Six severely mentally retarded adolescents acquired and generalized semantically based utterances more quickly when they were trained in the active participation conditions with real objects and behaviors rather than in the pictorial representation condition in which pictures depicting semantic-grammatical rules were used. (CL)

Issues relevant to teaching social studies are examined from a historical perspective. A curriculum plan, based on key generalizations from the social sciences, geography, and history is described. Emphasis is placed on development of intellectual skills, active involvement of the child through direct experiences, and the teaching of values. (SM)

The author considers definitions of "aesthetic," especially that offered by Woodrow Wilson in his essay on Adam Smith. Her major contention is that too much of aesthetic and other education is not very aesthetic, for it does not excite both senses and intellect nor develop the ability to generalize. (Author/SJL)

It was concluded that automatic generalization within or across response modalities is not necessarily an inevitable result and therefore may require explicit programing. (Author)

Often after students solve a problem they believe they have accomplished their mission and stop further exploration. The purpose of this article is to discuss ways to encourage students to "look back" so as to maximise their learning opportunities. According to Polya, by "looking back" at a completed solution, by reconsidering and re-examining the…

This study involved the extension and adaptation of systematic instructional procedures suggested by Light and Binger (1998) to increase the social-pragmatic language skills of five high school students with moderate cognitive disabilities. Within a single-subject multiple probe research design, we also assessed intervention effects on two skills…

Classrooms across the country are discovering the power of service-learning--the ideal way to help students develop social and academic skills while giving back to their community. Now for the first time, there's a practical how-to guide on using serving-learning to promote inclusion and differentiate instruction for students with and without…

Four preschool children (with and without disabilities), who often responded inappropriately to questions, participated in the current study. Pretest results were used to create sets of questions that the children either did or did not answer correctly (i.e., known and unknown questions). We then sequentially taught two different responses to a…

The paper describes evolution of an approach to teaching mathematically disabled and slow learning students through a Piagetian framework. It is explained that a step-by-step procedure is used to internalize material actions into mental actions via perception and verbalization. Formulae are introduced early, and emphasis is placed on promoting…

The instructional design presented in this article discusses a procedure for arranging and sequencing examples and nonexamples for concept teaching in the classroom. Concepts are divided into two types: definition and observation. A definition concept is one in which the critical attributes are determined by the definition, e.g., war. Observation…

Following a treatment program in which an invented morpheme was taught through either imitation or modeling procedures, generalization of 40 specific language-impaired young children was compared to that of 40 non-impaired children. The abnormal group generalized more following imitation teaching while the normal group generalized more following…

An analysis was made of three generalization effects after acquisition of one or more training exemplars by 12 severely/profoundly retarded students. Following acquisition of one or two exemplars, generalization occurred 100 percent, 62 percent, and zero percent across settings, for exemplars of varying stimulus features and for exemplars of…

A systematic individual instruction program was employed to teach three profoundly retarded adults selected physical fitness exercises. Results indicated that the adults learned the selected exercises and generalized the exercises to a group physical fitness program. Performance on nontrained exercises also improved without additional individual…

Generalizations about the sea as a total system are outlined. The practical educational problems of how to design appropriate learning experiences for these generalizations are discussed. (Author/KM)