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Five of the nine papers in the compilation concern aurally handicapped and deaf-blind children. Described are a home training and nursery program in a public school setting for hearing impaired children aged 18 months to 4 1/2 years, problems and progress in the Illinois state plan for hearing impaired children, and new trends in deaf-blind education, particularly area centers for serving the deaf-blind. Parents of deaf-blind children and several avenues for productive study in the evaluation and education of deaf-blind children are also discussed. The remaining four papers treat language and behavior problems. Two focus upon characteristics and management of elective mutism in children, and the efficacy of operant conditioning in affecting the verbal behavior of young children with severe language disabilities. The other two describe a preventive approach to speech and language delay used with socioeconomically disadvantaged preschool children (a high-risk population), and a cooperative summer language and behavioral program entitled Repleb (Reinforcing Purposeful Language and Behavior) for 5 to 8-year-old mentally retarded children. (KW)

This paper (1) defines the concept of equalization as it has been used in school finance, (2) examines some selected problems in the measurement of the concept of equalization, and (3) applies the concept of equalization to current State educational fiscal policy matters. The definitional problems are investigated by posing what are believed to be basic questions concerning the concept and then surveying the school finance literature for appropriate responses. A series of graphic models is constructed and used to continue studying the facets of the equalization concept. A technique for measuring equalization is outlined, and the use of this technique is illustrated. The application of the concept of equalization to current State educational fiscal policy matters is explored, and the paper concludes with a comment on the role the courts have played in shaping State educational fiscal policy. Related documents are ED 060 544, EA 005 217, and EA 005 219-220. (Pages 81 and 104 may reproduce poorly.) (Author/DN)

This document consists of a series of papers by different authors on the subject of school finance and equal educational opportunity. One group of papers studies the effect of State aid on the scope of the educational program, reports on the status of capital assistance financing for the Illinois Public Schools, and illustrates the method of computing the number of weighted pupil instructional units (WPIU). A second group of papers presents the Illinois Education Association (IEA) school finance proposal and a proposed recommendation to the superintendent of public instruction, examines disparities among school districts in Illinois and State fiscal policy, presents a longitudinal study to determine whether Illinois schools are becoming more equally financed over time, describes initial efforts to stimulate application of district power equalization to Illinois Public Schools, and compares the relative contributions of the property and personal income taxes to equalization of public school support. Related documents are ED 060 544 and EA 005 217-219. (Author/DN)

The first seven papers of this conference deal with the junior college foundation, its value, functions, organization, and examples of by-laws. Two papers discuss the scope and development of a speech course. Five papers examine the requirements of the library as a multi-media center, housing not only books but also films, records, tapes, etc. and point out that the library must make allowance for increased automation of its services. These papers redefine both the library's and librarian's functions and cover the planning, philosophically and architecturally, of a learning center, faculty attitudes and involvement, and the ideal and efficient use of a resource center. Two papers discuss the college board; one tells how to achieve a good relationship between the board and the president; the other describes in detail the structure of a junior college board in Illinois. Another speech gives an example of how to organize work-study programs in cooperation with industry, and still another looks at the president in the roles of consultant and delegator. The final paper addresses the conference on the community college mission in a time of special revolution. (HH)

The impact of a large manufacturing plant on a small village in "middle America" was explored in this paper. Research was conducted in Illinois using Putnam County as an "experimental" region and Iroquois County as a "control." In the spring of 1966, the Jones and Laughlin Steel Corporation began construction of a major production complex at the village of Hennepin in Putnam County. Operation at the "Hennepin Works" began in December 1967. In June 1966, 1,128 household heads in Putnam and 411 heads in Iroquois County were interviewed. In the summer of 1971, 1,029 heads in Putnam County and 377 in Iroquois County were interviewed. Individuals' total yearly income measured economic status. The income of the samples from each region were dichotomized on the basis of age and sex. Findings provided strong empirical support for the hypothesis that the elderly residents and female heads of households receive little direct economic benefit from new industry. (NQ)

The 30 conference papers in this collection deal with such matters as (1) urban-suburban cooperation in solving the educational problems of de facto segregation, (2) the effectiveness of Federal programs in helping the Negro, (3) training for teaching in interracial classrooms, (4) school desegregation and white achievement, (5) efforts in nonpublic schools to provide equal education, (6) the reorganization of the schools in Syracuse, N.Y., and Seattle, Wash., (7) the provision of equal opportunities through compensatory education, (8) educational parks, (9) the legal aspects of racial isolation, (10) school desegregation efforts in Chicago; Syracuse; Evanston, Ill.; Hartford, Conn.; White Plains, N.Y.; Teaneck, N.J.; and other cities, (11) the implications of school desegregation and integration for research and, in general, (12) the crisis in American education resulting from segregated education in the past and present desegregation efforts. (EF)

