Search

The article features the joint position statement and call for action released by the National Middle School Association and the National Association for Gifted Children in its aim in meeting the needs of learners aged between 10 to 15 years old with high ability and high potential. It poses an assurance of access to the highest quality of education and maximized potential for every learner. The statement has also included a "call to action" ensuring all learner's equity and excellence. The "call to action" provides instructions for school officials, educators, gifted education specialists, support personnel and parents.

The article announces a call for papers for the Council for Exceptional Children's 57th Annual International Convention slated in April 1979 in Dallas, Texas. Individuals may submit papers, program sessions or other types of convention ideas to program chairperson, Kenneth E. Wyatt. Deadline for submission of papers and convention ideas is June 15, 1978 which could include workshops, demonstrations, and other practical application formats. Topics must have relevance to the exceptional child and other key concerns.

The article announces the need for ideas, suggestions and program proposals for the Council for Exceptional Children's 55th Annual International Convention slated in April 1997 in Atlanta, Georgia. Suggestions may be submitted to Program Chairman, Harold W. Perry and deadline is on June 15, 1976. The program chairman and his advisory committee will accept papers that contain the practical applications of comprehensive programming for exceptional children focusing on interagency and community planning and cooperation, delivery of services, cultural diversity and parental involvement, among others.

This article reports on various news briefs concerning the Council for Exceptional Children (CEC). The CEC's 1988 Special Education yearbook, edited by June B. Jordan, has recently been issued. This yearbook is the third volume in an annual series. It serves as a current resource on special education information including federal policy actions; state policy; important reports; statistical data on exceptional students served and personnel employed; and directory listings of key offices, officials. and organizations concerned with special education. Generally, the Yearbook covers reports issued during the period July 1, 1987, to June 30, 1988. This yearbook, reportedly, is organized into four main sections: first, General Information papers; second, U.S. Statistics on Exceptional Children Served; third, Annual Awards; and fourth, Directory Information. The information is based on a questionnaire survey of provincial officials. The CEC's new LRE Bulletin Board, reportedly, is designed to provide information on student placement in the least restrictive environment. Some of the categories of information included on this board are: events, products and materials, projects, regional resource centers, legal and regulatory practices, and issue exploration.

The article provides information about the services of the Council for Exceptional Children (CEC) in the U.S. The Information Services Program of the CEC is a comprehensive data base on handicapped and gifted children with a specialty in special education. The Council will provide customized information products and services including a topical mini library that focus on specific areas of concern such mainstreaming and right to education. A series of special interest papers was developed by the Council to focus on current issues or trend in the field of special education.

Christina Tilstone was, for many years, the editor of BJSE and subsequently became the chair of the Editorial Board for the nasen journals. She is therefore in an excellent position to reflect upon the contribution the journal has made to the field over the past 35 years. In this article, she traces the origins of the journal back over 100 years. She notes the launch of BJSE's ancestor, Special Education: Forward Trends, and shares the contents of the issue of this journal that marked the publication of Mary Warnock's seminal report in 1978 and the development of the notion of inclusion. She goes on to describe the metamorphosis of Special Education: Forward Trends into BJSE in 1985 and soon after that, in 1992, the formation of nasen – still BJSE's sponsoring organisation. Christina Tilstone records the origins of BJSE's valued ‘Research Section’, now building a substantial archive of educational research papers, and the popular ‘Focus on Practice’ feature that enables practitioners to share reports of their work. She also notes the role that BJSE's other regular features, ‘Book Reviews’, ‘Politics Page UK’ and ‘Notes from the SENCo-Forum’ (itself now ten years old) have played in the journal's recent national and international success. [ABSTRACT FROM AUTHOR]

This paper presents the changes of the studies in special education and rehabilitation at the Faculty of Philosophy due to the Bologna process. The aim is to give a comparative review of the old and the new study program. [ABSTRACT FROM AUTHOR]

