AN EXPERIMENTAL TRAINING PROGRAM STUDIED THE EFFECTIVENESS OF NEW METHODS OF IDENTIFYING AND TEACHING PERCEPTUALLY HANDICAPPED CHILDREN WITH LEARNING DISORDERS. SUBJECTS WERE SELECTED BY THE FOLLOWING CRITERIA--SPECIFIC LEARNING DEFICITS, PERCEPTUAL DEFICITS, GENERAL COORDINATION DEFICITS, HYPERKINESIS, IMPULSIVITY, EMOTIONAL LIBILITY, SHORT…

To evaluate the impact of a specific program on the learning of educable mentally handicapped (EMH) children, to assess the inter and intra-cognitive differences of the EMH, and to measure the relationship of children's learning to home circumstances, students from four Iowa Primary EMH classrooms were tested over a period of one academic year.…

Evaluated was the effectiveness of the Columbus, Ohio, tutoring program for neurologically handicapped children by investigating the relationship between tutored (129 children) and non-tutored (117 children), two instructional approaches, IQ level and academic success, disability patterns and success probabilities, and parent awareness and student…

Presented are the results of a second study of North Carolina's Learning Disabilities Program in which 44 teachers were interviewed to obtain information on the factors which contributed to the educational outcome of 46 learning disabled students (6-13 years old). Section I provides a description of the program during the second year of operation…

Presented is an evaluation of a program providing mentally retarded students in two occupational training centers who were two or more years retarded in reading and/or mathematics with individual or small-group instruction supplementing the basic program. It is noted that 110 participants were given 2 hours, 15 minutes a week instructional time by…

To explore and evaluate the feasibility of providing language instruction to parents of young deaf children in a home-like environment, a demonstration home was established at a clinic. Parents were invited to attend weekly meetings which were reduced to hour in length during the course of the project. Parents could bring other siblings, family…

The 3 year study investigated four New York programs in which junior and senior high school students enrolled in schools for the deaf were mainstreamed into occupational education courses at neighboring education centers. Data were collected on philosophical views toward career education, information and decision making functions, individual…

TO DETERMINE THE MOST EFFICIENT USES OF THE PUBLIC SCHOOL SPEECH CORRECTIONIST'S SKILLS AND TIME, A STUDY WAS UNDERTAKEN TO INVESTIGATE THE EFFECTIVENESS OF THE INTERMITTENT SYSTEM AND THE BLOCK SYSTEM OF SCHEDULING SPEECH CASES. WITH THE INTERMITTENT SYSTEM THE CORRECTIONIST IS ASSIGNED TO A NUMBER OF SCHOOLS AND GENERALLY SEES CHILDREN TWICE A…

A pilot program for supportive personnel in speech pathology and audiology began with 3 weeks of formal training. Ten speech aids then worked for 10 weeks in nine school districts. Speech correctionists evaluated the aids and indicated that they were most helpful in articulation and language drills, carry-over activities, ear training, preparation…

Evaluated was a project designed to provide a supplementary individualized reading remediation program for 1,221 educable mentally retarded students (12-16 years old) from 41 intermediate or junior high schools in New York City. The project goal was to diagnose the reading disabilities of the students, raise their level of reading proficiency, and…

To disseminate inquiry training methods and materials, the project produced instructional films on the methods, prepared a teacher's manual, and conducted an institute to train teachers and administrators in the procedures. Twenty educators from 11 school districts were enrolled in the summer institute as team members and were trained for 4 weeks…

Initiated in 1964, the Illnois gifted program provided funds for development of local gifted programs by local districts. General purposes and criteria for individual programs were realized with varying success. Gifted programs increased and were extended to less wealthy and smaller districts; techniques and inservice education spilled over into…

The project was developed out of recognition of the gap existing between formal training programs for teachers of the educable retarded and actual classroom teaching. In an attempt to provide meaningful inservice experiences to a large number of both urban and rural special class teachers at minimal per teacher expense, the Minnesota State…