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The article presents various activities used to develop the art skills of exceptional children. The art activities include the use of crayons, cutting with the use of scissors, pasting, folding, tracing, painting, and cleaning up. The artcraft with crepe paper was also introduced to children in which they were able to know the usage of crepe paper. It is advisable to use the Dennison Crepe Paper for it is more stronger and can be stretched more successfully. Children can make mats, hot dish pads, napkin rings, sewing baskets, fruit baskets, and waste baskets out of crepe paper raffia.

The article presents the criticism of the author against the article "Special Education for the Mentally Handicapped: A Paradox," by Orville Johnson. He points out several aspects of the article, including the approach to special education proposed by Johnson which involves increasing the motivational level of the learner by increasing the difficulty of the tasks being learned by the children. He comments that some of Johnson's exposition regarding the issue overlooks a major portion of the literature on the effects of motivational level upon learning and performance. Furthermore, the author stresses out that Johnson did not discuss the entirety of any of the additional experimental literature which suggests that heightened drive intervenes with learning and performance under certain conditions.

The article presents an invitation to those who have a well controlled study or observation program that could be reported at the Council for Exceptional Children meeting in Atlantic City, New Jersey in April 1959. Those who have a positive response are encouraged to contact Ivan K. Garrison, the program chairman. His contact information is included in the article.

It was theorized that brain-injured children who have poor handwriting are in fact trying too hard to write and using too much energy in the process. A n audio-taped relaxation program was devised and presented to 32 boys who were in special classes for minimally brain-injured children. A n equal number of randomly selected age mates were chosen as controls. Relaxation training was administered to the experimental group three days a week for four weeks. Results indicated that: (1) the program was effective in enhancing the quality of handwriting; (2) there was transfer effect to nonexperimental situations; (3) the changes were stable over time; and (4) there was very high interjudge reliability of handwriting quality. [ABSTRACT FROM AUTHOR]

This article focuses on regular arts and crafts activities for handicapped children involving the use of their toes. The art education students at Louisiana College in Pineville, Louisiana have noted that toe painting is a suitable project for handicapped children. The activity is manipulated by the feet, toes and the balls of the feet. The art education students have assured that special education students need very little extra assistance in toe painting. The steps for toe painting are presented.

The article presents the book "Educational Reading Guide for Partially Seeing Children," by Lorraine Galisdorfer. The book lists numerous large-type books in all areas published from 1953 to 1955. It is the only complete reading guide of books, printed in large type, purposely designed for readers with limited vision. The compilation of a complete biography compiled by the author may be obtained from Henry Stewart Inc., publisher of the book, in Buffalo, New York.

In an earlier study, a consistent preference pattern in the rank-ordering of various types of physical disabilities was demonstrated among children aged 10 and 11. We suggested this pattern reflected a widespread cultural value in our society. In the present paper we postulate two factors significant in the acquisition of a value: (1) the child's exposure to the value, and (2) the child's ability to learn the value. From the first factor we predicted that adults hold the same reference pattern to the various disabilities; and that Jewish and Italian children, coming from subcultures which, we believed, held different values related to physical appearance, would hold a different preference pattern. From the second factor we predicted that mentally retarded and emotionally disturbed children would hold preference patterns that differ from the normative. The results supported these hypotheses. [ABSTRACT FROM AUTHOR]

This paper explores the three parent-child relationships most frequently observed in a clinical setting: acceptance, rejection, and compensation. An attempt is made to show how compensation, which manifests itself out of a combination of acceptance and rejection of the child and his problem, impedes habilitation and rehabilitation. Several suggestions are given regarding early counseling of parents of the handicapped. [ABSTRACT FROM AUTHOR]

This paper illustrates a study involving disadvantaged children with significant learning disorders. Each child was studied by a multi-disciplined team of medical, psychological, hearing, language and educational specialists. The predominant underlying basis for the learning disorder proved to be a neurological handicap in over 50% of the children studied. Approximately one quarter of the children had significant emotional disturbance as the predominant cause of their inability to learn. [ABSTRACT FROM AUTHOR]

