The curriculum guide for early childhood education of the multiply handicapped covers motor, academic, and perceptual skills. Operational definitions and developmental characteristics of the mentally retarded introduce the guide. Considered are the role of the teacher and teacher's aide, the classroom facilities, and scheduling. A chapter on…

This study continues the investigation of the general organizational plan used by good motor learners in acquiring a complex motor skill (tennis serve). The General Serve Problem Solving Model (GSPS), developed in earlier research, was utilized in an effort to improve and broaden it so that other types of learners may be studied and compared. Six…

Intended for teachers, the book describes the problem of having learning disabled children in the regular primary grade classroom, offers diagnostic guidelines, and suggests activities to strengthen visual skills, auditory skills, motor skills, body image, and laterality and directionality. The learning problem is seen to consist of three sets of…

This report of the 1972 Distinguished Achievement Award Entry from the University of Wisconsin describes the Children's Motor Development Program which is designed to give student teachers experience in elementary physical education methods through volunteer laboratory training. After a review of the development of the program, the following…

The papers presented in this book deal with the general area of motor skill acquisition and development. In section one, the first paper presents an overview of what has come to be known as "man as an information-processing system." Attention is focused on the transformation that the sensory input undergoes during central nervous system…

The paper analyzes the expectations and potential of a comprehensive education curriculum for the severely and profoundly handicapped. (CL)

This brief paper summarizes warning signs of learning disabilities in preschool children, elementary school children, and secondary school children. It notes that learning disabilities are presumed to arise from dysfunctions in the brain resulting in significant difficulties in perceiving information, processing and/or remembering information,…

This action research project evaluated a program for improving motor skills in kindergartners by incorporating into the core curriculum motor activities, new materials focused on motor skills, and authentic assessments of motor skills. Teacher observations, scores from the DIAL-R (Developmental Indicators for the Assessment of Learning-Revised)…

A case study of a 10-year-old boy with cerebral palsy and severe mental retardation investigated whether he would be able to: (1) benefit from a program of supports which includes neuromuscular electrical stimulation (NMES) with intensity sufficient to achieve a tetanic muscle contraction, (2) participate in a weekly program, using NMES, in a…

Prepared by the Reading Research Foundation, Inc., Chicago, Illinois. (RJ)

Reports longitudinal studies of the unique developmental patterns of the blind baby, and discusses the use of home visits to show parents how to assist their infant's development. (NH)

A collection of articles on the lifelong process of motor development focuses on: (1) neural changes in lifespan motor development; (2) the effects of developmental memory differences on learning motor skills; (3) physical growth and motor performance; (4) motor development in children with learning disabilities; (5) a motor development program…

Scores on Kaufman's (1977) McCarthy short form and the McCarthy Screening Test (1978) were obtained for first graders (N=53). As follow-up nine months later, the Metropolitan Achievement Test was administered. Results showed Kaufman's short form scores usually indicated a smaller number of false negatives than did McCarthy Screening Test scores.…

Down's syndrome adolescents were compared with age- and I.Q.-matched non-Down's syndrome retardates on a two-point finger tapping task. Results supported the hypothesis that Down's syndrome retardates show a deficit in developing and utilizing preprogramed motor sequences. (CM)

This study examined the association between selected family characteristics and some gross motor traits of children diagnosed as either educable mentally retarded or minimally brain-injured. (MM)