In this paper, we try to examine the classical sociological points of special education, especially the organizational form of special education, social background of students and the minority status of students. The material of the study was collected mostly during 2003 from one large city in Finland. This city has more than a 100‐year‐long tradition of organizing special education, and it is also still organized very traditionally, that is mainly in special schools. The oldest functioning special education school was founded in 1901. This form of organization based on special schools is no longer typical in Finland. Over 1000 questionnaires were sent to special education school teachers, and students and their parents, as well as to special needs assistants. The percentage of returned responses was between 70% and 80%. Local material is practically the only way to get information of these critical points because of the Act on the Protection of Privacy and the administrative orientation of state statistics. The results show that boys are strongly over‐represented in special education. Over three out of four of the students in classroom‐based special education are boys. According to our comparison, the children from immigrant families account for less than one out of ten students in general education, but in classroom‐based special education they represent nearly 14%, and in part‐time special education as much as one‐quarter (25%). The form of education differs also in regard to the social class of the parents. The parents have been divided into upper, middle and lower social classes according to their occupation. The proportion of upper‐class parents of the student group in general education (42%) is doubled when compared to the parents of both special education groups. The majority of the parents of severe disabled students support the idea of special education schools, but the majority of the parents from the other special education groups are in favour of education in the nearest school. [ABSTRACT FROM AUTHOR]

The article reports on the Council for Exceptional Children (CEC) Policy Statements approved by the Delegate Assembly in the U.S. The Organization and Administration for Special Education policy statement is prepared by the CEC Policies Commission and is originally derived from a paper by Ernest Willenberg. Such statements suggest some of the major principles on which a special education administrative organization should be based. Special education shares with regular education the basic responsibility of public educational systems to fulfill their right to education for every child.

The article presents the text of the position paper entitled "Basic Commitments and Responsibilities to Exceptional Children," a statement prepared by the Council for Exceptional Children Policies Commission and approved by the 1971 Delegate Assembly in the U.S. The contents of the statement include: the goal and commitment of special education; implementation of universal education; special education within the schools; the school and the family; the responsibility of higher education; and the levels of government responsibility for the support of special education.

The article discusses the highlights of the meeting "Special Educators and Rehabilitators Days 2008" held by the Association of Special Educators and Rehabilitators of the Republic of Serbia in Vrnjachka Banja from January 11 to 15. The topics tackled included the quality of life of children with severe mental disabilities living with other families and the genetic aspects of autism. The specials educators and rehabilitators who presented their papers included Laura Gjurchinovska, Risto Petrov and Vladimir Trajkovski.

The article presents a paper that was presented at the National Association for Gifted Children Symposium 2006 which was aimed at exploring the developments in research that will sustain the growth of gifted education during the next several decades. The author shared his suggestions and reminders for the betterment of the field. The author believes that multiple forms of acceleration enhance talent development for gifted learners during the elementary, secondary and college years. Furthermore, he also thinks that grouping gifted learners in various ways and differentiating their curricular experiences produces important learning gains. Among other things, he also believes that using well-designed differentiated curriculum enhances the gifted students' learning.

During the last two years, the nature and funding of special educational needs (SEN) support services in English LEAs has been changing dramatically. In this article, Peter Gray looks at the ways in which support service funding has altered over the last decade and reports on research into more recent developments, which he carried out last year on behalf of the DfEE and the National Association for Special Educational Needs (NASEN). Peter argues that the funding and role of SEN support services is inextricably linked to expectations of what schools themselves should provide for pupils with special educational needs. [ABSTRACT FROM AUTHOR]

The article presents the report "State of the Art and Future Trends in Special Education 1980: An Analysis Using the ERIC Data Base," edited by Marion Cambel. The report offers analyses and findings based on a model to explore whether the ERIC information system might reveal the future trends in special education from documents entered in the system. The analysis of documents in areas covered by the Council for Exceptional Children Divisions from research reports, conference papers and project reports are included in the report.

The article reports that the special workshop titled "Discovering Special Education Resources: A Workshop for Students on ERIC and ECER," will be presented for students at the Council for Exceptional Children's convention in New York City in 1981. The workshop will help students learn how to locate resources in the Exceptional Child Education Resources and Educational Resources Information Center (ERIC) databases. The material presented at the workshop will later become an ERIC Exceptional Child Education Report and will also be offered as a guide to replication at local sites.

The article highlights the Council for Exceptional Children's First World Congress on Future Special Education which will be held in Stirling, Scotland on June 25 to July 1, 1978. Participants are required to bring an abstract of a conducted relevant research, a short position paper that challenges or supports an issue, or an idea, proposal or prediction pertaining to special education. Topics to be discussed in the convention were also presented.

The article provides information about the 52nd Annual International Convention of the Council for Exceptional Children to be held in New York City on April 14-19, 1974. The responses received by the Advisory Committee have been distributed to the committees and are now in the final review and scheduling process. Detailed planning is required in the total convention week with time line commitments which make extensions impossible. A criteria is also established for accepting papers, including those which contribute to the teacher learner environment, those which speak to innovative teaching practices, research applicable to instructional programs, and presentations which deal with expanding educational options for exceptional children.

