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The article describes a study on the growth and development of black and white children with dyslalia in Michigan. The primary data for the investigation were obtained by conducting a comprehensive speech survey in the Willow Run Public Schools to determine the total number of black and white elementary children having articulatory handicaps. Children with sufficient reading skill were asked to read several sentences containing all the consonant sounds and blends in the initial and final oppositions.

The article focuses on the membership growth and development of the Council for Exceptional Children in the U.S. As of June 1966, the total CEC membership had grown to more than 26,000 and it represents a gain of more than 3,800 members over the 1965 membership year. In 1965, 62 chapters were added to the Council's roster of chapters, making a total of 433 local units. During 1965-1966, new CEC federations were organized in Wisconsin, Arizona, District of Columbia, and South Dakota. State branches were organized in Idaho and Vermont. Of the new chapters, 23 are student chapters. Student membership in June reached a total of 4,736 as compared with 3,015 for 1965.

The article presents an overview of the report "Normal Growth and Development of Children With Visual Handicap," by Robert F. Mikell published in the April 1953 issue of the periodical "New Outlook for the Blind."

This article discusses the role of preschool teacher in treating children who have psychological problems. It is noted that teacher's knowledge of child growth and development is important to educational and therapeutic handling of children. However, the role of the teacher has not been portrayed as one of equality or dynamic participation. Today, most of the programs utilize the preschool as therapeutic tool which include the teacher and his activities as a central and dynamic entity. Throughout the history, there are four main approaches to the treatment of disturbed children.

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 discusses the developments in the understanding of child development and its implications for exceptional children. It is emphasized that no one discipline has provided interest in the major causes and implications for an exceptional child. But recent development are now taking place in the field of developmental biology and clinical application. For the past decade, there have been no exciting development in the field of genetics. However, new discoveries revealed significant evidence on the nature and causes of abnormalities and hereditary chromosomes or genes. As a result, it has been established that a man has 46 chromosomes and a down syndrome has 47 chromosomes. The factors which influence the growth and development of an exceptional child are also mentioned in the article.

The article provides a comprehensive analysis on speech disorder in children. It is believed that the child who gives clinical evidence of language development in the absence of true speech may suffer from delayed onset of speech. Diagnostic study for children having this kind of problem should be undertaken as early as the parents express alarm about their child's development or if the child himself makes manifestation of such disorder. The period of diagnostic study should cover certain things such as the case history of the child, which should include everything the parents can tell the therapist about every detail of their child's growth and development. Two other routine parts of the examination are the audiological analysis and the psychological study.

The article focuses on the factors that influence the emotional and psychological development of the neurologically handicapped child. According to the author, the components that contribute to the disability of the child include: heredity, environment, organic brain dysfunction, sensory deprivation, and psychological factors. A study found that defective growth and development are more influenced by genetic mutations than by early fetal anoxia. Personality and emotional stability of the child may also be influenced before, during and after birth by environmental factors. There is also evidence that mental retardation is not the result of a general defect of intelligence but may be due to structural damage or malfunction of the cerebral systems of vision and audition.

The article reports on developments about the Council for Exceptional Children (CEC) in the U.S. for the fiscal year of 1965-1966. The continued growth and development of CEC is assured by a large number of dedicated workers who operate at every level of organization and permeate CEC's sense of commitment to the development of excellent programs for the education of exceptional children.

The article focuses on the benefits of recreational activities as a factor in planning for the growth and well-being of the physically handicapped or cerebral-palsied children in the U.S. The play activities of recreation can satisfy the exceptional needs of the physically handicapped children. Furthermore, the actual participation of cerebral-palsied children in recreational activities will generate their growth and development of personality. Moreover, several recreational programs are presented including finger plays, chalk talks, reach and grasp games, bodily movement games, and speech production games.

The article presents several periodical articles and pamphlets related to visual impairments including "Retrolental Fibroplasia and School Enrollment Problems," "Suggestions, Equipment and Resources for Teachers Educating Blind With Seeing Children in Public and Private Schools," by Georgie Lee Abel, "Training Facilities for the Preparation of Teachers of Blind Children in the United States," "An Historical view of the Education of Partially Seeing Children," "Normal Growth and Development of Children With Visual Handicaps," by Robert F. Mikell.

The article presents the author's reactions to some aspect of his work in the Council for Exceptional Children. His insights on the performance of Bo-Peep as the new membership chairman is provided. On his visit to Valley Forge, he studied the motto "justice" and "mercy" on William Penn's great seal, the two words which he considers as basic to the growth and development of all civilized nations. The relation of these words in the equal educational opportunity for all children is discussed. He mentions the preparations for the regional gatherings of the Council at Oklahoma and at Baltimore City. For the upcoming thanks giving celebration, he suggests that we use this opportunity to thanks God.

