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The article presents the selected papers from the Council for Exceptional Children International Convention in April 1970. These documents are available through the ERIC Document Reproduction Service. The papers can be reproduced hardcopy and pamphlet forms. The documents have been organized by the ten topic areas including "Workshop: The Team Approach to the Use of Educational Media," by Dolph C. Welch, "Evaluation Theory and Caseload Selection: Diagnosis and Disposition," by Lear Ashmore and "Use of Motor and Language Development Schemes," by Joann Fokes.

The article introduces various topics published within the issue, including one about the theories of language learning for exceptional children and another on the struggles, frustrations, and successes in deaf education.

The article introduces several information on recent federal legislation related to programs for exceptional children published within the issue.

The article discusses various topics published within the issue, including one by Barbara Bateman on learning disorders and another by R. J. Capobianco on psychological diagnosis.

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 announces the incoming Christmas Holiday meetings of Section Q of the American Association for the Advancement of Science wherein the International Council for Exceptional Children is invited to participate. It likewise invites readers to contribute their suggestions, opinions or comments.

The article presents several books including "A Psychiatrist Works With Blindness: Selected Papers," by Louis S. Cholden, "Simplified Neurological Review for Students and Therapists,' by Josephine C. Moore, "Cerebral Palsy in Childhood," by Grace E. Woods, "Psychological and Cultural Problems in Mental Subnormality: A Review of Research," by Seymour B. Sarason and Thomas Gladwin and "A Primer of Cerebral Palsy," by Joseph D. Russ and Hyman R. Soboloff.

The article invites readers to contribute their papers, suggestions or opinions for the incoming international convention of the International Council for Exceptional Children which will be held in Kansas City, Missouri. Such papers or suggestions may be submitted to the committee chairman assigned.

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.

The article "The Preschool Blind Child Project of the University of Chicago Medical Clinics," published in the March 1953 issue of the journal "Exceptional Children" is presented.

The article presents new books on special education which includes "Disturbed Children: Papers on Residential Work," edited by Robert Todd, "A Guide for Programs in Physical Education and Recreation for the Mentally Retarded," "The Health and Education of the Economically Deprived Child," by Sol Adler, "Mental Retardation: A Basic Guide," edited by Harold D. Love, "The Most Important Thing in the World: An Introduction to the Professional Career Opportunities in Rehabilitation."

The article provides information on the materials needed to make various types of teaching materials. Cottage cheese cartons are considered to be durable, large, easily handled and stored materials to make counting discs. In making a tapeline, two one-inch strips from chart paper are needed. The materials needed in making a clock are the following: 12 14-inch in diameter circles of heavy white paper; ink; celotex; colored paper; and small nails. Large round grapefruit is needed as the main component to make a globe to be used for social studies classes.

The article presents a classroom activity involving the creation of various Christmas decorations. Tissue and tonal papers can be transformed into gift wrapping papers after designing it with a vegetable stamp-felt stamp, stencil, free brush lines, crayon or chalk detail. Kite papers can be made into costumes for a choir group, carol singers or the miniature figures in a creche scene. Several ornaments can also be designed from aluminum foil plates including angels, stars, bells and other symbolic shapes.

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.

In the present article, the authors challenge the notion that punishment has either no lasting effect on behavior or detrimental effects. In so doing, the limitations of extinction and counterconditioning are discussed along with situations in which punishment is the better alternative for eliminating particular behaviors. In the last half of the paper, variables are explored which are suggested to alter the effectiveness of punishment, including timing, consistency, intensity, adaptation to punishment, alternative means of obtaining a goal, relationship between punishing agent and recipient, and cognitive variables. [ABSTRACT FROM AUTHOR]

The article reports on the Council for Exceptional Children (CEC) Policy Statements approved by the Delegate Assembly in the U.S. The Organization and Administration for Special Education policy statement is prepared by the CEC Policies Commission and is originally derived from a paper by Ernest Willenberg. Such statements suggest some of the major principles on which a special education administrative organization should be based. Special education shares with regular education the basic responsibility of public educational systems to fulfill their right to education for every child.