The literature on hyperkinesis contains considerable disagreement regarding the disorder's terminology, etiology, behavioral correlates, and treatment techniques. This paper explores the possibility that two distinct patterns of hyperkinesis exist and that the failure to delineate these has resulted in the conflicting reports evidenced throughout the literature. [ABSTRACT FROM AUTHOR]

Muscular dystrophy, an organic disease of muscles, brings special psychological problems to its child sufferers. This paper points out that knowledge of the psychological dynamics of such handicapped children and their families is of value to the educator. Understanding his own reactions to the handicapped can aid the educator even more in his school program for such children. [ABSTRACT FROM AUTHOR]

This paper presents a description and analysis of the five titles of the Elementary and Secondary Education Act (FL 89-10). Examples which demonstrate how this law can be adopted for handicapped children are presented. [ABSTRACT FROM AUTHOR]

The article provides typewriting instruction for partially seeing and blind children in the U.S. The author implies that children should have a good mastery of the keyboard before they are able to compose at the typewriter. The teacher should help the children to know and use all parts of the machine. If the teacher emphasizes original or creative work, they will be encouraged to think as they type. The author also presents a check list for the use of the teacher to be certain that the child's typing is proper.

The article presents the first part of a three-part series of articles focusing on the issues pertaining to social psychology of exceptional children. It must be pointed out that there is a lack of conclusive evidence of direct causal relationships between sensory, motor, and neurological deficits and the adjustment of physically handicapped children. The material presented in this paper supports the clinical evidence and upon the professional judgments of educators. In conclusion, it was found out that physical factors in the socially adjustment of exceptional children provides a more reliable source of criterion data.

The article discusses several research papers related to crippling conditions and special health problems which were published between June 1962 and June 1965. The extent of illness among children under age 15 was reported by two researchers in 1963 from data taken from the U.S. National Health Survey, collected by household interviews from 1959 to 1961. Several follow-up studies have been made on premature infants. A group of researchers in 1964 examined 319 premature and 32 full-term infants neurologically and psychologically two and one-half years after birth. In an analysis of the extensive literature on intrauterine occurrences of developmental anomalies and their known etiological factors, a researcher in 1963 concluded that approximately 1 percent of all live-born infants are certified as being congenitally malformed and that this incidence is understated because of the inability to detect some anomalies at birth. He found some support for the assertion that frequency and severity of abnormality decrease from the earliest embryonic stages onward.

This study proposed to answer the following question: Do partially seeing children see the Snellen E, printed in selected colored inks on various colored backgrounds, at different distances in terms of initial recognition and best focus? Thirty myopic children were tested in Los Angles County District. Forty-two stimulus color combination cards were randomly presented out of focus. The subject was to report the figure's directionality and tell at what distance best focus was obtained. Different combinations yielded various discriminabilities. [ABSTRACT FROM AUTHOR]

No study has investigated delays of reinforcement of more than 30 seconds in the classroom. Yet many classroom delays exceed 30 seconds. A study designed for a four-way analysis of variance investigated (a) delays of reinforcement of 0, 5, and 15 minutes: (b) returning test stimuli before reinforcement versus not returning test stimuli: (c) primary versus intermediate grade range: and (d) trials. Subjects were educable retarded students in public schools. All main effects were found to be significant as well as the interaction between range (c) and procedure (b), and delay (a) and procedure (b). [ABSTRACT FROM AUTHOR]

The article provides information related to the Council for Exceptional Children during the 1964 to 1965 fiscal year in the U.S. Indications showed notable a growth and development of the organization and the profession during the year in review. Membership growth represented the largest increase in the Council's history. Also, the fiscal year saw the organization of 36 new local chapters. Various business and professional meetings were held by the Council's eight divisions during the annual convention in Portland.