The article reports on developments related to the education of exceptional children in the U.S. In December 1965, the Council for Exceptional Children (CEC) conducted its first special national conference entitled "The Effective Use of Federal Legislation in the Education of Exceptional Children," in Chicago. More than 300 special educators and general administrators attended the event and spent three days securing information from U.S. Office of Education and Dept. of Health, Education and Welfare staff, listening to national speakers, and engaging in workshops designed to effect implementation of federal legislation and to point out existing gaps in the present structure of federal legislation. At the CEC convention in Toronto, the U.S. Senate staff and the Office of Education staff considered the involvement of CEC members in the Elementary and Secondary Education Act of 1965.

The sex label is viewed as having a pervasive influence on the education of handicapped children. The identification of exceptional children as either male or female results in arbitrary practice, discriminatory judgments, and intervention decisions which limit opportunities for personal and vocational development and are in violation of federal legislation. Specific attention is drawn to biases contained within special class curricula which reinforce traditional roles, to vocational training practices which program children for economic discrimination by encouraging selection of traditional occupational roles, and to special class placement processes which result in the selection of a greater number of boys than girls in all significant areas of exceptionality. The implications for major activities within special education are discussed. [ABSTRACT FROM AUTHOR]

The article presents several scholarships for special education in the U.S. Interested teachers of the blind and the deaf-blind can write to Edward J. Waterhouse, director of Perkins School for the Blind. Specialized trainers for cerebral palsied person should submit completed applications including details on proposed course of study. Fellowships and scholarships are also available for the study of human development and family life in counseling and psychotherapy, psychology, physical growth, child development and other fields.

The article reports on the meeting of the Council for Exceptional Children ad hoc committee on professional standards to consider the report developed during the project on professional standards in Washington. Following the directions of the committee, CEC staff prepared the report and it was presented to the delegate assembly in Toronto. The delegate assembly of CEC adopted the report which now becomes an official statement of the CEC. State departments of education, colleges and universities, and other associations are already making use of the professional standards report.

An appraisal of accountability from a special education perspective is presented. Attention is first given to types of accountability, and then, measurement problems are addressed, including measurement, objectives, and special education; norms; limitations of standardized tests for accountability and special education; and criterion referenced measures. Recommendations for proper use of standardized tests with exceptional children are also offered. Next, statistical problems in special education accountability are taken up. These include problems with multivariate and parametric methods, regression effects, and difference scores and the measurement of change. Other aspects focused on were special education accountability at the secondary level, accountability and current understanding of special education teacher characteristics and behavior, the potentially subversive effects which accountability may have on hard to assess objectives and theory development, and problems of attributing cause and effect in accountability. Finally, a position on directions for special education accountability is offered. [ABSTRACT FROM AUTHOR]

The article reviews several legislation addressing the funding of special education in the U.S. Its main purpose is to review approaches of funding for special education, the limitations of these methods and the responsibilities involved. The author argues that a dilemma has existed, namely adequacy and equity. Funds are insufficient and are distributed unequally, according to sentiments from court actions. She reviews the state's fiscal support procedure according to: 1) unit financing 2) weighted formula system 3) percentage reimbursement 4) personnel reimbursement 5) straight sum reimbursement and 6) excess cost formula.

Slides containing facial caricatures and six social interaction cartoon films were presented to deaf and hearing adolescents (12 to 19 years old). Results indicated few age related differences in perceptual reports. A number of deaf-hearing differences suggested that these groups often differ in their extraction of social information from the eye region of the face, as well as from gross motor activity. Findings were discussed in relation to a number of recent findings in the literature. [ABSTRACT FROM AUTHOR]

This study was the first national study of the local administrator of special education programs in the public schools of the United States. A two phased questionnaire resulted in responses from 1,066 administrators who met the established criteria. Areas of investigation were: personal characteristics, experience, the value of various college courses and methods of instruction, certification, organizational memberships and participation, conditions of employment, role in program administration and supervision, organizational characteristics, programing elements, and selected opinions concerning current problems and issues in the administration and education of exceptional children. [ABSTRACT FROM AUTHOR]

This article presents some of the evidence indicating the importance of noncognitive variables in determining how well the socioculturally retarded child will achieve in structured testing and scholastic situations. Socioculturally retarded children come from intellectually and experientially restricted environments, and such environmental restrictions appear to influence the personality structures of these children. They approach formal testing and scholastic situations with poor achievement motivation, with little expectation for success and high expectation of failure, with heightened anxiety, with poor self concepts, and with a need for emotional nurturing. These noncognitive variables influence learning so that consideration must be given these factors along with the consideration given to cognitive variables in formal academic programs. [ABSTRACT FROM AUTHOR]

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.