The article focuses on the proposed policy statements by the Council for Exceptional Children on the organization and administration of special education in the U.S. It informs that the statements were developed from a paper by Ernest Willenberg, in collaboration with Evelyn Deno, Paul Voelker, Paul Mckinnon and Willard Abraham. The statements were first published in the February 1971 issue of "Exceptional Children." The article outlines the major policies on which a special education administrative organization should be based.

This paper reviews several programs for children with special needs, from historical perspectives, current involvements, and one particular orientation, called the ‘child development model.’ With respect to programs based on the child development model, it is recommended that each state consider planning toward the eventual organization of a child development agency, responsible for all children with special needs, irrespective of their characteristics, educational attainments, and prognoses. Further, it is recommended that, to the degree programs encourage and support the maintenance of children in community environments, they should be rewarded in both specific and general ways; and for purposes of better guaranteeing human rights and due process, citizen advisory and other advocacy groups should be organized throughout a state and given such support as would be needed to make these groups active and responsive grass roots partners in policy and decision making. [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]

This paper advocates an educationally focused definition of problems and procedures in educating handicapped children, with particular emphasis on the aptitude by treatment interaction model as a useful guide for both instructional and research activities. Specialized instructional systems based on decision variables are proposed as an alternative to simple categorization and placement of children based on source variables. A brief review of aptitude by treatment interaction research with handicapped children is followed by implications for the organization of schooling, diagnostic and instructional procedures, and preparation of teachers. [ABSTRACT FROM AUTHOR]

The article presents the text of the position paper entitled "Basic Commitments and Responsibilities to Exceptional Children," a statement prepared by the Council for Exceptional Children Policies Commission and approved by the 1971 Delegate Assembly in the U.S. The contents of the statement include: the goal and commitment of special education; implementation of universal education; special education within the schools; the school and the family; the responsibility of higher education; and the levels of government responsibility for the support of special education.

The article presents a bibliography of publications on early childhood education in the U.S. including a collection of papers entitled "AAIB National Conference on Preschool Services for Visually Handicapped Children and Their Families," "Language and Learning Disorders of Pre-Academic Child: With Curriculum Guide," by Tina E. Bangs, "Temporal Learning: Dimensions in Early Learning Series," by Barbara D. Bateman, "An Outline of Piaget's Developmental Psychology for Students and Teachers," by Ruth M. Beard and "How to Raise a Brighter Child: The Case for Early Learning," by Joan Beck.

This paper reviews the literature dealing with the importance of reading to educable mentally handicapped (EMH) children, the characteristics of EMH children which influence the acquisition of reading skills, and current approaches to teaching reading to the mentally handicapped. The implications of this research to the teaching of reading are summarized. [ABSTRACT FROM AUTHOR]

A sample of 107 subjects consisting of 29 blind and 78 sighted elementary and junior high school students in 2 local public schools and 2 residential schools for blind were tested for the effect of coarse and fine texture on their ability to judge the lengths of abrasive paper presented individually. It was predicted that the children would underestimate the coarse textures and overestimate the fine textures when stimuli were presented successively for tactual exploration. The results did not support the predicted bias in judgment of length; however, analysis of the errors to criterion in training supported the idea that texture consistently facilitated or interfered with making judgments of length. Implications for tactile displays in classrooms for blind are suggested. [ABSTRACT FROM AUTHOR]

The article focuses on the education and special needs of blind-deaf children. There are several communication systems to be used in communicating with the blind-deaf which include speech and vibration, finger spelling, gestures, sign language and with the use of a machine. It is required to use real things and situations when building language and experience for the blind-deaf child. Like, in teaching the child about the mail, it is appropriate to have him buy paper, envelopes and stamps and instruct him to write a letter. Before educating a blind-deaf child, it is necessary to ensure that his needs have been properly evaluated.

The article focuses on the educational program designed to provide blind college bound students with advance instruction in English composition, typing, mathematics and mobility in New Jersey. The typing program was concerned with familiarizing the students with the forms of papers likely to be required in college. In the investigation, students were encouraged to make a connection between written language and the more familiar oral speech. The researchers concluded that the advanced training is essential to accustom the child to producing the level of work expected of him in college.