The article reports that the board of governors of the Council for Exceptional Children has authorized the establishment of (1) a policy commission, (2) a standing committee on professional standards and (3) an ad hoc study committee on professional membership requirements. The policy commission would be charged with developing basic papers on selected topics regarding basic papers on selected topics regarding policy positions in situations concerned with the education of exceptional children. The commission would report to the executive committee and boards of directors, and policy statements developed would come before the delegate assembly for adoption. The continuing committee on professional standards is established to (1) consider possible revisions and refinements of the professional standards report adopted by the delegate assembly in Toronto and (2) explore a possible means of implementation of the report.

The article discusses a research paper about a developmental school program for educable mentally handicapped, presented at the 76th Annual Meeting of the American Association on Mental Deficiency at the Hotel Bellevue-Stratford in Philadelphia, Pennsylvania in May 1952. The overall objectives of the program for mentally handicapped children are to help them become socially adequate and economically competent.

The article presents information on the December 2005 issue of "The IALLT Journal of Language Learning Technologies." This issue of the journal focuses on the language learning of students with disabilities. This idea is the result of conversations between IALLT members at regional group meetings. The editor apologizes for not being able to publish all the peer-reviewed research paper on the topic, however, he hopes that a special second edition will cover this topic again in future. The editor welcomes the Center for Applied Special Technology (CAST) for contributing a feature article in the journal. The CAST works for expanding learning opportunities for all individuals. However, it especially focuses on people with disabilities. It provides learning opportunities through the research and development of innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning. The editor expects that the research paper by the CAST, will mark the first of many collaborations between the IALLT and the CAST.

The article presents a paper that was delivered at the National Association for Gifted Children Symposium 2006 which was aimed at exploring the developments in research that will sustain the growth of gifted education. The author comments on a wide range of topics including the definition of gifted education, the similarities and differences of the research base in the field with respect to other fields, the research agendas that need advancement, the impact of research on practice, the impact of research on giftedness and talent development, and more others.

The article highlights the 46th annual international convention of the Council for Exceptional Children in New York City. There were 7,703 attendees from various states and countries outside the U.S. and Canada. Programs and activities include five general sessions, 93 section meetings and six special meetings on instructional materials centers. Social functions were given by alumni groups, Canadian membership, federations and other CEC units. The highlight of the convention was the President's dinner, featuring Senator Jacob K. Javits as the main speaker.

The article reports on updates regarding the membership status of the Council for Exceptional Children in the U.S. An increase of 2,850 members was reported in 1965. The total members reached 20,956. Membership gains were recorded for 49 states and provinces. Increases of 100 members in Illinois, 120 in Maryland, 100 in Nebraska, 179 in New Jersey, 187 in New York, 395 in Texas, and 104 in Utah.

The article focuses on the plans and budgets of the Council for Exceptional Children (CEC) for the year 1962 in the U.S. Total income of the CEC for 1961-1962 was 184 713.41 dollars and expenditures for the year amounted to 180 162.03 dollars. The projected income for the 1962-1963 is 227 030 dollars. The CEC has established the Student Organizations Planning Committee to stimulate the interest of various colleges and universities in the CEC. The Council has also planned a student reception for the 41st Annual Convention.

The article lists the topics of booklets which may be purchased from the Council for Exceptional Children in the United States. These include appropriate educational placement for hearing impaired children, competency development scale for teachers of exceptional children, education of adjudicated handicapped youth, assurance of nonbiased placement of students in special education and divestiture in special education.

The article highlights the Selected Convention Papers—40th Annual Council for Exceptional Children Convention in the U.S. It offers information about the participants, keynote speakers, activities and programs during the convention.

The article focuses on the opening of the nomination for prospective nominees for the Board of Governor vacancies of the Council for Exceptional Children in the U.S. The nominations for vacant positions includes that of the First Vice President, the Governor-at-large for the U.S., and the Governor for Louisiana. The requirements for each prospective nominee are cited.

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.

The article presents a paper that was delivered at the National Association for Gifted Children Symposium 2006 which was aimed at exploring the developments in research that will sustain the growth of gifted education. The author comments on a wide range of topics including the insurance of a sufficient number of high-quality scientists, doctors, and engineers who are prepared to meet the future needs of the society, the evaluation of the service of the public schools, the determination of the value added of gifted education for all children, and the determination of the value added of educating a gifted student to full capacity by way of special programming.

