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This fact sheet on mental retardation is written in both English and Spanish. It begins with a vignette of a 15-year-old boy with mental retardation. Mental retardation is briefly explained as are some causes of mental retardation. It notes that a diagnosis of mental retardation looks at two things: first, the ability of a person's brain to learn, think, and solve problems and second, whether the person has the skills needed to live independently (adaptive behavior). Also provided is the definition of mental retardation in the Individuals with Disabilities Education Act (IDEA) and incidence data, more than 614,000 school children were diagnosed with mental retardation in 2001. The fact sheet briefly explains the Individualized Family Service Plan (for infants and young children) and the Individualized Education Program (for school-age children). A list of signs of mental retardation, suggestions for either teachers or parents, and a list of four print and three organizational resources complete the publication. (DB)

This fact sheet on cerebral palsy is written in both English and Spanish. First, it provides a definition of cerebral palsy and considers various causes (e.g., an insufficient amount of oxygen reaching the fetal or newborn brain). The fact sheet then offers incidence figures and explains characteristics of the three main types of cerebral palsy: spastic, athetoid, and mixed. Treatment of children with cerebral palsy is discussed, including physical therapy, occupational therapy, and speech-language pathology services. The fact sheet then addresses challenges that children with cerebral palsy might face in school, along with educational services that may be provided. Examples of assistive technology are given, along with tips for parents and tips for teachers. A list of four print resources, three relevant Web sites, and two support organizations is included. (CR)

This fact sheet, written in both English and Spanish, provides a definition, information on incidence, typical characteristics, and educational implications of emotional disturbance. The definition is from the Individuals with Disabilities Education Act (IDEA) and incidence in 1999-2000 is reported as about 470,000 children and youth. Educational implications include providing emotional and behavioral support, positive behavioral support methodology, and the Individualized Education Program (IEP). The important role of parent support groups is also noted. The fact sheet also lists five print and six organizational resources for further information. (DB)

This fact sheet presents basic information on mental retardation for Spanish-speaking educators and others. First, definitions from the Individuals with Disabilities Education Act (IDEA) and the American Association on Mental Retardation (AAMR) are presented. The fact sheet then analyzes how the new AAMR definitions differ from earlier ones, noting the new definition's emphasis on a pattern of limitations and on a multidimensional approach to assessment. The AAMR use of the term, "supports," is also explained, including the eight types of function that support can serve and the four levels of support intensity. Also cited are figures showing the number of children, aged 6-21, who were classified as having mental retardation and receiving services under IDEA. Additional information is provided on typical characteristics of children with mental retardation, educational implications (such as use of more hands-on instructional materials with these children and short but frequent learning sessions). The fact sheet also lists 10 suggested additional readings, nine organizational resources, and three periodicals. (CR)

This booklet, in Spanish, summarizes a report on the educational needs of gifted and talented students in the United States. The booklet identifies indicators of an educational crisis, describes the current status of education for these students, and presents recommendations. Indicators demonstrating the need for change include the relatively poor performance by U.S. students on international tests and the small number of students performing at the highest levels on National Assessment of Educational Progress tests. Studies have shown that most regular classroom teachers make few, if any, provisions for talented students and that only 2 cents out of every $100 spent on K-12 education supports special opportunities for talented students. Seven recommendations are offered: (1) set challenging standards; (2) provide more challenging opportunities to learn; (3) increase access to early childhood education; (4) increase learning opportunities for disadvantaged and minority children with outstanding talents; (5) broaden the definition of gifted (a broadened definition based on the federal Javits Gifted and Talented Education Act is offered); (6) emphasize teacher development; and (7) match world performance. (DB)

This fact sheet offers definitions of the three types of spina bifida (spina bifida occulta, meningocele, and myelomeningocele), outlines their incidence, describes characteristics of individuals with spina bifida, and reviews educational implications. The fact sheet discusses the need for many children with myelomeningocele to learn to manage their bowel and bladder functions. It emphasizes that the courts have held that clean, intermittent catheterization is necessary to help the child benefit from and have access to special educational and related services and that a successful bladder management program can be incorporated into the regular school day. The fact sheet then describes the difficulties students with spina bifida who also have a history of hydrocephalus may have with learning, paying attention, and grasping reading and math. It discusses the possible need to adapt the curriculum and the school setting for the successful integration of a child with spin bifida and highlights the need for all members of the school team and the parents to understand the childs physical capabilities and limitations. A list of five print resources and four organizations is provided. (CR)

This fact sheet on speech and language disorders is presented in English and Spanish. It provides information on the definition of speech and language disorders and possible causes; the incidence (about one in ten people); and characteristics of delayed communication, speech disorders, and language disorders. It notes educational implications, including consultations with the speech language pathologist on how best to facilitate the child's classroom communication, cooperation with the child's family regarding speech therapy goals and techniques, and appropriate use of electronic communication aids. Six print resources also available on the World Wide Web and eight relevant organizations are identified. (DB)