The fit of educational aspirations of Illinois rural high school youths to 3 related one-parameter mathematical models was investigated. The models used were the continuous-time Markov chain model, the discrete-time Markov chain, and the Poisson distribution. The sample of 635 students responded to questionnaires from 1966 to 1969 as part of an ongoing research on rural industrialization in northern Illinois. The students were drawn from both the experimental and the control area of the study and were grouped as cohorts based on the year of graduation. Educational aspirations over time were treated as separate variables and were cross-tabulated. After the parameter values for each model were computed, data were tested for fit to the model. It was found that the data fit the discrete-time Markov model. The general pattern analysis carried out prior to the model test appeared to coincide with the actual data analysis. (PS)

The relationship between prior and present socioeconomic status and 10 symptoms of social and psychological stress were examined for mobility effects. The analysis was confined to a 5-year, intragenerational mobility panel from 2 Illinois regions--Putnam County and segments of 3 other adjacent counties in north-central Illinois, and a portion of Iroquois County in central Illinois (the control region). In 1966, the Jones-Laughlin Steel Corporation developed a large steel mill in Putnam County. Then, in 1966, 1967, and 1971, area probability surveys of household heads were conducted. For this study, only those in the 1966 and 1971 surveys will be used. During the 5 year span a marked reshuffling of occupational structure occurred in both regions. In Putnam, 74.5% remained stable, while 11.5% moved upward and 14% downward. The control region displayed similar results, with 71.4% remaining stable. The findings provided little, if any, support for suggesting that mobility has disruptive consequences. The Durkheimian mobility hypothesis pointing to manifestations of anomia, stress or social isolation was not evident. (KM)

The document has 3 goals (1) to examine the distribution of economic benefits of industrial development as reflected by the concept of competition in human ecology; (2) to provide an empirical test of the ecological model, and (3) to relate the findings to public policy. Two Illinois study areas were identified. First, as an experimental region, Putnam County and bordering sections of the 3 contiguous counties were selected. Second, a comparable region across the state--Iroquois County--was selected as a control region. Both regions: (1) are about equidistant from Chicago, (2) had similar highway and railway systems in 1966, and (3) were rural agricultural counties similar in demographic composition. In 1966, 1,171 household heads were interviewed in the experimental region, and 411 in the control region. Five years later, after the industrial plant had beenin operation, 1,166 persons in the experimental region were interviewed and 399 in the control region. Findings are presented in 5 tables and are summarized--e.g., Table 1 presents gross and net effects on income of each category of competitive capacity. (FF)

This document consists of a series of papers by different authors on the subject of school finance and equal educational opportunity. The papers discuss equalizing educational opportunity by means of a resource equalizer or guaranteed valuation grants-in-aid; the impact of changing school finance on metropolitan areas; and three types of equalizing formulas -- resource equalizing, percentage equalizing, and the Strayer-Haig formula currently being used in Illinois. Also considered are the difficulties experienced by schools in meeting their financial commitments because of the rising cost of educational inputs, a simulated application of district power equalization to Illinois, and post-Serrano grant-in-aid proposals in other States. Related documents are ED 060 544, EA 005 217-218, and EA 005 220. (Author/DN)

IN ITS SIMPLEST FORM, THE PROBLEM OF EDUCATION AND CULTURAL DEPRIVATION REDUCES TO ONE OF HOW CHILDREN WHO HAVE BEEN DISADVANTAGED BY THEIR ENVIRONMENT CAN BE BROUGHT UP TO THE EDUCATIONAL LEVEL OF MORE FORTUNATE CHILDREN. MANY APPROACHES ARE POSSIBLE. AMONG THE VARIABLES WHICH MUST BE STUDIED IN DEPTH ARE--THE STUDENT, HOME ENVIRONMENT, PEER GROUP, THE LEARNING TASK, THE TEACHER, SCHOOL ORGANIZATION, COMMUNITY, AOD SOCIETY IN GENERAL. THE MANY PROBLEMS POSED SHOULD BE SOLVED QUICKLY, SINCE THEY ARE BECOMING INCREASINGLY DANGEROUS TO THE WELFARE OF OUR SOCIETY. THREE APPROACHES TO ANALYSIS OF THE PROBLEMS OF EDUCATION AND CULTURAL DEPRIVATION ARE GIVEN. THE FIRST POINTS OUT THE CONFUSION OF TERMS WHICH RESULTS WHEN THE LEVEL OF DISCOURSE IS NOT CLARIFIED. THE FRAMEWORK DESCRIBES THE SOCIAL ENVIRONMENT AS A SYSTEM. THE INTERRELATED ANALYTIC ELEMENTS ARE CULTURE, THE INSTITUTION, AND THE INDIVIDUAL. THE SECOND PROPOSAL IS BASED ON THE VIEW THAT MOST FORMS OF LEARNING BEYOND THE FIRST TWO OR THREE YEARS OF THE CHILD'S LIFE DEPEND UPON TRANSFER FROM PREREQUISITE HABITS AND SKILLS. SCHOOL TASKS SHOULD BE BASED UPON HABITS AND SKILLS WHICH COMPRISE LEARNING ABILITIES OF THE CULTURALLY DEPRIVED, APPROPRIATE EDUCATIONAL METHODS SHOULD BE DEVELOPED. THE THIRD APPROACH DESCRIBES THE FUNCTIONING INTELLIGENCE OF THE CHILD IN TERMS OF ITS COMPONENTS. THE VARIABLES ARE RELATED TO PARTICULAR CHARACTERISTICS OF THE CULTURALLY DEPRIVED. MAJOR PROBLEMS AND MORE SPECIFIC RESEARCH QUESTIONS ARE SUGGESTED. THESE INCLUDE THE RELATION SHIP OF--HOME ENVIRONMENT, SOCIAL CLASS, AND PEER GROUPS, LANGUAGE COGNITION AND LEARNING, PERSONALITY AND MOTIVATION, TESTING AND DIAGNOSIS. UNDER "SCHOOL PROGRAMS AND PERSONNEL," SUGGESTIONS FOR RESEARCH ARE MADE RELATING TO CURRICULA, TEACHERS, AND SCHOOL ORGANIZATIONS.