The article focuses on the need for more research in the special education of the mentally retarded in the U.S. For the most part, research has been unable to replicate the previously consistent findings that brain injured children can be reliably differentiated from non-brain injured children in terms of perceptual confusion, conceptual irrelevancy, and motor incoordination. The author points out that research designed to evaluate specialized enrichment programs for many types of mentally retarded children has been done with results ranging from poor to fair.

The article discusses the enforcement of a technique in teaching writing to the handicapped child with cerebral palsy in the U.S. This article further elaborated the physiological and physical capabilities of a child to perform manuscript writing. The techniques aims to direct toward motor control or perceptual development of a child, which is fundamental for the success of the teaching process. One factor emphasized in this study is the certain amount of maturation. Therefore, the increased coordination and motor control in children with hand involvement may be due in part to physical advances attributable to therapy.

The article presents periodical articles and pamphlets related to retarded mental development including "Toward a new Definition of Mental Retardation," by E. Paul Benoit, "Diagnostic Problems in Mental Retardation: A Report of a Workshop at Long Beach and San Francisco State Colleges, June 17-30, 1957," by Eli M. Bower and Jerome H. Rothstein, "Rhythmic Discrimination Ability in Mongoloid and Normal Children," by Gordon N. Cantor and Frederick L. Girardeau, "Arraignment, Examination, and Confinement of the Mentally Defective Delinquent," by Charles S. Chandler, Albert J. Shafter and Rodney M. Coe, and "A Comparison of Psychological Measures in Mentally Retarded Boys Over a Three-Year Period as a Function of Etiology," by Mortimer Garrison Jr.

The article provides tips on how to develop the creative abilities of crippled children. Creative ability is defined as the ability to produce new or novel products or ideas including those of procedural or methodological nature. Recreational activities are encouraged for disabled children in order to elevate their status in the society. The activities must be adapted to the type and extent of disability of the individuals participating. It must include games, free play, competitive sports, arts and crafts, creative writing, and others. Products of the children's works must be properly recognized so as to step-up their self-esteem.

The article discusses the results of a research on the social problems faced by physically handicapped adolescents in the U.S. The researchers assumed that the adjustment of the handicapped group is less mature than normal adolescents. They considered social relationships as the main conflict for the physically incapacitated. It was observed that normal adolescent children show better relationships and greater identification with the father than do handicapped children. The authors concluded that some areas must be given emphasis in order for physically handicapped children to adjust socially.

The article presents information on periodicals related to the development and assessment of physically challenged children in the U.S. Bruce T. Jewel and Wurstein Helmut published the results on the program evaluating the mental and emotional development of children having cerebral palsy in New York. Dorothy R. Hartman wrote in the publication the issues concerning the training on how to become profitable among partially blind individuals in Philadelphia. In Maryland, Charles R. Hayman describes the hearing conservation program and presented a comparison on the hearing improvement between treated and untreated subjects.

The article presents several pamphlets on auditory impairments including "Adjustment of the Hearing Handicapped Child in a Day Class," by Genevieve Drennan,"Hearing Rehabilitation Centers in the United States," by Marion P. Downs and Eva T. Carson, "Reading Evaluation: A Continuing Study," by Barbara Griffin, and "The Role of the Nursery Schools for Deaf Children," by B. I. Ingall.

The article highlights the Second Quinquennial Conference of Educators of Blind Youth at the School for the Blind in Oslo, Norway from August 2-10, 1957. Attendees of the conference were 75 delegates from 34 nations and more than 150 observers. The largest number of delegates and observers came from Great Britain, followed by the U.S. Topics dealt with in the event include parent education, functions of housemothers in schools for the blind, vocational training and placement, and the blind child's contacts with seeing children.