This fact sheet, written in both English and Spanish, offers general information about traumatic brain injury. Information includes a definition, incidence, individual characteristics, and educational implications. The signs of traumatic brain injury are listed and include physical disabilities, difficulties with thinking, and social, behavioral, or emotional problems. The fact sheet then addresses challenges that children with traumatic brain injury might face in school, along with educational services that may be provided. The fact sheet emphasizes the need for careful planning for school re-entry and offers suggestions for parents and for educators to work constructively with students with traumatic brain injury. A list of 11 print resources and 6 organizations concludes the fact sheet. (CR)

This fact sheet, written in both English and Spanish, provides a definition, information on incidence, typical characteristics, and educational implications of epilepsy. It notes that epilepsy is classified as "other health impaired" under the Individuals with Disabilities Education Act (IDEA) and that children with epilepsy or seizure disorders are eligible for special education and related services. The importance of teachers and school staff being informed about the child's condition, medications, what to do in case of a seizure, and cooperating with the child's family is stressed. Three print and two organizational resources are listed for further information. (DB)

There is an increasing awareness of the importance of curricular issues in the educational undertaking. The curriculum, which in all its definitions contains as a common denominator the organization of educational opportunities that schools provide for their pupils, demands and needs some specific type of professional educators. Such professionals are involved in creating conditions to improve the teaching-learning process and have, within themselves, the sign of constant change. Curriculum development is a process of planned change; it is necessary for the organization of continuous activities for training professionals working within the curriculum development and planning realm. This paper presents some ideas about the nature of curriculum, characteristics of professional educators working in curricular matters, recommended traits for needed in-service training, and basic issues that are suitable to keep in mind when training professionals in curriculum. Well-known definitions of curriculum and basic elements of a curriculum development are discussed. The interaction of curriculum and other educational fields is examined. In terms of in-service training for professionals in curriculum, the major traits of such educators and the relevant methodologies for training such educators are discussed. (Author/NQA)

Written in both English and Spanish, this booklet briefly summarizes the general concepts and requirements behind Title I Migrant activities for use by project personnel, parents, and others interested in those projects. After a brief discussion of project funding and definitions of commonly used terms, there is an outline of requirements which school districts must meet to qualify for Title I Migrant funding. Next is a list of priority needs applicable to Title I Migrant projects and endorsed by the Oregon State Board of Education. The list is followed by summaries of regulations concerning title and control of property, adjustment of project funding, child eligibility, grants to public or private non-profit agencies, preschool instruction programs, services to formerly migrant students, comparable access, parental involvement, support services, day care services, the supplementary nature of the program, and project proposal approval. The section on program implementation briefly discusses project staffing, parent involvement in classroom activities, home-school consultants, the Migrant Student Record Transfer System, bilingual education, purchase of equipment, and inservice training. (CM)

Central government's supply-side expansions of schooling have not equally benefited all members of society, especially girls, indigenous peoples, tribal groups, disadvantaged minorities, and the poor. Public spending on education is often inefficient, higher education is subsidized at primary education's expense, and costs are becoming insupportable. To tackle such issues, some governments are exploring demand-side financing, whereby public funds are given directly to individuals or institutions on the basis of expressed demand. Use of decentralized, demand-side financing mechanisms (like vouchers and stipends) is common in member countries of the Organisation for Economic Cooperation and Development. After defining several mechanisms, this booklet provides some country examples aiming to increase school enrollment: stipends in Bangladesh, community financing in Chad, targeted bursaries in China and Mexico, voucher schemes in Colombia, assistance to private schools serving poor children in the Dominican Republic and Pakistan, student loans in Jamaica, and community grants in Pakistan. Program success depends on beneficiaries' involvement and support, parents' active participation, private-sector schools' involvement, partnerships with commercial enterprises, flexibility, capacity building, cultural relevance, equity principles, and transparent fund transfer formulas. (Contains 47 references.) (MKW)

This fact sheet offers definitions of the three types of spina bifida, outlines their incidence, describes characteristics of individuals with spina bifida, and reviews educational implications. The fact sheet emphasizes that school programs should be flexible to accommodate these students' special needs and frequent absences, that children with spina bifida and a history of hydrocephalus often experience learning problems, that mainstreaming sometimes requires changes in school equipment or curriculum, and that children with spina bifida should be encouraged to be independent and to participate in activities with nondisabled classmates within the limits of safety and health. A list of three print resources and five organizations is provided. (JDD)