The article cites several studies relating to early childhood education in the U.S. Learning problems have been traced by researchers to emerge from a child's early physical and linguistic environment and family dynamics. Researchers are evaluating environmental variables through parent training or nutritional programs to determine its repercussions on school achievement. A study funded by the U.S. Office of Economic Opportunity encourages two-year old inner city children to deal with the nonpresent and nonobservable. Another project is that of researcher James Gallagher involving children's styles of approach to problems.

The article discusses the significance of the Model Centers Program for the early childhood education of handicapped children in the U.S. The Bureau of Education for the Handicapped in the U.S. Office of Education wrote guidelines, while grant recipients wrote and submitted program proposals. Interest in the program is high however, federal funds were only able to finance 24 model centers. The major purpose of the program is to create a variety of models that demonstrate comprehensive quality services for young handicapped children and their families. Innovative developments within model centers are evident. The Project Centers Branch, a division of the Bureau, is responsible in the management of ongoing projects and the processing of proposals for new centers.

The article discusses the use of toys as learning materials to enrich the experiences of young children. In selecting the toys to be employed, considerations should be focused on preschool environments, objectives and goals of preschool curricula and basic principles of learning. The educational setting for children should be enticing and encouraging for the child to do explorations. It should include a playhouse, for role playing activities and an outdoor space, for big muscle play to develop the general and specific motor systems of a child. It is also important to set objectives and goals for preschool curricula to be able to focus on the areas of learning that certain educational toys may be able to satisfy. Toy selection for preschool children must include a knowledge in child development.

One possible reason for the failure to demonstrate the efficacy of self contained classes for the EMR lies in the failure of such classes to balance the emphasis on motivational and cognitive variables. Several motivational variables have been isolated experimentally and the research findings have been interpreted to suggest that children who have experienced excessive amounts of failure dramatically differ from children with little history of failure on these variables. Three specific motivational variables are discussed and the related research evidence presented. The variables are (a) expectancy for failure, (b) outer-directedness, and (c) positive and negative reaction tendencies. Implications are drawn and suggestions made regarding ways of dealing with these behaviors. [ABSTRACT FROM AUTHOR]

The article focuses on the organizational and administrative structure of special education. The administrative and organization structure provides the framework for the implementations of public policy regarding the exceptional children education. The policies are formulated in accordance with the societal values and aims. The school agency must have administrative unit with clearly defined line and staff responsibility for an effective implementation of educational programs and services essential to the education of special children.

There is some research to suggest a departure from the classic psychocurricular approach which uses only success in the special classes for the mentally retarded. Various patterns of success and failure were used on a population of 45 mentally retarded subjects aged 10 to 13. The results of this research indicate that there is no significant difference in performance between the students who had continuous failure and those who had continuous success experiences. However, when the subjects were exposed to a combination of success and moderate failure, their performance levels were significantly higher. [ABSTRACT FROM AUTHOR]

Antecedents of the current interest in early intervention are traced, with particular attention to the applicability of early intervention for exceptional children. The rationale presented draws inferential support from animal studies concerned with the effects of early experiences, descriptive studies contrasting development in children reared in different social environments, and major conceptual analyses of the importance of early stimulation for development. Empirical support is drawn from current and previous work demonstrating the results associated with early environmental enrichment. Guidelines are suggested for future research and action programs. [ABSTRACT FROM AUTHOR]

This article discusses the general information on the Handicapped Children's Early Education Assistance Act of 1968 in the U.S. The law was designed to provide comprehensive education programs for handicapped children. The programs were focused on the poorest localities in the country. Most of the sponsoring agencies of the programs have provided consultant and other resources to each other. In addition, they expressed their interest in serving mixed handicaps. In the comprehensive education programs, a handicapped child was identified and treated at the earliest possible time.

The article presents a list of directory to agencies and organizations concerned with exceptional children.

The article provides updates on progress and developments in the Council for Exceptional Children (CEC). As of May 31, 1968, the CEC has now 37,365 members enrolled in its chapters, federations, and branches. There were over 8,335 student members who are currently enrolled in CEC. The council now has also 38 federations, 555 local chapters and 9 divisions in both the U.S. and Canada. The author of this article also outlines the publications and services offered by the council, as well as the highlights of the "CEC Leadership Conference."

The article focuses on the interests of the Bureau of Education for the Handicapped to improve coordination of programs for handicapped children in the U.S. It has developed a strategy for providing active interaction within the Office of Education, and for enhancing the concept of schools as a focal point for coordination of services. The Bureau has as its elemental objective the desire to assist every child in order to his ultimate potentials. It is also concerned with the enhancement of its educational programs and facilities.

The article focuses on the involvement of the Office of Education in the support of educational research related to handicapped children and youth in the U.S. There is a continuous support to the breadth of program and the flexibility of funding. It has transformed its role from one of passive reaction to the professional community to one of active leadership in the promotion and growth of special education. The Research Division has also finished reviewing the final reports of the projects supported by the agency.