The article presents several activities that deal with exceptional children in the U.S. In the mentally handicapped art class, the teacher demonstrated a step by step process of creating a picture. Though simple, the finished drawings brought satisfaction to the children. To deal the problem of distributing the toys fairly so that school children would be able to enjoy them, a toy library was organized at the Oregon State School. Ann Harvey, director of pre-school, kindergarten, and primary education at the College of St. Catherine in St. Paul, Minnesota has developed three phonograph records of coordination rhythm for nursery school children.

The article presents a reply by G. Orville Johnson to a comment on his article "Special Education for the Mentally Handicapped: A Paradox" made by Martin J. Steigman. Johnson explained that the effects of certain kind of laboratory stress into a classroom situation induced drive upon the performance on the tasks cannot always be generalized to all situations. Johnson elaborates the important factor that must be considered, and that the quality of the performance of the students will depend upon the relative strength of the correct or incorrect response tendencies. Furthermore, he expounds that errors will be evoked if the incorrect competing response tendency is stronger than the correct response tendency and performance will be impaired by laboratory stress.

The article announces the December 26, 1958 meeting between The Council for Exceptional Children and the American Association for the Advancement of Science at the Shoreham Hotel in Washington D.C. University of Maryland special education coordinator Norris G. Haring will serve as chairman of this conference. The theme "Learning Characteristics Among Exceptional Children," will be discussed thoroughly in the morning and afternoon sessions. Papers discussing the problems of children with learning disabilities will be presented at the convention.

The article reports that the Division of Handicapped Children and Youth in the Office of Education has received a Presidential Citation in recognition of its outstanding contribution to greater economy and improvement in government operations in the U.S. The division's nomination for the award has been due to its cooperative effort in developing policies and procedures, inviting other organizations to participate in its program, processing of demonstration papers and proposals, and conducting site visits on research projects.

The article reports on the social problems and needs of parents of hearing impaired children in the U.S. The major concern of parents both at present and in later life is that their hearing impaired children receive a good education. Most parents of hearing impaired children get incomplete and inaccurate information from their physicians and have to wait a little longer before receiving an accurate diagnosis and proper advice. Early diagnosis of hearing impairment is still a controversial affair in the country.

The article presents a list of library materials related to special education. The library materials include "Editor's Note," "Annual Progress in Child Psychiatry and Child Development, 1968," edited by Stella Chess and Alexander Thomas, "Designing Instructional Visuals—Theory, Composition, Implementation," by Jerry Mac Linker, "Instructional Display Boards," by Jerry Mac Linker, "Psychology and Early Childhood Education."

The article focuses on the benefits of art to the handicapped children. A multitude of values relative to the physical and social emotional development of the handicapped child is offered by art experiences. Through the manipulation of a variety of art materials, better hand and eye coordination and muscular control can be developed. Art has played a role in the motor development of the exceptional child.

The article presents an overview of several articles related to education, including "Ten Years of Progrss With Exceptional Children," "Help for the Handicapped: An Enquiry Into the Opportunities of the Voluntary Services," "Recreation in Hospital: Report of a Study of Organized Recreation Programs in Hospitals and of the Personnel Conducting Them," by John E. Silson, Elliot M. Cohen and Beatrice E. Hill, and "The Handicapped Person: A Report on the Provision of Welfare Services for Handicapped Persons in Scotland," by James F. Montgomerie, which were published by various organizations.

This article presents information on programs, materials and techniques for people with disabilities. The MWM Program for Developing Language Abilities is a well organized kit for language training. The intent of the program goes beyond identifying a language disability and provides a series of intervention activities to increase performance in the 12 language areas identified by the Illinois test of psycholinguistic abilities. A review of the book "Educational Games for Physically Handicapped Children," by Bryant J. Cratty and James E. Breen has been presented. The book "Sound Wheel No. 2: A Remediation Aid for Speech Therapists and Remedial Reading Teachers," by Paul T. Moskau is a neat gadget which many teachers may wish to add to their phonics resources. "Phillip and the White Colt," reviewed by a reader Hannah Miller, is a variation on the classic film theme of a boy and his horse. It is an excellent point of departure for a guided discussion of feelings about someone who is handicapped.

