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This paper presents a systematic review of the literature that assessed the effectiveness of frequency building and precision teaching with school-aged children. The authors evaluated studies in accordance with the What Works Clearinghouse standards and the council for exceptional children standards for evidence-based practices in special education. A total of 11 studies examining the effectiveness of frequency building and precision teaching for 170 participants were included in this review. Additionally, effect sizes were calculated for eligible studies. Small to large effects were found for all included variables. Overall, results indicated that the combination of frequency building and precision teaching is an effective method for increasing a variety of academic skills with school-aged children. Limitations, recommendations for future research, and implications for practitioners are discussed. [ABSTRACT FROM AUTHOR]

The article reports on the publication of "Critical Issues for Low Incidence Populations," edited by Frances P. Connor. The book is based on presentations at the symposium in Atlanta, Georgia, in September 1986. Topics discussed include the medically fragile child, advocacy, and technology. The publication is available from the Center for Exceptional Children.

The article lists hot topics available from the Education Resources Information Center Clearinghouse on handicapped and gifted children. These include "Computers for Special Education Management: Progress, Potential and Pitfalls," by Kirk Wilson and "Make IYDP a Hot Topic."

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.

Inclusive educational practices are rooted in a body of research indicating that when students in need of support through special education are meaningfully included in schools, academic and social outcomes improve for all students. To realize this promise of better outcomes, traditional schools with separate classrooms and even schools designated to exclusively serve various learner subgroups (e.g., students identified for special education) will require reorganized systems, structures, and resources. A school with a fully integrated educational framework is better positioned to meet the needs of all students, including those who live in poverty, who experience high mobility, who benefit from an accelerated curriculum, or who struggle to learn for other reasons. This paper describes an example of a transformational framework and technical assistance provided to a whole interlocking education systems (i.e., state, district, school) to reshape and increase school capacity to implement and sustain an equity-based, inclusive multi-tiered system of support. Statistical analyses that compared academic achievements of students with Individualized Education Programs (IEPs, i.e., disability) in schools reflecting early stages of transformation with that of students with IEPs in schools reflecting advanced transformation. The extent of school transformation to the framework significantly predicted improved outcomes for students with IEPs. [ABSTRACT FROM AUTHOR]

This article focuses on studies related to child disability, as of July 2004. One of the studies provides valuable information to adapted physical activity students, practitioners, and researchers who interact with families of children with disabilities. Another paper provides an overview of seven assessment instruments currently used to assess stress in parents of children with disabilities. Most research on cardiovascular fitness and individuals with mental retardation has been conducted with adolescents or adults with mental retardation.

This paper presents results of the research into perspectives of children with disabilities on the space within community-based services in Serbia. The concept of children's agency and participation is considered in the context of inclusion of children with disabilities in the evaluation of services. Using specially developed 'Me at the Centre' evaluation method, 20 children aged between 7 and 17 years receiving the home care, day-care centre and respite care services were interviewed in order to understand their perspectives on the services and the ways to improve them from the child perspective. The research results show that children with disabilities can make a significant contribution to the review and enhancement of community services designed for them. [ABSTRACT FROM AUTHOR]

Consideration of the abuse of disabled children has been described as thinking the unthinkable. Realising that a disabled child's condition could itself be the result of physical abuse or neglect takes this thinking one step further. Even more disturbing is the possibility that a parent may deliberately exacerbate the effects of their disabled child's existing impairment by falsely describing symptoms, seeking unnecessary treatment or inappropriate use of medication, thus causing the child's condition to deteriorate. Despite the current controversy in the UK (Community Care 4 February 2004) regarding medical opinions in cases where parents have been prosecuted or had their children removed because of concern about Fabricated or Induced Illness (formerly known as Munchausen Syndrome by Proxy) the practice experience of the authors is that some parents do behave in this way towards their children, but that detecting such behaviour is very difficult. We are very aware of the sensitive nature of this subject matter and have taken care to ensure that the circumstances used in the case examples are anonymised while still preserving their clinical significance. In this paper we consider the possibility that recognition of Fabricated or Induced Illness (FII) in disabled children is particularly challenging. It is our contention that some of the benign behaviour patterns of families who have a disabled child can be similar to some of the dynamics associated with FII. Our concern is that child welfare professionals may miss indicators of FII in disabled children because of the assumption that these behaviours are 'typical' of families with a disabled child and seek no further explanation. In this paper we look at such matters as how parents of disabled children may use professional networks, manage complex treatment and medication regimes and seek second opinions on their child's condition. We suggest that in most cases these activities are undertaken to benefit the child but warn that professionals must also be aware that some parents may exploit their child's circumstances, resulting in effects on the child that range from a compromise to the welfare of the child to serious harm or even death. [ABSTRACT FROM AUTHOR]

This paper explores the influence of environment on the quality of social experiences of children with disability in Sydney, Australia. The social experiences of four children with fragile X syndrome were described using ethnographic methods that included participant observation at 'special' and regular schools and in-depth interviews with parents, teachers and occupational therapists. An environmental perspective is presented here to complement existing individualist perspectives that address the social problems faced by children with disability. The environmental perspective involves (i) perceptions of disability, (ii) the child's family (relations, advocacy, encouragement, education, identity creation, dependence and separation), and (iii) the child's school (physical environment, other children, principal, teachers, therapists, policy and ethos). The paper serves as a basic framework to be adapted in further research and practice into the environmental influence of children's social experiences. [ABSTRACT FROM AUTHOR]