This paper presents the first year results of a study designed to evaluate through a battery of standardized tests the effectiveness of two preschool programs upon the long range school performance of comparable groups of children. One intervention program provided a traditional nursery school experience (N = 30) which worked in conventional ways to improve the personal, social, and motor development of the children; the experimental intervention provided a highly structured program (N = 30) which focused on specific learning tasks chosen from school related curricula, especially tasks designed to enhance language development and cognitive skills. The experimental program proved to be significantly more effective in promoting intellectual functioning, language abilities, perceptual development, and school readiness. [ABSTRACT FROM AUTHOR]

In addition to a brief report on benefits to handicapped children under Title 1 of the Elementary and Secondary Education Act of 1965, this paper raises two major questions: (a) How will special education relate itself to new and diversified programs emerging in general education, such as Compensatory Education? and (b) Are substantial numbers of children not truly handicapped in capacity, but simply functioning as handicapped due to environmental deprivation? [ABSTRACT FROM AUTHOR]

The thesis of this paper is that instrumental, nonverbal behavior can be modified by a deliberate, repetitive, and systematic conditioning of verbal behavior according to experimentally established principles of learning. Verbal aggression or obnoxiousness, .when extinguished during therapy, will lead to the extinction of overt, motor aggression, since what a person does is reinforcing what he says. Two therapy cases are presented in support of this thesis. [ABSTRACT FROM AUTHOR]

This paper reviews research data concerned with social and emotional adjustment characteristics of mildly retarded children and adolescents. Contrary to a number of statements appearing in various texts and review articles, little is known concerning the type and frequency of occurrence of behavior adjustment problems among the mildly retarded. In addition, there is no suitable evidence to indicate that the adjustment level of special class children is superior to that of retarded children attending regular grades. [ABSTRACT FROM AUTHOR]

The present paper presents current theorizing in psycholinguistics which points up the inadequacy of the notion that verbalisms (nonsensory based words) are meaningless and detrimental to conceptual thinking in the blind. The failure to acknowledge the word-word nature of meaning is cited as the significant flaw in the development of the verbalism construct. A review of the literature indicates some of the methodological problems in research on verbalism. Suggestions for future research on the phenomenon are presented. [ABSTRACT FROM AUTHOR]

This paper describes principles and assumptions which underlie an experimental special class for conduct problem children which has been developed cooperatively by an interdisciplinary university research center and a public school. A conceptualization of the nature of children's behavior disorders is offered, and some principles of behavior modification and remediation of academic deficiencies are discussed. Some particular characteristics of the conduct problem child relevant to the education process are outlined. Also considered are factors relevant to remediational efforts within the public school setting, including the problem of group versus individual techniques, the role of mental health professionals, the place of other than classroom treatment, the goals of the special class, and the utilization in the regular class of techniques developed in the special class. [ABSTRACT FROM AUTHOR]

This paper discusses behavior principles and techniques of behavior modification which may have implications for utilization in classrooms for exceptional children. Procedures for selection and application of consequences which accelerate or increase the frequency of appropriate behavior, and those which decelerate or decrease the frequency of inappropriate behavior are described. Disadvantages and dangers inherent in random, haphazard application of these principles are cited. [ABSTRACT FROM AUTHOR]

The passage of legislation concerning the development of adequate educational programs for the gifted and handicapped children has been supported by The Council for Exceptional Children acting in unison with various organizations. This paper presents (a) a brief review of CEC's past efforts to improve federal legislative provisions; (b) organizational policy statements that were adopted in order to increase CEC's effectiveness as an instrument for the encouragement of legislation for handicapped children; and (c) a look into the future of special education based on current trends. [ABSTRACT FROM AUTHOR]

The United Nations has designated 1965 as international Cooperation Year as a means of emphasizing cooperative programs and activities throughout the world. This paper encourages CEC federation and chapter participation in ICY, and suggests programs and materials which may he used to make CEC members aware of the importance of international cooperation. [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]

Because of the apparently high incidence of hearing impairment and difficult to test subjects among the retarded, there is a need to continually strengthen our audiologic assessment armamentarium. This paper (a) discusses the instrumental (or operant) conditioning audiometric technique called the peep show, (b) presents the slide show as an inexpensive means of using this operant technique, (c) considers the use of the slide show technique with mentally retarded children, and (d) compares the slide show to previously reported operant conditioning techniques of this type. [ABSTRACT FROM AUTHOR]