The article reports offering by the Council for Exceptional Children Information Center of computer generated bibliographies of selected materials in the areas of gifted and handicapped in Arlington, Virginia. Each bibliography comprises complete abstracts with data bout the availability of the document and a synthesis of its content. The service is offered free of charge. Everybody is welcomed to present their specific request with regard to the disability and problem areas.

The article presents a pamphlet related to speech impairment titled "Atypical children with communicative disorders," by William G. Hardy and Miriam D. Pauls. The pamphlet stresses that clinical management of the atypical child with communication disorders has become more complicated due to the increasing numbers of handicapped children.

The article presents several periodical articles and pamphlets which discuss auditory impairments including "Children of the Silent Night: The Story of the Education of Deaf-Blind Children Here and Abroad," by Gabriel Farrell, "Teacher Judgment of Hearing Loss in Children," by Margaret L. Geyer and Alfred Yankauer, "The Deaf-Blind Child: Diagnosis and Training," by Helmer R. Myklebust, "Planning and Organizing A Teacher Recruitment Program," by George Pratt, and "Human Relations in Parent Education," by Paul Rotter.

This article discusses on the general aspects on the visually handicapped. the first annual report of the National Advisory Committee on Handicapped Children recommended the promotion of research and development centers that will focus a sustained effort on major research problems in the education of handicapped children. While there has been an encouraging increase in research projects and reports on them, the period under review reflects too little sustained attention to problems of continuing concern. It is not at all clear from the research reviewed during this period that the new era is upon us. Some of the research called for by these reviews has been undertaken. Assumptions basic to the Braille reading process have been examined and brought into serious question. Intervention studies in the listening are have appeared. Concept development studies appear to be increasing. However, these represent only a beginning. Research in measurement still emphasizes adaptation. Human engineering approaches to development of aids and teaching materials have yet to become obvious. Applications of technological developments have yet to demonstrate practical results. To date there has been little evaluation of teacher and program effectiveness or teacher preparation. Consequently the "new era in research" remains a hope for the future.

This article discusses aspects of mental health in education. The interrelationship of mental health and of education. William G. Hollister diagramed and described the emerging pattern of relationship between education and mental health; In the education of all children, including children with mild emotional handicaps, the relationship should be one of utilizing all social and behavioral science research in the development of curriculums and in the training of teachers, pupils-personnel workers, health workers, and administrative staffs. Educational and mental health agencies have become closer and more integrative in their efforts to provide effective educational experiences for moderately to severely handicapped children.

This article reports on the education of children with motor handicaps and with both acute and chronic health problems. Studies on prevalence of crippling conditions show a population which is fluid, influenced by medical research and mobile with positive and probably etiologic relationships between low socioeconomic status and prenatal and paranatal abnormalities. Throughout the U.S., services for crippled children are being expanded generally. According to the author of this article, the number of children receiving care under the state federal crippled children's program has increased 38 percent between 1950 and 1956 compared with a 19-percent general population increase; the number of children with orthopedica disabilities increased 22 percent. Most obvious decreases are among conditions caused by infection. Sources of information on the number of handicapped children needing services included the U.S. Children's Bureau.

This article deals with the literature concerning the deaf and hard of hearing in children. Research in training of residual hearing and of speech and language through the use of hearing aids. Studies of vocational adjustment have also been made. Research relating to the psychological aspects of learning ability and personality adjustment. Identifies the partial follow-up of an extensive and comprehensive survey of medical and educational phases of testing, medical treatment and utilization of residual hearing of pupils in schools for deafs.