The article presents a list of computer search reprints for publications on special education offered by the Council for Exceptional Children Information Services in the United States in 1981. The list includes "Learning Disabled Adolescents: Programs, Curriculum, Teaching Methods," "Media for Use in Training Regular Class Teachers for Mainstreaming," "Serving the Handicapped in School, Public and College Libraries," "Physical Education for Handicapped Children and Youth" and "Computer Assisted Instruction for Handicapped Children and Youth."

The article announces that the Council for Exceptional Children (CEC) will be scheduling regional training institutes throughout the United States during January, February and March. Schedules and other information may be obtained from Susan Solomon of the CEC Conventions Unit.

The article highlights the Council for Exceptional Children (CEC) Professional Standards Conference at the Sheraton-Park Hotel in Washington, D.C. from May 6-8, 1965. Frances P. Connor, former CEC president was selected as chairman of the conference. General issues in special education will be discussed by the participants. The conference will consider standards proposed through working paper s in particular areas. The names of the members of the Professional Standards Committee who are responsible for guiding the activities of the project are presented.

The article provides information about the nominations for the annual Wallin Award in the U.S. This award recognizes a professional worker who has made an outstanding contribution in some field of special education. The nomination will be accepted February 1, 1971. It was Dr. J. E. Wallace Wallin, a pioneer in the development of clinical psychology and special education in the U.S., who established the award in 1963. An individual may also be nominated by a Council for Exceptional Education member, chapter, branch, federation, or division.

The article offers the Council for Exceptional Children network news and notes in the U.S. The network directors will be meeting at the Airlie House in Warrenton, Virginia, to discuss the access of educational opportunity for handicapped children. In order to national impact of specific activities and services, the directors developed a mechanism for evaluating unique strengths and interests in priority network areas. The network has organized a convention exhibit which comprised of a variety of media presentations.

The article reports that the Delegate Assembly has amended the Council for Exceptional Children Bylaws in the U.S. It offers information about the three amendments to the Bylaws which will be presented to the Seventeenth Delegate Assembly.

This article outlines the views of the Australian Special Education Principals' Association (ASEPA) on inclusion and the impact this is having on Australian Government Schools from a school based perspective. ASEPA is a relatively young association and was formed in 1997 out of the need to put forward the case to support students with special needs and disabilities nationally, due to the inability of the other peak educational bodies to adequately cover the special education area, while covering so many other areas relevant to the day to day operations of schools. Meeting the needs of special needs and disability students is the core business of ASEPA. Fiona Forbes, ASEPA's Vice President, covers areas such as parental choice, schools and their ability to meet the needs of students with special needs and disabilities, teacher training and the type of schools needed in the future to further develop effective programmes for ‘all’ students. [ABSTRACT FROM AUTHOR]

Background. Victimisation at school may result in long-term social, emotional and psychological effects (Parker & Asher, 1987; Sharp, 1995), particularly for children with special educational needs (Whitney et al., 1994). Children who stammer may be at risk of being bullied due to their peer-relationship and verbal difficulties. Aim. This study aimed to explore the nature, frequency and causes of bullying amongst children who stammer as well as the short- and long-term effects of their victimisation. Sample. The sample consisted of 276 respondents from the British Stammering Association, a national association for dysfluent people. Method. A retrospective analysis of school experiences related to bullying, and its effects, was conducted through both semi-structured interviews and postal questionnaires. Results. A majority of respondents had experienced bullying at school, and the likelihood of being bullied was related to the reported difficulties in friendship-making. Nearly one-half of teachers and families were reported as not being aware of this bullying. A majority reported immediate negative personal effects of this bullying, and 46% reported some long-term effects. Conclusion. Logistic regression analyses suggested that the severity of bullying, together with other factors such as difficulty with friendships, predicted these effects. Comment. In response to the high incidence of bullying experienced by children who stammer, a pack has been developed which aims to create a more empathetic school climate where differences are tolerated rather than assaulted. [ABSTRACT FROM AUTHOR]

The article reports that the Council for Exceptional Children (CEC) has founded the CEC Center for Technical Assistance, Training and Information on the Exceptional Person. The center offers a range of new and improved CEC services. The key components of the CEC Center are Technical Assistance, Training and Information Services. Technical Assistance includes services for speakers and consultant services from reliable specialists. CEC's annual convention and special conferences now include training elements.