The study on which this paper was based explored parent/professional relationships where disabled children were involved, and the underlying cultures which influence them. The paper seeks in pan to relocate debate about parent/professional relations away from a mere instrumental view to the wider context of advancing understanding of social capital. Interestingly the study highlights some examples of relations consistent with a poststructuralist framework of power which unfolded within broadly patriarchal and capitalist structures more relevant to feminist critiques of human caring and 'caring' systems. Overall it shows the unequal structure of power arrangements in parent/professional relations, and indicates the possible benefits for caring and support systems of an approach which is less technically driven and hierarchical and more 'horizontal', personal and reciprocally based. [ABSTRACT FROM AUTHOR]

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.

This paper studied whether abnormal P3 amplitudes in PDD are a corollary of abnormalities in ERP components related to selective attention in visual and auditory tasks. Furthermore, this study sought to clarify possible age differences in such abnormalities. Children with PDD showed smaller P3 amplitudes than controls, but no abnormalities in selective attention. Adolescents with PDD showed abnormal selective attention, as reflected by larger auditory Processing Negativity (PN) and visual N2b, but no P3 abnormalities. Dipole localizations revealed that the locations of PN generators in subjects with PDD differed from controls. It was concluded that the abnormalities in selective attention in adolescents with PDD have a normalizing effect on P3, and possibly act as a compensatory process. [ABSTRACT FROM AUTHOR]

Children with complex healthcare needs typically require technical and/or medical equipment in the home. This growing group of children and families need support that crosses agency and professional boundaries, necessitating effective multi-agency working. There are many examples of multi-agency working around the United Kingdom (UK), some specifically designed to meet the needs of children with complex healthcare needs and their families. Recent legislation and policy statements have highlighted the importance of joint planning and working. Currently no research exists that examines the impact of these initiatives on disabled children with complex healthcare needs and their families. The 'Working Together' project is an ongoing research study based at the Norah Fry Research Centre, University of Bristol, Bristol, UK. The project aims to explore the impact of multi-agency work on children with complex healthcare needs and their families. This paper examines the literature on barriers to disabled children and the need for multi-agency working. It also considers the concept of multi-agency working and how different approaches to working together might be perceived by children and families. [ABSTRACT FROM AUTHOR]

Long established in Scandinavia, several Lekoteks have recently opened in the united States Lekotek provides a play library for families with children with special needs. Although the Lekotek prograqm is relatively simple and inexpensive it serves a unique fuctions because it meets particular needs that other programs for the handicapped do not. Unlike most remedial or therapeutic programs. Lekotek focuses on positive playful interaction between children and parents thus putting the handicapped child in a normal context. This paper describes how and why Lekotek is so valuable to the families who use it. [ABSTRACT FROM AUTHOR]

The effectiveness of psycholinguistic training is a topic that has generated much interest and research. In 1974 Hammill and Larsen published an article that reviewed 38 studies that had attempted to foster psycholinguistic skills in children while using the Illinois Test of Psycholinguistic Abilities as the criterion for improvement. The conclusion of this review was that psycholinguistic training is essentially nonvalidated. In an article published in the February 1978 issue of Exceptional Children, Lund, Foster, and McCall-Perez reanalyzed many of the studies reported by Hammill and Larsen and indicated that some had been inaccurately reported, inappropriately categorized, and/or misinterpreted. The purpose of the present article is to demonstrate that, in fact, the studies discussed in Hammill and Larsen's 1974 paper were accurately reported and that the current status of psycholinguistic training is that it remains nonvalidated. Readers are encouraged to formulate their own perceptions regarding this controversial area. [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 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 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.

Context: Fractures of the clavicle usually occur at the junction of the medial two third with the lateral one third and usually heal by nonsurgical measures. Radiographs and MRI of the shoulder provide helpful investigations for diagnosis and treatment. In the following cases, an anterior-posterior view revealed non-union of the clavicle on the right side, which is atypical in children. Case Report: Non-union of a clavicular fracture is an extremely rare condition, especially in children. We are reporting two cases in this paper; in the first case; an 8-year-old male child visited the hospital with a history of fracture of the right clavicle one year ago. In the second case, a 26-year-old male patient presented with a history of fracture of the right clavicle six years ago. Conclusion: Careful attention should be paid when obtaining a detailed history and physical examinations, as traumatic arthritis at either clavicular joint may mimic non-union. The explicable evidence of osseous non-union on radiographs may be minor and may not correlate with the clinical symptoms. [ABSTRACT FROM AUTHOR]

The article presents an invitation for paper proposals at a national conference sponsored by the Council for Exceptional Children and the Division for Early Childhood in Denver, Colorado in October 1985. A broad range of topics and presentation formats from a variety of disciplines and service delivery perspectives are sought. Topics should address state of the art in assessment, diagnosis, treatment, service delivery, family involvement and evaluation. Qualified early childhood professionals will review the proposals.

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 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.