This paper reviews the research related to two central working hypotheses in the clinical treatment of children with behavior disorders. The first hypothesis, that emotional disturbance in childhood leads to mental illness in adult life, is examined by means of retrospective studies of adult mental patients and by adult followup of child guidance clinic patients. The second hypothesis, that the process of emotional disturbance may be interrupted by clinical treatment, is examined by means of studies comparing the adjustment of children who have received psychotherapy to the adjustment of similar children who have not received psychotherapy. [ABSTRACT FROM AUTHOR]

This paper illustrates the impact that technology could have on special education through the introduction of the student-subject matter interface concept. Various devices are described that could possibly be constructed to meet the unique needs of different types of exceptional children. [ABSTRACT FROM AUTHOR]

This paper shows the advances made through congressional legislation and attempts to provide insight into federal activities that concern all handicapped children and youth. Four people-oriented federal activities are discussed. [ABSTRACT FROM AUTHOR]

This paper reflects on the increasing emphasis on special class placement of educable mentally retarded children and special preparation for teachers. This is in view of the increasing evidence that special classes have been something of a disappointment in terms of accelerating the academic progress of these children, it is proposed that a necessary area of study is a careful analysis of the extent to which special classes actually differ from regular classes in regard to teacher techniques, materials, and content. [ABSTRACT FROM AUTHOR]

This paper stresses the importance of perceptual-motor orientation in the child as a foundation for the symbolic and conceptual activities of the classroom. Consistent and efficient motor patterns permit the child to explore his environment and systematize his relationship to it. Perceptual data are similarly systematized by comparing them with this motoric system. Through such perceptual-motor matching, the perceptual world of the child and his behavioral world come to coincide, it is with this organized system of perceptual input and behavioral output that the child attacks and manipulates symbolic and conceptual material in a veridical fashion. [ABSTRACT FROM AUTHOR]

This paper presents an outline of characteristics common to the complex syndrome of dyslexia. The author reviews its nature, variability, degree of impairment, and suggests remedial procedures which, he feels, will work toward the improvement of the dyslexic's reading ability. [ABSTRACT FROM AUTHOR]

The article examines the significance of friendship on the intellectually gifted child. The paper reaffirms the assumption that the power fields of friends strengthen each other. Some views close friendship as a personal, mutual awareness, liking and confidence, and a secure satisfaction in interchange. From the perspective of some people, close friendship often referred to as genuine interaction with other persons does many favorable things such as increasing individual socialization, making life more satisfying, widening and deepening his power field, establishing and maintaining good health. Should this be an established fact about friendship, then it is a necessity that arrangements be made for intellectually gifted children which will offer them appropriate social contacts to enable them to build friendships.

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 investigates the reaction of deaf children and normal hearing children to frustration. A number of studies have been dedicated to determine the different kinds and degrees of personality disturbance associated with hearing loss. Questionnaires, rating scales, paper and pencil personality tests were used to measure indirectly to measure the adjustment of hearing impaired children. The response tendency of hard of hearing children reflects their ability to endure and meet the emotional stresses of frustrating experiences.

The article describes several educational games for teaching elementary arithmetic. The blackboard lotto game involves recognition and matching and can be played by three or more children. The circle game involves recognition, writing, and addition. In the said game, the children must stand behind a line drawn on the floor and take turns trying to throw bean bags into the circle. The bean bag game involves score keeping and adding. The lollipop game involves addition, subtraction, or multiplication combinations. In the said game, lollipops are cut out of red construction paper and pasted to cardboard handles.

The article comments on the study conducted by Paul Weener on the validity and reliability of the Illinois test of psycholinguistic abilities (ITPA). The author stated that the critique is of little use to those who are familiar with the ITPA and is misleading to those who are not. The paper failed to account the many independent studies featuring ITPA. According to one independent study on preschoolers, ITPA subscale reliability is low over 12 to 21 month test retest intervals. The author mentions the reason behind the low magnitude of correlations in the ITPA's technical manuals as found in the study.