The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to…

The following profiles address the basic decisions and actions that state education policy-makers--in the state departments of education, unless otherwise noted--are taking to foster successful statewide implementation of the new standards and aligned assessments in 15 states. These profiles provide a descriptive overview of each state's…

Presented is a directory of 169 projects for severely handicapped persons. Descriptions include title of project, director's name, project address and telephone number, target population, designation of personnel (including teacher, medical personnel, and psychologist) involved in training, project areas (such as staff training, communication and…

The final report contains narrative and evaluation information for the UNISTAPS Project, a family oriented noncategorical program for severely handicapped children birth to 4 or 5 years. Sections deal with such topics as preschool state guidelines, major strengths and weaknesses of the UNISTAPS Projects, interagency coordination in early…

One of the significant results of the 92nd and 93rd Congresses was the statement in the Conference Report: H.R. 8395 clarifying the roles to be played by the federal state grant-in-aid program for vocational rehabilitation. The Conference Report states that the order of selection be modified to require serving first those individuals with the most…

Presented is the final report of a 1-year New York City program of 18 special classes for 133 doubly (physically and mentally) handicapped children, 5-20 years of age. Noted are criteria for student selection such as IQ below 75, the presence of one or more physical handicaps, and completion of toilet training. It is reported that most pupils…

Some in the field of special education hold that students with significant disabilities should pursue the same learner outcomes as students without disabilities. However, educational teams often lack the knowledge and skills necessary to support a student's membership and participation in general education classrooms and learning of the general…

Presented is the final report of the Madison (Wisconsin) Alternative for Zero Exclusion (MAZE) project to develop public school services for 211 profoundly retarded and/or multiply handicapped students (5- to 21-years-old). Part I includes a description of the program with sections on the following components: an overview; the service delivery…

Described is a home teaching program at the Boston Center for Blind Children which provides assistance to families of children (0- to 3-years-old) who have visual impairments, often accompanied by severe developmental disorders such as seizures and psychomotor ratardation. It is noted that during home sessions the teacher instruct the child,…

Presented is the final report of a project to demonstrate educationally relevant approaches to assessment of and prescription for severely handicapped children (0 to 21 years old) within an existing multidisciplinary diagnostic facility, the Central Arizona Child Evaluation Center. Part I provides introductory information with a definition of…

Reference material obtained from responses to questionnaires is presented on 25 early childhood programs for severely handicapped children. Each program report consists of components which include a program abstract; program summary; identification and screening procedures; diagnostic procedures; prescriptive procedures; child progress evaluation;…

This study aimed to draw upon a sociocultural perspective for elucidating the process and outcome of peer learning interactions between young adults with serious learning disabilities. A heterogeneous group of ten young adults between ages of 18 and 27 participated in the year-long cognitive program based on the principles of Feuerstein's theory…

The authors describe an electronically programed learning environment for early education of children with severe developmental retardation which is designed to demonstrate that such children can learn when instructional variables are clearly specified and controlled. Discussed are behavioral characteristics of severaly retarded children (such as…

Presented is an evaluation of a program in seven schools in New York City which provided 19 special classes for 174 doubly handicapped students--mentally retarded and severely physically handicapped--ranging in age from 5 to 21 years old. Among findings listed are that the 30 higher functioning Ss who were given the Wide Range Achievement Test did…

Evaluated was a summer program in reading and mathematics for handicapped pupils in special education classes designed to maintain and improve these skills through individualized and small group instruction. Initial diagnostic testing using criterion-referenced tests indicated target areas for basic skills instruction, which was implemented…