One of the most popular, practical, and trusted books on inclusive education, this bestselling guide is now in a fully updated third edition--perfect for K-12 educators teaching the growing number of students on the autism spectrum. Created by Paula Kluth, a former teacher and celebrated inclusion expert who works with teachers and families…

The Americans with Disabilities Act of 1990 (ADA), amended in 2008, is a federal law intended to eliminate discrimination against people with disabilities. It applies to employers, state and local government agencies, places of public accommodation, transportation facilities, telephone companies, and the U.S. Congress. Under Title II of the ADA,…

The effects of cochlear implants, devices to stimulate hearing, on speech discrimination, lipreading, and auditory contact are reviewed. This review highlights unresolved questions and considers the potential risks and benefits. It is suggested that future development of the cochlear implant should include educators of deaf children. (Author/CL)

Suggestions are made for incorporating finger-spelling with sound blending in spelling instruction for handicapped and nonhandicapped children. Teaching materials are described, and five steps in teaching how to spell a three letter word are listed. (CL)

The use of fingermath, a form of arithmetic computation with the fingers, is compared to use of the abacus in helping visually impaired and blind students develop mathematic concepts. Fingermath is explained to be more concrete, simple, and accessible. (CL)

This guide, designed for the elementary level, contains written and oral language activities involving the five senses which are intended to help teachers develop enthusiastic readers. The guide's five sections are as follows: (1) My Very Own Paul Bunyan Songbook; (2) A Logger's Log; (3) Teacher's Instructions for the Magic Wall and Parachute…

A manual for training the severely multiply handicapped to use communication boards is presented, based on the Functional Speech and Language Training Program. The target group are persons who need a mode of communication but who have poor speech, and poor hand and finger control. A description of the communication boards and symbols includes an…

The article describes a sequential training curriculum in the use of telescopic visual aids. The curriculum covers 29 topics, including aid maintenance, holding aid properly, focusing, scanning, target location, tracking, aid use for city bus travel, in a shopping center, and in a fast food type restaurant. (Author/SBH)

Gives examples of specialized typewriting instructional methods for students with disabilities, involving modifications to typewriters, using special keyboards, and adding sensory devices for different impairments. (MF)

The development of aids for teaching a general physics course to blind students is discussed. Described are how the materials should be used considering the topic of equilibrium of a rigid body. Results and improvements obtained with this method of teaching are briefly discussed. (KR)

Provides information on and evaluation of microcomputer equipment modifications for improving accessibility to the visually impaired. Equipment discussed includes input and visual output modification techniques and devices, software designed for visually impaired users, and braille output peripherals. Lists sources for available peripherals,…

The use of an olfactory acid-base indicator in titrations for visually impaired students is discussed. Potential olfactory indicators include eugenol, thymol, vanillin, and thiophenol. Titrations performed with each indicator with eugenol proved to be successful. (KR)

Misconceptions and abuses of manipulative aids for teaching mathematics are discussed, as well as suggestions for their more effective use. (JMF)

Amusing cartoon pictures can personalize the young deaf child's relationship with his FM (frequency modulation) auditory trainer. The pictures can serve as reminders to turn the trainer on, to utilize it fully, and to care for it properly. (DB)

Described are teaching strategies used to minimize visual communication gaps. Discussed are one-page outlines, outline spinoffs, and the management of a unit of material. A sample outline is included. (CW)