Describes a method of adjusting course content to fit students of all ability levels in industrial arts. (GB)

Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

The Koan technique was originated by Zen masters to help students open up to new possibilities and to help the individual realize his/her full potential. The staff developer should be engaged in the same process. Important factors in the evaluation process of staff development are listed. (JN)

Provides a guide for setting up learning centers in easily handled stages. Discusses six stages in the development of individualized instruction through the use of learning centers and offers specific guidelines for using this technique for facilitating instruction. (FL)

An in-service model for mainstreaming mildly handicapped children is described which combines competitive, accommodative, and problem solving approaches. (CL)

The contract learning laboratory program utilized during the 1974-75 academic year is described, including specially-designed experiments and typical results. A student evaluation of the program is also given. (LBH)

Study shows that faster ILP students tended to dominate in dyadic interactions with slower learners during structured play situations, while equal dyads were composed of students with similar achievement rates. Study suggests that ILP might increase rather than reduce negative school attitudes, and that further research regarding this possibility…

Described is the Dialectic Teaching System, a model incorporating both diagnostic prescriptive teaching and behavioral analysis with handicapped children, in terms of assessment procedures, programing designs, instructional strategies, and evaluation techniques. (DB)

This article presents answers to common questions about use of contingency contracts for behavior management with students needing individualized programs in academic or social-emotional areas. A methodological format for developing contracts, a planning worksheet, and a sample contract are included. (DB)

Issues that are central to special education and appear destined to remain so are discussed, including professional divisions among special educators and between special and regular educators, the population to be served, individualization, and placement. (JDD)

This paper suggests a variety of ways of assessing the curriculum and assessing pupils so that tasks can be matched to special needs learners in the process of curriculum differentiation. The emphasis is on formative and diagnostic assessment but summative assessment is also discussed. (Author/JDD)