This fact sheet offers general information about traumatic brain injury. Information includes a definition, incidence, individual characteristics, and educational implications. The fact sheet notes that the designation of traumatic brain injury as a separate category of disability signals that schools should provide children and youth with access to and funding for neuropsychological, speech and language, educational, and other evaluations necessary to provide the information needed for the development of an appropriate individualized education program. The fact sheet emphasizes the need for careful planning for school re-entry and offers suggestions for educators to work constructively with students with traumatic brain injury. A list of seven print resources and three organizations concludes the fact sheet. (JDD)

This fact sheet on cerebral palsy is offered in both English and Spanish. First, it provides a definition and considers various causes (e.g., an insufficient amount of oxygen reaching the fetal or newborn brain). The fact sheet then offers incidence figures and explains characteristics of the three main types of cerebral palsy: spastic, athetoid, and ataxic. It briefly discusses developmental, educational, and employment implications. These include the value of early identification and intervention. (DB)

This fact sheet on epilepsy is offered in both English and Spanish. It provides a definition, information on incidence, typical characteristics, and educational implications. It notes that epilepsy is classified as "other health impaired" under the Individuals with Disabilities Education Act and that students with epilepsy are eligible for special educational services. These include adaptations in classroom instruction and first aid instruction on seizure management for the child's teachers. The importance of communication between family and school is stressed. The fact sheet lists four print resources and two organizations. (DB)

This fact sheet on mental retardation is offered in both English and Spanish. First it provides the federal definition of mental retardation and discusses components of the definition. Causes of mental retardation are briefly noted, and incidence figures are provided. Typical characteristics of people with mental retardation are mentioned. Educational implications are noted, including the importance of early identification and intervention; the value of modifying instruction to meet individual needs; and use of such teaching strategies as using concrete materials, providing consistent feedback, and stressing success. Also listed are three print resources and four organizations. (DB)

This fact sheet on Down Syndrome is offered in both English and Spanish. First it provides a definition and description of this syndrome, noting its etiology in a chromosomal abnormality. Incidence figures are then given. Typical characteristics of people with Down Syndrome are listed. Commonly associated health-related problems are noted, including a lowered resistance to infection, the presence of heart defects, the condition of Atlantoaxial Instability (a misalignment of the neck vertebrae), and a tendency toward obesity. Educational and employment implications are briefly considered. These include the value of an infant development/early intervention program, the wide range of individual differences, and the need to use teaching strategies which emphasize concrete concepts rather than abstract ideas. (DB)

This fact sheet on autism is offered in both English and Spanish, and is the same in both languages although numbered differently. It provides a definition, information on incidence, typical characteristics, and educational implications. It notes that autism is listed as a separate category under the Individuals with Disabilities Education Act. The fact sheet emphasizes the importance of teaching the child communication skills and structuring the child's environment. Five print resources and three organizations are listed. (DB)

This fact sheet on spina bifida is offered in both English and Spanish. It provides definitions of the three types of spina bifida (spina bifida occulta, meningocele, and myelomeningocele). Incidence figures are given as are typical characteristics of children with spina bifida. Educational implications are briefly noted, including the need to accommodate these children's frequent need for surgery; provision of clean, intermittent catheterization as a related service; early intervention with hydrocephalus-related learning problems; adaptations in equipment or curriculum to maximize mainstreaming; and special instruction in mobility skills. The fact sheet lists two print resources and five organizations. (DB)

This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as are these students' typical academic problems. Educational implications and suggested teaching strategies are briefly discussed. Finally, three print resources and six relevant organizations are listed. (DB)

Designed to aid dietitians, nutritionists, and other health professionals to better serve the nutritional needs of Hispanics, this bilingual booklet describes the different cultural eating habits of Mexican, Cuban, and Puerto Rican Americans, with in-depth description of Mexican Americans. Written in Spanish and English, the booklet includes examples of questionnaires used to obtain medical and prenatal histories, dietary information, and information on an infant's birth, neonatal, infectious diseases, and development. Suggestions are given for normal nutrition, morning sickness, nausea, vomiting, diarrhea, constipation, and modified diets (e.g., high fiber, bland, low-cholesterol-modified fat, sodium restricted, diabetic, and calorie restricted). The common description and classification of Mexican American mixed dishes are provided, along with a list of food groups and terms in English and Spanish. Other topics covered are staple foods of Mexican American families on low or marginal incomes; foods commonly eaten in the basic four food groups plus desserts, beverages, fats, seasonings and spices; the influence of the Mexican American culture on health care; typical Puerto Rican and Cuban meal menus; and the nutritive value of foods commonly available in Hispanic markets. The Spanish alphabet and its pronunciation, days of the week, seasons and months of the year, and cardinal and ordinal numbers are given in Spanish. (NQA)