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This paper advocates an educationally focused definition of problems and procedures in educating handicapped children, with particular emphasis on the aptitude by treatment interaction model as a useful guide for both instructional and research activities. Specialized instructional systems based on decision variables are proposed as an alternative to simple categorization and placement of children based on source variables. A brief review of aptitude by treatment interaction research with handicapped children is followed by implications for the organization of schooling, diagnostic and instructional procedures, and preparation of teachers. [ABSTRACT FROM AUTHOR]

A graduate program designed to train consulting teachers is discussed. Students were instructed in behavior modification techniques and in means of assisting regular classroom teachers with the social and academic behaviors of handicapped children. Three case studies illustrating the types of projects conducted by students are presented. [ABSTRACT FROM AUTHOR]

The article discusses special education to visually handicapped children in the U.S. For the partially seeing student, he is expected to function and participate in society as a seeing person. Thus, the partially seeing student must be allowed to take part in the activities and experiences offered to all students. In addition to his special needs for the conservation of sight and special techniques for the most efficient use of what sight he has, the learning of this student must be based upon his developmental needs.

A famous Japanese artist, Yoshihiko Yamamoto, who happened to be mentally retarded, is the example for a discussion of long range educational programs which respond to specific aptitudes of retarded children. The superior artistic/graphic skills of Yamamoto suggest that art superiority can be developed if the educator detects interest and aptitude, and encourages such skills in a long range educational plan. [ABSTRACT FROM AUTHOR]

The article focuses on the facilitation of a telephone interview with fifty-five key researchers by the Council for Exceptional Children Information Center in the U.S. The survey was conducted in order to identify the current trends and issues about special education. The results of the study comprised the basis of a Center planning effort to design information analysis products. It also plans to insure uninterrupted monitoring of the field of study through maintaining telephone contacts with key respondents.

An alternative to current arithmetical programing for the handicapped is presented. Components of the instructional system include (a) a learning unit, (b) an interactive unit, (c) a verbal information processing unit, and (d) a conceptual processing unit. The instructional system offers a multiple option curriculum for the development of quantitative concepts by the handicapped. [ABSTRACT FROM AUTHOR]

The procedures of scheduling and reinforcement were structured into two teaching methods designed to guide disturbed boys in the acquisition of vocabulary word learning and attentional work time. Results indicated a strong affirmation of the positive influence of the highly structured rather than a modified structured approach on the boys' performances. [ABSTRACT FROM AUTHOR]

This article considers the advantages and problems of labeling and suggests that the controversy over to label or not label is not the real issue since some children will be hurt by either decision. The author proposes and discusses a 2 year special education contract which would mitigate the damaging effects of labels in children with mild handicaps.

The article focuses on the establishment of an independent study-seminar program for the gifted children. The San Diego Independent Study-Seminar Program for highly gifted students in an attempt to minimize the limitations of a prestructured program. The independent study-program possesses features which could serve as models for program improvement in other facets of elementary and secondary education. The program features pupil study, individualized, open curriculum guides, and range of resource people. The author assesses the benefits and problems of the study-seminar program.

The article reports developments pertaining to the Council for Exceptional Children (CEC). The establishment of a CEC Foundation for Exceptional Children was approved by the 1971 Delegate Assembly. The CEC has received several requests to take stands on the issues concerning the improvement of the education of exceptional children. The 1971 Delegate Assembly has authorized the Policy Statement on Governmental Affairs. The council has recommended an additional federal funding for research projects that will contribute in advancing the instruction of exceptional children and youth.

The article reports on the need for providers of special education to consider the relationship between the conceptual models on which they base their practices and their projections of manpower required to meet the public's mental health needs. Special educators should take the necessary reforms if the precious uniqueness of each child's humanity is to be cherished. Propositions have been made regarding special education as conceiving itself primarily as an instrument for facilitation of educational change and development of better means of meeting the learning needs of special children.

