Knowledge about Down syndrome and attitudes toward the inclusion of children with Down syndrome were examined in 2,053 community members and 538 experienced teachers. Both groups displayed reasonably accurate knowledge. However, they significantly underestimated life expectancy. Around 20% of each group believed the regular classroom was the best…

A study investigated the degree of association between parent-reported language scores at ages 1,2, and 3 years, and the cumulative duration of middle-ear effusion (MEE) during the first 3 years in 621 children. At age 3, the cumulative duration of MEE significantly contributed to the variance in parent-reported scores. (Contains references.) (CR)

Discussion of communication intervention with very young children who have cochlear implants examines: (1) the developmental appropriateness of materials and procedures; (2) behavior and compliance issues; (3) the need for less didactic instruction and more incidental learning emphasis; and (4) recognition of the home as the primary venue for…

This address examines the future of biobehavioral science and the opportunities and pitfalls it holds for individuals with intellectual and developmental disabilities. Examples of recent advances in genetics and neurosciences are discussed, as well as opportunities that these advances hold for understanding the effects of the environment on…

This commentary reviews forthcoming articles on the scientific study of dyslexia, genetic and neurophysiological aspects of dyslexia, cross-linguistic aspects of literacy development and dyslexia, and theory-based practice. It concludes that educators should continue to strive to promote theory-based research and evidence-based practice to achieve…

Recognizing categorical models that reflect an "at risk" approach to serving children, this article advocates an expanded focus on the protective factors and assets that contribute to healthy development via the capacity for resilience. Addresses: (1) a systemic approach to enhancing resilience; (2) resiliency in concert with…

Examines the notion of investing in children and its connection to outcome-based assessment and the philosophy of teaching and learning. Considers the implications of grounding one's work with children in the immediacy of working with them over time and in a community rather than only in future outcomes. (DLH)

Phonological development of 145 children between the ages of 2 and 8 years was examined through annual assessment using a standardized articulation test. Process usage declined between 2 1/2 and 4 years and infrequent process usage was observed after the age of 4. Race differences were found, but no sex differences were found. (Author/PB)

Identifies goals of character development for elementary school children. Offers four processes that promote positive social growth and moral maturity: (1) building self-esteem and a sense of community; (2) learning to cooperate and help others; (3) reflecting on moral choices; and (4) participating in decision making. Suggests how teachers have…

This interview with James T. Webb, clinical psychologist and coauthor of "Guiding the Gifted Child" (1982), focuses on ambivalent messages communicated to gifted/talented children, balancing parental attention among gifted and less gifted siblings, teaching social skills, underachievement, benefits of special programing for emotional development,…

A survey of 73 parents, most having gifted children, examined perceptions of the development of leadership abilities. Parents identified: leader characteristics; their children's strongest and weakest areas of leadership skills; methods for encouraging leadership development; school opportunities for leadership experiences; the role of teachers,…

Discusses a blueprint for a comprehensive community-wide day care program. (BB)

Fifty-seven children, aged 23-28 months, were assessed using the Sequenced Inventory of Communication Development, mean length of utterance, and Minnesota Child Development Inventory (MCDI). The MCDI Expressive Language scale was found to be a valid predictor of expressive language. The MCDI Comprehension-Conceptual scale appeared to assess both…

An evaluation of the New Parents as Teachers (NPAT) program concluded that a high quality parent education and support program conducted during a child's first three years measurably increases the child's intellectual, achievement, and language abilities. Parental involvement with parent educators during home visits is the single most important…

Looks at changes in attitudes toward the intellectual development of infants and young children in the United States during the 20th century. Conducts a content analysis of samples of articles from the popular literature of the period. (KO)