This study shows the existence of quantitative retardations and qualitative perturbations in the cognitive processes of a group of dyslexic children. Eighty percent of them present serious delays in the developmental level of the figurative aspects of thought This was particularly observed among the older children in the group. We also noted a delay among the dyslexics concerning the acquisition of operative mechanisms. Qualitative disturbances specific to certain items and certain tests occurred. These characteristics are essentially modes of approach that seem related to disturbances in the figurative aspect of thought: all the subjects who were very disturbed from a figurative point of view also showed a delay in operativity; none of the eight figuratively undisturbed children showed this operative delay. Thus, in this group of dyslexic children, the "abusive preponderance" of perception hinders the arrival of their thought processes at the more evolved and more operative intellectual stages of development. [ABSTRACT FROM AUTHOR]

The article focuses on Educational Rhythmics, an interdisplinary approach to mental and physical disabilities. The pedagogic objective of Educational Rhythmics is to help children master every day actions. The principal on which the method is based is that every human being needs to experience what psychiatrist Paul Haun refers to as synchronization of efficiency, automation, rhythmicity, alternation and effort. The techniques of Educational Rhythmics allow for a broad range of opportunities for handicapped persons to experience synchronization at their own individual levels of motoric and cognitive ability. This flexible approach permits opportunities for persons of all ages, capacities and backgrounds to have some or all of the following types of learning experience. Educational Rhythmics enables the classroom teacher, special educator, the multidisciplinary hospital personnel, as well as the parent, to apply this methodic approach within their own environments, thus opening new possibilities for progress through movement for hundreds of thousands of children.

"The Fragile Child" is one of a series of pamphlets which have been used by professionals who wish to give the parent a feeling of the nature and effect of the specific disability of their child. This article attempts to present the feelings and problems of the child with a language disability which are concomitant with a fragile ego. [ABSTRACT FROM AUTHOR]

The perceptually-deprived child can experience his world more fully with intensive parental assistance. Perceptually-deprived children are defined as children having reduced perceptual information intake due to sensory limitations, such as blindness, deafness, neurological disorder or retardation. Experiencing is defined as the normal human capacity to be aware of and respond to the physical environment, including persons and groups. The unique psychological, social and cultural difficulties which beset normal parents and prevent adequate experiencing and interaction with perceptually- deprived children are described. Solutions are offered. [ABSTRACT FROM AUTHOR]

The concept of total child, total family and total medical/educational research is still fairly new. The idea of an area learning center which encompasses all of these factors is viable and valid. This report which was presented at the Seventh international Congress on Mental Health in London, August 1968, clearly shows that regional learning centers will be a valuable tool for those of us concerned with the social, medical and educational aspects of learning disabilities. [ABSTRACT FROM AUTHOR]

Attention is focusing more and more on the nation's pre-school programs. We are deeply involved in the theory, application, practicability and results obtained from offering a pre-school program to our culturally deprived children, our exceptional children and, more recently, our neurologically handicapped children. This preliminary report details some of the problems to be overcome and the responsibilities which must be met in design and implementation of this type of pre-school program. [ABSTRACT FROM AUTHOR]

This article describes a behavioral observation procedure for the study of ward staff behavior. The procedure was employed in a fairly typical state school ward for young children with primary retardation and secondary physical disabilities. The data indicated that more than half of the ward personnel's time was spent on activities away from the children and, of the time spent with the children, most went toward nonsocial types of interactions. It appeared that time spent at nonchild related tasks (housekeeping, paperwork, etc.) tended to be more visible to superiors. It was suggested that child related behavioral goals be made highly visible and the staff be rewarded for accomplishment of those goals. [ABSTRACT FROM AUTHOR]

Three educable mentally retarded children who had previously been placed in special self contained classrooms were integrated with 22 nonhandicapped children in a third grade classroom during the first year of the North Sacramento Model Program. A similar number were integrated into a fourth grade classroom during the second year of the project. A precision teaching procedure was used with both experimental groups. Control groups of educable mentally retarded and educationally handicapped children in regular classrooms were maintained. Results indicate that the handicapped and nonhandicapped children in the integrated setting improved as much or more than did their controls in academic skills, social behavior, and attitude change. [ABSTRACT FROM AUTHOR]