The growing concern about planning and providing effective physical facilities for special education programs is presented. Particular emphasis is focused on the inadequacy of decisions made by special educators and architects regarding the nature of the physical environment in the absence of empirically obtained evidence, supporting the need for such research, some of the difficulties encountered—the isolation of variables, management techniques, and design—rare discussed. [ABSTRACT FROM AUTHOR]

Tile behavior modification movement has a noteworthy history in the education of exceptional children. Although the formal beginnings of the movement can be pinpointed in the first quarter of this century, its origins and techniques can be traced to much earlier periods. The efforts of several behavior modification practitioners in and peripheral to the field of special education are described in an attempt to put present day behavior modification program; in historical perspective. [ABSTRACT FROM AUTHOR]

The Special Education Instructional Improvement Laboratory at the University of Minnesota attempts to redefine the traditional IMC functions and to become a model for teacher education institutions. Expanded opportunities in service, research, search, development, and dissemination are the laboratory's goals. [ABSTRACT FROM AUTHOR]

The article focuses on the feasibility of teaching English as a foreign language (TEFL) to educable mentally retarded children. Significantly, the study aims to help the retarded function better through the improved use of language. The author points out that the TEFL programs is advantageous since it follow the natural way that children learn their language. Significantly, it is much easier to teach young children with foreign language.

The article focuses on the task of the Division of Training Programs of the Bureau of Education for the Handicapped to contribute to the efforts of the professional community in creating an effective national pattern of teachers training to guarantee the best educational practices of handicapped children and youth in the U.S. A new type of grant-Special Project has been implemented by the Division to allocate funds for conceptualizing new models of training program. It is also preparing activities that will enhance the quality of the reward scheme.

Special education programs have grown very rapidly in the past two decades. Busy special educators have been thrust into the role of spearheading new modes of operation for the remainder of the educational enterprise. This hurried pace of development and leadership has involved some neglect of quality standards. In this context, CEC's policy statement on professional standards, adopted in Toronto in April, 1966, is discussed, with emphasis upon the inevitability of gradualness in developing and regulating standards and upon the importance of continuing activities in the standards field. [ABSTRACT FROM AUTHOR]

The article features the programs and initiatives of the Council for Exceptional Children (CEC) in the U.S. The author examines the organizational structure of the CEC which aims to accomplish its goals that are dependent upon the individual members and their contribution. Significantly, members may serve the CEC through committee membership such as the Legislative, Intragency, and Professional Standards committees. Special projects have been undertaken by the committees. The author points out that the CEC wants to widen its horizon to develop new and needed projects and to increase the speed of present activities, The author examines the future prospects of the CEC with regards to its growth, plan of making a study on the emotionally disturbed, and the initiation of adequate professional standards.

The article examines the basic considerations in the education of emotionally disturbed children. The author points out that the education for the emotionally disturbed is similar to that of the mentally retarded. The practices initiated in handling such children includes: (1) holding actions; (2) a quasi-therapeutic program wherein the educative process has a therapeutic objective; and (3) a program that is focused more on education and academic achievement rather than therapy. The author presents tips and advisories on educating personality problem and problem children. Finally, educational planning should be done carefully when handling emotionally disturbed children.

The article focuses on the philosophy and recommendations of the Council for Exceptional Children (CEC) president's Panel on Mental Retardation regarding education, vocational rehabilitation, and training in the U.S. The Panel aims to examine the extent, nature, and volume of the problem in the educational and vocational rehabilitation needs of the mentally disabled. The lack of qualified teachers is significant stumbling block to the immediate progress of the programs of the CEC. The CEC presented several administrative as well as research recommendations for the advancement of the CEC programs on special education. Furthermore, the author cites the recommendations for vocational programs. Finally, it is important to include some elements of the basic philosophies and recommendations of the CEC.

The article focuses on the psychological, educational, and vocational evaluation and assessment of children with visual disabilities. The author suggested the use of standardized achievement tests to evaluate the scholastic achievement of such students. The standardized achievement tests are valuable since it assesses academic achievement of the child under approximately identical conditions. The changes made in standard testing conditions include changes in the test contents and time limits as well as the methods in the administration of the test. Several developments have been made in the use of standardized achievement tests for children with visual disabilities.

The article assesses the significance of reading difficulties as the contributing factor to underachievement and failure in school. Contemporary educator Laura Zirbes cites six reading obstacles in need of conversion: (1) there are many aspects of learning to read; (2) there is a need for appealing reading literature; (3) the children must work with a teacher who can be trusted, who is intelligent, compassionate, objectively understanding and honest; (4) there is a need for reading experimentation; (5) there is a need to emphasize remedial reading programs; and (6) the significance of the time factor. The author emphasized the need to consider student apathy when addressing student learning to read.

