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This briefing paper uses a question-and-answer format to provide basic information about children with attention deficit disorder (ADD). Questions address the following concerns: nature and incidence of ADD; causes of ADD; signs of ADD (impulsivity, hyperactivity, disorganization, social skill deficits); the diagnostic ADD assessment; how to acquire an evaluation for a potential ADD child; treatment of ADD (behavior management, medication, and appropriate educational programming); helping to improve the child's self esteem; determining if the ADD child needs special education; the child's legal rights for special education; and locating a support group. The paper also lists the diagnostic criteria for ADD and suggests ways to work with the educational system to obtain an effective education for the child. Contains a list of seven references and six organizational resources. An attached bibliography lists three publications for families, five for educators, four concerning behavior management, and seven concerning special education. (DB)

This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format. (Contains 56 references.) (CNP)

This volume compiles Spanish translations of seven articles on different aspects of Science, Technology and Society Education. The papers, originally written in English, were used during the first in-service training seminar for high school science teachers, which took place in Mayaguez under (Puerto Rico) joint sponsorship of the National Science, Technology, and Society (STS) Network, the Puerto Rico Department of Education, and the University of Puerto Rico, Mayaguez. Original English titles and authors of the papers translated are: (1) "The ABC's of Science, Technology and Society" by Rustum Roy and Leonard Waks; (2) "STS Developments Across the World" by William F. Williams; (3) "The Emergence of a New Synthesis for Biology Education" by Paul deHart Hurd; (4) "The Responsibility Cycle" by Leonard Waks; (5) "Identifying STS Issues and Themes: Some Conceptual Tools" by Margarita Pena Borrero and Leonard Waks; (6) "Developing an STS Thematic Unit" by Frederick Staley; and (7) "School-Community Relations for Ethics and Values in STS Education" by Leonard Walls. (Author)

Techniques for using children's rhymes, games, tongue twisters, and fables in Spanish to teach bilingual education classes are described. It is argued that these abundant materials serve as natural sources for authentic Spanish from a variety of Hispanic cultures. With the appeal of rhythm, rhyme, and game-like feeling, they can be used to teach expressive vocabulary, numbers, colors, pronunciation, language rhythm, and even the use of accents while amusing students. Examples given here include short poems, a counting game, a color drill, a tongue twister, a proverb, three fables by different authors, a group guessing game, a short saying about accents, and an exercise in which students in a group create a story by chaining sentences. (MSE)

Intended as a contribution to a workshop discussion on program evaluation in higher education, the paper covers five major evaluation issues. First, it deals with evaluation concepts, explaining the purposes of evaluation; pertinent terms; and the sources of evaluation in public health procedures, the scientific method, the systems approach, and General Systems Theory. Second, the paper explains evaluation criteria for postgraduate programs, noting objectives and means (such as interviews, questionnaires, and meetings), and citing five objective indicators of quality: academic productivity; quality of educational staff, students, and program support; and the relationship between the program and its environment. Third, the paper describes an evaluation method that examines a program's requirements, support, and results and the variables pertaining to program initiation, maintenance, and outcome. The section includes seven guidelines for an evaluation procedure. Fourth, the paper discusses evaluating Master's-level Central American postgraduate programs, noting that evaluations are possible on internal and external instrumental and internal and external institutional levels. The section includes questions designed to determine the potential academic quality of a program. Finally, the paper presents six general suggestions for evaluating the quality of postgraduate programs. (SB)

This glossy folder is intended for parents to keep important papers related to their children's school. On the inside flaps of the folder are written in Spanish: (1) a list of suggested school-related papers that parents could keep in the folder; (2) a space for parents to write information about the schools their child has most recently attended; (3) lists of tasks for parents to perform when moving to a new place so their child can attend school; (4) information about children's rights related to attending school; and (5) information about the National Center for Homeless Education. On the back flap of the folder is printed a list of questions that parents can ask school personnel about programs and services offered at the school. (BC)

This instructional guide is to be used by teachers in the instruction of "Platero y Yo," written by Juan Ramon Jimenez, one of Spain's foremost poets. A systematic study is provided of movement throughout the text, by analyzing verb tenses, to help novice Spanish literature students grasp the scholastic and psychological interpretations of poetic and metaphorical text. Written in Spanish, "Platero como el primer paso literario" compares the verb tenses used by Jimenez with the development of the story, which parallels the seasons of the year and the cyclical nature of life. (LR)

