (for Disabled), Administrative Policy, Computer Software, Cooperative Planning
Reducing Truancy in Students with Mild Handicaps.
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Hess, Albert M.; And Others – Remedial and Special Education (RASE), 1990
Contingency contracting and group counseling were provided to 26 mildly to moderately handicapped middle school students with high rates of truancy. Subjects exhibited attendance gains after treatment; gains were not maintained at followup but attendance rates were still higher than the rates of control students. Measures of academic performance…
Descriptors: Academic Achievement, Attendance, Attendance Patterns, Contingency Management
General, Special, and Remedial Teachers' Acceptance of Behavioral and Instructional Strategies for Mainstreaming Students with Mild Handicaps.
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Whinnery, Keith W.; And Others – Remedial and Special Education (RASE), 1991
This study of 55 elementary-level general, special, and remedial education teachers found no intergroup differences in perceptions of the amount or quality of assistance available for mainstreamed students with mild handicaps, or in perceived effectiveness or overall acceptability of eight instructional strategies and 11 social behavior…
Descriptors: Classroom Techniques, Elementary Education, Instructional Effectiveness, Intervention
An Analysis of the Impact of Instructional Time within Different Service Delivery Systems on the Academic Achievement of Mildly Handicapped Children. Final Report.
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Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped. – 1983
This final report describes a 3-year project which investigated the relationship between academic learning time (ALT) and achievement in reading and mathematics of mildly handicapped students within the context of different special education delivery systems. Subjects were 24 educably mentally retarded, learning disabled, and emotionally disturbed…
Descriptors: Academic Achievement, Classroom Techniques, Computer Managed Instruction, Delivery Systems