The article presents views and insights of the author on the best practices for parents and special education teachers to cooperate in the education of exceptional children. The problems facing urban schools includes: (1) the American family has taken on a high degree of mobility; (2) a unilateral society is emerging; (3) the convulsion within the city has created whole cores or pockets where educational problems are intensified; (4) the city has become the center for special education; (5) the middle-class-oriented teachers are finding it difficult to cope with the complexities of urban teaching; and (6) high schools are being urged to educate a whole class of students for which they were never designed. The author presented suggestions for parents and teachers address such problems: (1) encouragement of local pride; (2) avoidance of over-regulation; (3) recognition of increased state responsibility; (4) increase in the public's understanding of educational opportunity; and (5) reduction of segmentation in the field.

The article focuses on the educational opportunities of exceptional children in growing towards a maturity that embraces a capacity of useful living. There has been a growing integration of educational, diagnostic, medical, social, psychological, and other services for the early years of the exceptional child. Furthermore, there is a need for increased services for young people. Moreover, the strength of both the public and private rehabilitation program is dependent on the number of people who enter its professional phases therefore the aid for teacher training and research is necessary. The author assesses the rehabilitation programs for people with disabilities. The aims and objectives of the Office of Vocational Rehabilitation has been the funding of the states with basic rehabilitation services, for research and demonstration, and for grants to educational institutions to support curricula and staff in teaching rehabilitation.

The article focuses on the legislative issues in the advancement of special education in the U.S. The author points out that there is a need to address the issues concerning special education through legislation. Significantly, there has been opposition in the Congress and other agencies regarding the passage of several special education legislation. The H.R. 10123 is a special education and rehabilitation act which would provide support grants, fellowships, and special projects grants in the field of special education. The H.R. 10125 or the Exceptional Children's Act is a broader program of federal financial assistance to the states. The author assesses the problems as well as the future prospects of the special education legislation.

The article focuses on the future prospects of the Council for Exceptional Children (CEC) and its efforts to advance special education for exceptional children in the U.S. The author points out that the issue of education has been one of the most prominent issues that has continued to command the attention. The initiatives of the CEC has been focused on the improvement of the quality of educational opportunity. The author cites the professional standards and educational programs initiated by the CEC. The CEC also maintains relationship with other agencies and professional organizations that are concerned with the welfare of exceptional children especially with the National Education Association. Significantly, the main objective of the CEC has been its concerted attempt to obtain program improvement for all exceptional children through effective national and state legislation. The CEC has also initiated international, national, and regional conventions in an effort to stimulate interest in the CEC.

The article focuses on the Talented Youth Project, a program initiated by the Horace Mann-Lincoln Institute in recognition of the need for helping schools improve their educational provisions for gifted and talented students in the U.S. This project is designed to initiate and direct studies of the nature of the talent and its role in modern American life. In addition, it seeks to experiment and study program modifications by which schools can improve their programs for the talented and to summarize and interpret past and current research in schools. The project started by exploring the public school's problems in educating students. Issues and problems related to the identification of gifted children cut across the whole educational planning, curriculum, teacher effectiveness and others. Several studies conducted in various schools are also discussed.

The article focuses on the concept of competition in the education of the exceptional children. Education has been designed to prepare the pupil for the life that he is to live and that is acceptable as a description of purpose, which can be offered in a competition method. Competition has been involved in the process of learning and often within the schoolrooms, competition is reduced to a minimal consideration. Children have learned to compete early in life, their first active games are played to demonstrate strength, speed and the ability to win and this situation has been applied to every child and much more with the exceptional ones.

The article offers information related to the cooperation of several International cause-oriented groups and voluntary organizations in the development of education for the exceptional children. The United Nations Educational, Scientific and Cultural Organization has provided materials and equipment for use in the education of handicapped children in several nations through their Gift Coupon program. The United Nations International Children's Emergency Fund has provided supplies and equipment to various nations to support in the development of pilot services for handicapped children. The World Association of Girl Guides and Girl Scouts, and the Boy Scouts International Bureau have developed programs to enable handicapped children to participate more fully in informal education activities.

The article offers information related to the positive effects of the multiple grade classroom approach in the education of the physically handicapped. Most children in such a class are educationally retarded and schoolwork to them means frustration and failure. In a multigrade class, grade barriers are broken down, and competitive pressure is reduced. It is easier for the child to gain status and recognition in a multigrade class, because the child who needs help can do a lower grade of work without becoming conspicuous or losing status. The multigrade situation supplies many experiences in self-direction and self-responsibility, the children work independently much of the time while the teacher works with other groups and individuals.