THE CONFERENCE FORMULATED CERTAIN GENERALIZATIONS. ONE AREA UNDER CONSIDERATION WAS BASIC NEEDS OF THE CHILDREN. IF MEALS (BREAKFAST AND LUNCH) COULD NOT BE PROVIIDED BY THE HOME, THE SCHOOL OR THE COMMUNITY SHOULD PROVIDE THEM. EACH CHILD SHOULD BE GIVEN APPROPRIATE AND FREQUENT PHYSICAL EXAMINATIONS, NO CHILD SHOULD BE SUBJECTED TO FEELINGS OF INADEQUACY AND SHAME BECAUSE OF LACK OF NECESSARY CLOTHING. IN REGARD TO EARLY EXPERIENCES, NURSERY SCHOOLS AND KINDERGARTEN SHOULD BE ORGANIZED TO PROVIDE CULTURALLY DEPRIVED CHILDREN WITH CONDITIONS FOR THEIR INTELLECTUAL DEVELOPMENT AND WITH THE LEARNING-TO-LEARN STIMULATION WHICH IS FOUND IN THE MOST FAVORABLE HOME ENVIRONMENTS. EVIDENCE SHOULD BE OBTAINED ON EACH CHILD AT THE BEGINNING OF THE FIRST GRADE TO DETERMINE THE LEVELS HE HAS REACHED WITH REGARD TO PERCEPTUAL DEVELOPMENT, LANGUAGE DEVELOPMENT, AND MOTIVATION FOR LEARNING. THERE SHOULD BE A NUMBER OF APPROACHES TO INTRODUCTORY LEARNING, AND EACH CHILD SHOULD BE PLACED IN THE APPROACH WHICH IS MOST APPROPRIATE FOR HIM. IN THE EARLY YEARS OF SCHOOL, THE NEGRO STUDENT SHOULD LEARN UNDER THE MOST POSITIVE SET OF HUMAN INTERACTIONS. INTEGRATION CAN CONTRIBUTE MOST EFFECTIVELY TO BETTER ATTITUDES AND RELATIONS. A MAJOR EFFORT SHOULD BE MADE TO IDENTIFY, BY THE BEGINNING OF SECONDARY EDUCATION, A SIZEABLE GROUP OF DEPRIVED ADOLESCENTS WHO COULD, WITH APPROPRIATE CONTINUAL EFFORT ON THE PART OF THE SCHOOL, BE ENABLED TO COMPLETE SECONDARY EDUCATION SUCCESSFULLY AND TO BEGIN HIGHER EDUCATION.

UNIVERSITY UNDERGRADUATES IN POLITICAL SCIENCE WERE SUBJECTED TO TWO TYPES OF TEACHING TECHNIQUES-SIMULATION (GAME PLAYING) AND CASE STUDY. PERSONALITY FACTORS OF MOTIVATION AND COGNITIVE STYLE WERE DETERMINED FOR THE STUDENTS IN EACH GROUP. THESE WERE CONSIDERED THE INTERVENING VARIABLES. THE STUDENTS WERE TESTED BEFORE AND AFTER THE COURSE OF KNOWLEDGE OF FACTS AND PRINCIPLES. RESULTS WERE LARGELY INCONCLUSIVE, ALTHOUGH TWO IMPORTANT FINDINGS CAN BE STATED--BEHAVIORAL MEASURES OF INTEREST REVEAL SIMULATION TO BE MORE INVOLVING AND INTERESTING THAN CASE STUDIES, AND SIMULATION OFFERS MUCH MORE STUDENT-TO-STUDENT FEEDBACK THAN CASE DISCUSSION SECTIONS. MANY REASONS WERE GIVEN FOR BELIEVING THAT TRADITIONAL METHODS OF PRESENTING SUBJECT MATTER MIGHT BE REEXAMINED. SIMULATION MAY OFFER A RELATIVELY RICH SET OF POSSIBILITIES FOR ACCOMMODATING THE NEEDS IN TERMS OF REEVALUATED GOALS OF EDUCATION AND TESTING PROCEDURE.

Describes how a full-scale preventive maintenance program was scheduled, incorporated into a manual, and put into motion by a control card system in Niles Township High School District. (Author)