This paper explains that materials on the teaching of Latin-American literature are sparse, even though most researchers in the field will dedicate much of their time to teaching. The paper adds that, in scholarly journals, little attention is given to teaching literature, and the topic is also absent from most academic congresses. The paper then considers teaching methods, and when certain subjects and topics should be taught, i.e., whether on undergraduate, master's, or doctoral level. It discusses the Latin-American literary canon and the organization of the various available literary histories elaborated by individual authors during the past 25 years--these histories number 34. The paper focuses on general works but also includes works on specific aspects of the Latin-American narrative. According to the paper, most histories are elaborated in one of 5 ways: by periods and literary technique; by generations; narrative as a search for cultural identity; analysis of specific texts; and reader response and interpretation. The paper considers the histories by diachronic and synchronic perspectives--diachronic being those organized by countries, authors, generations, cycles, etc.; synchronic being those organized by identity and mask, narrative structure, short story theory, etc. The paper also discusses narrative literature which is viewed as marginal to the canon, such as that written by women, epistolar narrative, ultra-short stories, and that produced by Hispanic Americans. The paper concludes by suggesting some teaching techniques. Contains 35 references and an appended history of Mexican narrative in the 20th century. (NKA)

This document provides guidelines and procedures, in Spanish and English, for Head Start teachers in taking care of children with AIDS, or children who are HIV positive, and their families. The goal of the guide is to maximize participation of infected children in the Head Start program. The guide presents activities in three main stages: pre-enrollment, direct services, and health education. In the pre-enrollment stage, an interdisciplinary team presents orientation to the children's parents, requests parents' written authorization to share the information and interviews with parents about their children's health. In the direct services stage, a nurse examines children's state of health, including physical, medical, and dental treatment. A nutritionist, food service personnel, and health services coordinator give instructions on food handling, sanitation, hand washing, and health guidelines. In the health education stage, the interdisciplinary team provides training for personnel, parents, and the community for the purpose of disseminating information about AIDS, diseases of children with AIDS, health, nutrition, and hygiene problems. Other program components, such as psychological and special services, are also discussed, along with the staff position responsible for implementation. Two appendixes contain the parent authorization form and a description of the role of the case management system, which offers or coordinates needed assistance services of children with HIV/AIDS. The Spanish version also contains a list of agencies providing HIV/AIDS services for children and their families and a brief outline of the Federal Privacy Act of 1974. (AP)

This document consists of three issues (1994) of a Spanish language periodical directed at elementary and middle school-aged children. Contained in these periodicals are a variety of activities designed to encourage the reader to learn and practice the Spanish language. Each issue focuses on a particular topic, e.g., "The Spring,""Inventions and Discoveries," and "My District." Issue 5 features four activities centered around clouds: (1) "Many Types of Clouds; (2) "Identification of Clouds"; (3) "Clear Days, Clear Nights"; and (4) "Clouds in Three Dimensions." Some of the topics in Issue 6 are: (1) "I Learn about Paper"; (2) "I Find Information"; and (3) "I Work with Paper." Issue 7 is divided into the following sections: (1) information concerning a district in Los Angeles, California; (2) preparation of dossiers of information on one's own district; and (3) details of the information dossiers on one's own neighborhood. Each one of these sections contains pictures, questions to be answered, and activities to be performed by the young readers to sharpen their skills in Spanish. Activities include things to do, games to play, reading, information to learn, subjects to investigate, and drawing. (CK)

Objectives, organization, and teaching strategies for adult Spanish-English bilingual education programs are discussed. It is maintained that these programs exist on a continuum; the position of a particular program on the continuum will be determined by the learning needs of the students vis-a-vis English skills on the one hand and knowledge of cultural heritage on the other. Instructional objectives are governed with regard to form by the demands of learning English, and with regard to content by adult performance level (APL) situations. In other words, the acquisition of English skills is to coincide with the development of life skills. In the organization of programs, the physical arrangement of the classroom should encourage an atmosphere that is both friendly and dynamic. Effective classroom techniques include, for ESL, a film forum and, for Spanish, discussions of highly motivational themes (e.g., Puerto Rican independence). (JB)

Written for parents, this guide offers suggestions for using the newspaper at home to practice reading skills, to discover new information, and to teach critical reading. Activities in the guide are arranged according to grade level (kindergarten through grade two, grades one through three, grades four through six, and grades seven through twelve) and range from coloring, marking, tearing, cutting, gluing, and reading the newspaper. (HOD)

Through interaction with their children and experiences they provide for them, parents can influence and guide children's growth, development, and learning process. This paper, in English- and Spanish-language versions, lists several ways parents can support their children's learning. The paper first notes that parents can establish a support system for children to achieve their maximum potential through the development of confidence, motivation, effort, responsibility, initiative, perseverance, caring, teamwork, common sense, and problem solving. The paper then lists activities for facilitating parental involvement and promoting a positive home environment, including communicating regularly with teachers and school staff, even if there are no questions; making sure the child has a safe way to and from school; and teaching children to ask questions and not be afraid to learn new things. The paper next presents a checklist of questions parents should consider asking themselves, such as "Do I treat my children as worthwhile members of the family?" or "Do I take interest in my child's education and attend parent/teacher conferences?" Finally, the paper lists specific learning activities parents can do with their children in the areas of reading and language arts, mathematics, and miscellaneous, including arts and crafts projects. Includes a list of 9 resources. (HTH)