A large urban district [the Houston Independent School District], serving 17,000 handicapped students, initiated a special education achievement testing program to provide measures of student growth and group progress. A standardized test was selected that was both norm- and criterion-referenced and that matched the special education curriculum.…

Case study analyses of nine mildly handicapped elementary students were conducted to identify factors related to gains in achievement and to higher active academic responding times (ART) in relation to different student-teacher ratios. Six learning disabled and three educable mentally retarded students (grades 3-5) were observed in special…

This handbook for literacy tutors and adult education instructors is a compilation of information about various handicapping conditions and suggestions for working with students with each of the handicaps. Seven handicapping conditions are considered: hearing acuity problems, visual impairments, deaf blindness, speech and language impairments,…

The study examines the extent to which categorical differences exist in the qualitative nature of instruction for mildly handicapped students. Interviews and observations were conducted of 30 learning disabled (LD), 32 emotionally-behaviorally disturbed (EBD), and 30 educable mentally retarded (EMR) students in grades 2-4. Instruction was…

Project MEAL (Model for Employment and Adult Living) provides a program for post-high-school preparation of unemployed learning-disabled young adults. Its strategies and interventions can be adopted for use with learning-disabled individuals still in school and with individuals having other handicapping conditions. The program's target population…

A review and analysis of relevant literature discusses the heterogeneity of social competence observed in learning disabled children. Sociometric group classification is judged to be a viable behavioral classification framework. Inconsistencies are noted in the way peer popularity, peer acceptance, and sociometric status are defined in the…

The paper describes the efforts of five school districts, five private agencies, and an area vocational-technical school to meet the vocational needs of learning and behaviorally disabled students. The consortium developed a four-phase plan to meet these students' needs: (1) cooperation to set up school-based vocational evaluation services; (2)…

A 2-year evaluation of the Honolulu (Hawaii) District Instructional Assistance and Assessment Component involved placement of part-time teachers in selected specific learning disabilities classrooms to work with special education teachers. Twelve elementary school classes were involved during the first year (six project and six comparison…

As part of a continuing series, this book contains 27 conference papers, which reflect the theme of reading as a process of creating meaning for sensed stimuli. Titles, among others, cover the following topics: (1) writing and reading in a balanced curriculum; (2) the creation and discovery of meaning; (3) learning disabilities; (4) key words and…

The factor structure of the Quay Peterson Behavior Problem Checklist was investigated with 358 children identified for or placed in special education classes for the emotionally disturbed, learning disabled, and educable mentally retarded. Ss were selected across racial backgrounds to determine the scale's efficacy in measuring personality…

The bibliography lists approximately 800 books and articles (c. 1950-1979)on 10 topics of behavior problems: theoretical foundations; incidence; characteristics of classified group (autistic/psychotic, emotionally disturbed/behavior disordered/learning disabled, brain injured/hyperactive/hyperkinetic); social context of education; legal and…

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…

A study was conducted to examine the associations among the processes, skills, and content of the writing of children aged 9 through 14 years. A further objective was to explore the impact of developmetal changes by comparing the performance of children at the 9-10, 11-12, and 13-14 year age-levels. Subjects were 340 average students and 268…

Because many handicapped students leave high school without a reasonable knowledge of the world of work, a clear understanding of self in relationship to potential occupational pursuits, or a mastery of the basic skills required to function in different occupational roles, the National Center for Research in Vocational Education developed and…

This booklet is intended to help mainstreamed mentally retarded, emotionally disturbed, or learning disabled high school students acquire a basic understanding of the responsibilities and working conditions of heavy equipment operators and to practice basic math skills necessary in the occupation. The first section provides a brief introduction to…