The article focuses on the program planning and evaluation functions of the Office of Program Planning and Evaluation of the Bureau of Education for the Handicapped in the U.S. It aims to provide effective educational programming and services to all children with disabilities. The Office believes that the realization of this objective is through partnership among the federal agencies, state and local educational authorities, professional organizations, higher education institutions and through parent interest groups.

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is bidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academia community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented. [ABSTRACT FROM AUTHOR]

Aspects of the multiple disability of mental retardation and blindness are reviewed. Discussion includes assessment, prevalence estimates, some typical behavioral characteristics, theoretical interpretations of their behavior, treatment considerations, and implications for future research and program development. [ABSTRACT FROM AUTHOR]

Preparation of the clinician educator, capable of providing diagnosis and remediation of the variety of learning difficulties presented by exceptional children, is proposed in an integrated teacher education curriculum for special education. The gap between accumulated knowledge regarding exceptionality and existing teacher education curricula is discussed, along with problems posed by shortages of personnel and increasing concern over the qualitative aspects of special education. Courses in the integrated sequence are described, and limitations noted. [ABSTRACT FROM AUTHOR]

Six blind children who had spent varying periods of time in institutions for the mentally defective were ‘uncommitted’ and placed in a residential school for the blind where they were given intensive care and special attention. Advances in IQ and progress in behavior and educational achievement are described. Brief histories of the children are included. [ABSTRACT FROM AUTHOR]

This article suggests some of the unfinished business of special education. Attention is called to the unresponsive manner in which advice of our leadership has been utilized. The long range concerns for professional standards, continuing education, legislation, class designation and groupings, and diagnostic teaching 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]

The Department of Health, Education, and We/f are carries major responsibility for implementation of the recommendations made by the President's Panel on Mental Retardation. The department's mental retardation program includes activities related to research, studies, demonstrations, training of professional personnel, services, construction, planning, and income maintenance. Many of these programs are included in the 1963 mental retardation legislation; others operate under authority existing prior to the enactment of these laws. [ABSTRACT FROM AUTHOR]

The article reports developments related in education in the U.S. The Council for Exceptional Children (CEC) has already a membership total of the 1964 membership year. The CEC's board of governors approved the application of the American Association of Instructors of the Blind Inc. as a CEC affiliate. The 42nd Annual International Convention, held at the Morrison Hotel in Chicago, Illinois on March 31, 1964 to April 4, 1964, had registered more than three thousand convention attendees. The Mental Retardation Facilities and Community Mental Health Centers Construction Act, otherwise known as the Public Law 88-164, was signed by the U.S. President John Kennedy on October 31, 1963.

The article reports developments on the organizational activities of the Council for Exceptional Children (CEC). The 42nd Annual Meeting of the CEC held last March 31, 1964 until April 4, 1964 has registered more than three thousand convention attendees. The CEC delegate assembly members has adopted policies regarding the composition and purpose of the various committees of the Council. The applications of the Division for Children With Communication Disorders and the Division on Mental Retardation had been accepted by the Council's Board of Governors. The names of the deceased special educators who had great contributions in the field special education are presented. Harley Z. Wooden, an educator, has received the first Wallin Award by the CEC. The CEC delegate assembly has elected new members to the Council's Board of Governors.

The article features the Council for Exceptional Children (CEC) in U.S. The Council headquarters serves as the center of communications network of organizations, federations and various committees. An executive secretary is designated to administer the Council's program and direct the operation of its central office. The executive secretary's office is responsible for several functions of CEC. The executive secretary also coordinates all CEC committee work, special projects and legislative activities

The article focuses on the establishment of the special education's movement to further improve its efforts in providing better services for exceptional children. The early program is intended to provide assistance to the deaf, the blind and the mentally retarded people. They are defined as a network of residential programs focused on the care and education of the handicapped. These programs have expanded to include the necessary services of psychologists, therapists and guidance workers. In teaching special education, it is important for teachers to be creative, courageous, imaginative and sensitive to their needs.

The article discusses the applicability of individualized programmed instruction in the education of deaf children. Several psycholinguists have based their theories of language learning on the principle of operant conditioning. Under operant conditioning, learning takes place through trial and error and conditioning is dependent upon practice in which reinforcement is employed. In seeking to establish a specific repertory of oral or written verbal responses, the teachers of the deaf must consider the process of response differentiation. Programmed teaching with the use of auto-instructional materials addresses the need of the teachers to provide individualistic kind of teaching essential to insure verbal over-learning by a child.

The article focuses on the impact of individual differences on language learning. There are several factors which affect learning adjustment which are native to deafness. Intrinsic factors include hearing loss, mental capacities and function, physical defects and personality. Extrinsic factors include socio-economic level, parental attitudes, age of diagnosis and initiation of parental counseling and restrictions in experience. However, the extent to which the variables affect language has not been measured.