The article cites a study in the U.S. designed to develop a comprehensive listing of competencies relevant to the education of behaviorally disordered children. A conceptual model reflecting all aspects of the training program was developed for the study. The course-type system was used to implement the competency based program. The area of competencies are the field experiences, programming, background overview, assessment diagnosis, administration, utilization of personnel and resources, management, evaluation and research and theory and knowledge. Meanwhile, the data gathered can used when recruiting quality staff and for making teacher assignment.

The article presents draft policy statements on education for the gifted proposed by the Policies Commission of the Council for Exceptional Children (PCCEC) in the U.S. Special education for the gifted should be an advantage to the individual and society. Special educators should support programs for the gifted. Special education should also provide continuing and appropriate educational experience from preschool into adult years. The PCCEC also proposed that research and development resources should develop new methodologies and curricula appropriate for the needs of the gifted.

The article focuses on the acceptance of the Council for Exceptional Children (CEC) of divisions in the organization. The factors that are essential in the acceptance of division status are: (1) the area of concern should be of sufficient professional significance to supplement and enhance the CEC program; and (2) the organization seeking division status should possess the professional competence and integrity to conduct an effective program. The author cites the problems and issues inherent in a close alliance. The CEC International has a significant role in division relations.

The article examines the physical environment and special education project of the Council for Exceptional Children in the U.S. The program will attempt to determine the most effective environment for the education and training of exceptional children. The initial activity of the project will be a national survey to identify situations in which design planning and construction are occurring. Furthermore, the survey will also collect information regarding the achievement of educational needs as being potentially facilitated through the use of thoughtfully designed environments. The specific goals of the project includes: (1) the establishment of an effective dialogue between the special educator and architect; (2) the engagement in a delineation of the uses of space in terms of its educational function; (3) the establishment of parameters of flexibility that will permit teachers or children to define their needed educational space; and (4) the development of prototypic educational facilities.

The article focuses on the achievements of the Council of Administrators of Special Education under the leadership of president Martin J. Dean. The group is assisting in all special education programs at the local, state or national level. It provides meetings, seminars and study groups in order for its members to expand their knowledge of the education of special children. The administrators are trained and specially oriented in similar ways as are special education teachers. The association is also aiming to provide high quality programs that will enable the exceptional children to achieve success in school.

The article focuses on the importance of professional standards for directors and supervisors in state and local school systems in the U.S. Organizations such as the National Association for Retarded Children and the Council for Exceptional Children should focus their efforts toward the provision of education for mentally retarded children on a professional and public basis. The greatest on the educational standards must be focuses on the quality of preparation of those concerned with all aspects of special education. There is a need to understand the problems of exceptional children. A special education teacher or personnel should have the ability to counsel parents in a language that a parent can understand the child's needs and how they are addressed in school. Furthermore, the educator at all levels from the classroom up to the administration must be able to recognize and understand meaningful educational research.

The article features the Association of Educators of Homebound and Hospitalized Children (AEHHC) as a division of the Council for Exceptional Children (CEC) in the U.S. The AEHHC has petitioned the CEC for admission. The purposes of the AEHHC are: (1) to promote closer professional relationship among teachers; (2) to provide means for exchange of problems and new ideas; (3) to work toward provisions for more extensive teacher training; (4) to promote high professional standards; and (5) to provide professional growth. The success, growth, and interest in the AEHHC are the results of time, ability, and contributions of each member.

The article reports on the attention given to the first year of school during curriculum planning in the U.S. Propositions for the screening of beginning first graders were made to assess students and identify potential problems. Ideally, children who are at risk of developing school problems should be identified before the problems are made manifest. That is why educators have developed the First Grade Problem Screening Test. In practice, identified at-risk children should then be referred to specialists for thorough evaluation, diagnosis, and possible education planning.

The article features the Association of Educators of Gifted Children (AEGC) as a division of the Council for Exceptional Children in the U.S. The AEGC has undergone some changes which should make it known to more people interested in serving the gifted children. The AEGC Newsletter presents issues and concerns affecting special education. The author cites the officials of the AEGC.

The article focuses on the allied groups in the Council for Exceptional Children (CEC) in the U.S. The types of allied organizations includes divisions, affiliates, and full-member participants in a federation of organizations. The CEC constitution provides the provisions on the requirements and privileges of CEC divisions. The CEC constitution in dealing with the subject of affiliates merely authorizes the board of governors to accept an organized group or agency into such relationship with International and to fix the terms of mutual assistance.