The article announces that the Council for Exceptional Children's Board of Governors have selected the final candidates who will fill up three vacancies on the Executive Committee of the Board of Governors. The nomination auditing committee met and counted the ballots cast by the Board of Governors in November 28, 1989. Alba A. Ortiz, a professor and director of bilingual special education, Department of Special Education at University of Texas in Austin and Verna Snell, director of special education programs at Fresno County Office of Education in California both runs for the first vice president position. Gerald J. Hime and Diane L. Johnson candidates for Governor-at-Large, United States while Esther Kau-To Leung candidates for Governor-at-Large.

The article reports on the governance activities of the Board of Governors of the Council for Exceptional Children (CEC) in the United States during its 65th Annual Convention on April 20-24, 1987. Issues tackled by the Board of Governors include: the approval of the 1987-1988 Annual Program Plan and Budget; a reorganization of the standing committees; a resolution that posthumous nominations for the J. E. Wallace Wallin Award and the Clarissa Hug Teacher of the Year Award will not be accepted; and the adoption of a regionalization plan.

The article traces the history of the Council for Exceptional Children (CEC) from 1950 to 1980. Highlights of the history of CEC include: the growth and development of chapters, federations and branches; the emergence of specialized interest groups; the establishment of CEC Canada from the Auxiliary Class Section of the Ontario Educational Association; the contributions of the Unit Development Committee, the Leadership Conference at the Annual CEC Convention, and the headquarters staff to the growth of CEC units; and the official names of the CEC.

The article reports on the appointment of the first in-house editor for the Council of Exceptional Children (CEC ). John H. McCormick assumed the editorship of the CEC periodical, while June B. Jordan was appointed director of membership and sales. The CEC expanded its support staff, including its program of activities. Council members maintained close communication at the headquarters in Washington, D.C. The staff avoided any drift into isolated autonomy. Special education students have increased their presence at state and national meetings. There was change in the status of student organizations with the initiation of projects and activities.

The article discusses how the social concept of the Council for Exceptional Children's (CEC) evolved during the early years of its establishment. In line with that, the author tackles how the educational rights of exceptional children developed in the United States. He also mentions the growth of special education in U.S. during the 19th century, which can be attributed to the rise of special education institutions. Moreover, he gave a brief overview on how CEC was established, its role and objectives during the early years of its establishment as well as its weaknesses and strengths. Finally, he identifies the role and objectives of CEC in advancing the rights of exceptional children during the start of the 1980s.

The article presents the annual report of the Council for Exceptional Children for fiscal year July 1, 1978 to June 30, 1979. Membership fell from last year's 63,777 to 61,281 in 1980. The achievements of Information Services and Publications include the performance of customized computer research, sale of topical bibliographies, and assistance to hundreds of persons who came to the CEC library to do research. The Governmental Relations Unit has committed to investigate issues regarding the implementation of Public Law 94-142 to improve special education. Financial report is also presented in this article.

The article lists the titles of professional sessions scheduled for April 22-25, 1980 during the annual convention of the Council for Exceptional Children (CEC) in Philadelphia, Pennsylvania. The names and session leaders and participants in the Early Bird Special Program are provided. Topics of meetings by CEC federations include: mainstreaming for the regular educator; creative drama with exceptional children; writing and adapting materials for secondary special education students; and the learning by doing concept at the college level.

The article provides a preview of the 58th Annual International Convention of the Council for Exceptional Children (CEC) on April 20-25, 1980, in Philadelphia, Pennsylvania. In addition to the broad range of professional sessions which are focused on special interests, the convention program will include additional sessions geared for parents and support personnel; bilingual and bicultural children; severely handicapped people; and community and interagency participation.

The article presents the annual report of the Council for Exceptional Children (CEC) in the United States for the fiscal year July 1, 1977 to June 30, 1978. Topics reported on include: the total CEC membership as of July 1, 1978; the accomplishments of the CEC Information Services Unit, which includes the ERIC Clearinghouse on Handicapped and Gifted Children; the reorganization of the CEC Governmental Relations Unit; the activities of the Evaluation, Planning and Development Unit; and the efforts of the Conventions and Training Unit.

The article reports on a developments regarding the Council for Exceptional Children (CEC). These include: the official actions of the Delegate Assembly during the 56th Annual International Convention in Kansas City, Missouri, on May 1-5, 1978; and the call for nominations to elective positions on the Board of Governors. Official actions include: the election of new board officials; amendments to CEC articles of incorporation and by-laws regarding affiliate relationships as they affect membership privileges; and the amendment of CEC campaign and balloting processes.