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The article presents the 34th spring conference of the Woods Schools in cooperation with the Technical Planning Project of the American Association on Mental Deficiency and Other Private and Governmental Agencies that will be held on May 1 to 3, 1959 in Philadelphia, Pennsylvania. It includes fundamental issues in research strategy, principles and philosophy. The diverse aspects of measurement problems as matching, cooperative utilization of data, analyses of populations in institutions for the mentally retarded and the study of personality development in pre-adolescent mentally retarded children. Also included are some concepts of medical, psychological and sociological variables in the etiology of mental retardation.

The article summarizes the data regarding national conventions obtained from the questionnaires distributed to the delegates during the 1963 Council for Exceptional Children convention held in Philadelphia, Pennsylvania. The information is viewed as essential in future planning for these conventions. The summarized responses stated that national conventions should be held yearly and should continue to be scheduled as is the current practice. There should be a balance between speakers and the fields of interest should be adequately covered. There were also several recommendations made by the respondents stating to always have a panel, to confine research papers, to plan more demonstrations and others.

The article reports that the Council for Exceptional Children and the education section of the American Association for the Advancement of Science (AAAS) will co-sponsor two sessions at the AAAS 129th Meeting in Philadelphia, Pennsylvania on December 26,1962. Both sessions which was organized and will be chaired by Jack W. Birch, will be held in the North Garden Room of the Bellevue Stratford Hotel. Each will consist of only two papers to allow more time for presentation and discussion. The one dollar registration fee includes admission to all meetings, exhibits, and evening programs.

The article focuses on two driver education programs for physically and mentally handicapped individuals in Pennsylvania. Since 1961, the Pennsylvania Rehabilitation Center (PRC) has been giving disabled clients a driving training program in order for them to increase the feasibility of their employment. Various equipment used by the client at PRC includes a station wagon with dual controls, steering knob for one handed drivers, and a fork for quadriplegics. The Occupational Preparation School offers a program for mentally retarded male adolescents. These adolescents received 32 class hours on the driving textbook, watched 8 films on safe driving and spent some 6 hours on actual driving.

Eleven year old children in educable (N=378) and regular (N=319) classes from the five county greater Philadelphia area were compared on the Slosson Intelligence Test for Children and Adults, an adaptation of the Test of Social Inference, an adaptation of the Temple Informal Reading Inventory, and the Auditory Reception and Verbal Expression subtests from the 1968 Illinois Test of Psycholinguistic Abilities. The distributions for the total sample were converted into T scores, and the children scoring above and below a T score of 45 (equivalent in our data to an IQ of 75) on each of the variables were identified. Applying Jastak and his colleagues' concept of multiple criteria suggests that 25 percent of the children in educable classes ma), be misplaced since they scored above the cutting point on at least four of the five criteria. Only 31 percent of those in the educable classes failed either four or five of the five criteria. The combination of a reading problem and a lower IQ is highly associated with educable placement. The findings support efforts to place most children found in educable classes into the regular classroom through the use of tutoring and resource rooms. [ABSTRACT FROM AUTHOR]

The article focuses on the programmed instruction in written language for deaf children. The University of Pittsburgh in Pennsylvania has initiated a program of research in the special education and rehabilitation of the deaf. A report on some aspects of the first investigation in the program concerned with the written language of the deaf is presented in this article. The findings of the first study has led investigators to the studies reported concerned with programming as a technique in language instruction for the deaf children. The second study has examined the relative effects of programmed and conventional instruction on the acquisition of written language by young children with hearing disorders.

The article presents a report regarding the problems of advanced graduate training in special education by the committee on teacher education in Pittsburgh, Pennsylvania. The study is concerned on the standards for universities interested in developing advanced graduate training in special education. The committee suggest that there should be a differentiation between a doctorate in special education and a doctorate in a more general field of special education. The committee has expressed that the requirements for the administration, teacher training and research should not vary.

The article presents a study on the adjustment and progress of mentally advanced children who were accelerated one year through the school age-grade placement in Pennsylvania. The regulation of the State Council of Education permits admission of children less than five years and seven months but over five years of age if recommended by a public school psychologist. Information used by psychologists in determining whether early admission should be recommended included evidence from interviews or other data of superior social maturity, emotional maturity and evidence from observation, interview and other data of reasonably normal height, weight and robust physical health.

The article cites a study on the construct validity of the Illinois Test of Psycholinguistic Abilities (ITPA). This research was participated by 167 selected children with ages ranging from eight to nine years old coming from five schools in Chester County, Pennsylvania. The intelligence level of the participating children was within the normal range on standardized tests. There were two types of criterion tests involved in each ITPA subtest including tests that satisfy each specification of the Osgood model but differed in content and tests in which content and the psycholinguistic dimensions of level and process were held constant while channel was different.

The article presents the official charters granted to representatives of one division, one federation and twenty-two chapters of the Council for Exceptional Children in several states in the U.S. The division, federation and chapters includes, (1) Division for Children with Communication Disorders, (2) No. 458 Saskatchewan Federation, (3) No. 55 North Metropolitan Chapter, Michigan, (4) No . 91 Alamo Chapter, Texas, (5) No. 147 Charlotte Mecklenburg, Chapter, North Carolina, (6) No. 247 E. George Payne Chapter, New York, (7) No. 256 San Mateo County Chapter, Alberto, (8) No. 270 San Francisco State College Chapter, California, (9) No. 344 Shasta Chapter, California, (10) No. 346 Kappa Chapter, Pennsylvania, (11) No. 379 Central New Jersey Chapter, New Jersey, and (12) No. 414 Northwest Washington Chapter, Washington.

The article reports that the Board of Governors of the Council for Exceptional Children (CEC) will vote on the acceptance of the Council for Children With Behavioral Disorders as a CEC division at the Council's International Convention in Philadelphia, Pennsylvania. The objectives of the proposed division are to promote the education and general welfare of children with behavioral disorders and to encourage and promote professional growth and research as a means of better understanding the problems related to children with behavioral disorders.

The article reports that Helen C. White, principal of Henry Burk Public School, is appointed as chairman of the International Council for Exceptional Children's meeting which will be held on July 1, 1957 at the National Education Association Centennial Convention in Philadelphia, Pennsylvania.