Search

The author considers the future of services for mental retardation and notes with alarm the possibility of society viewing individuals with the condition as a "surplus population." He offers a humanistic view in which all people are valued. (CL)

Excerpts from the letters between Alexander Graham Bell and Anne Sullivan and Helen Keller are given to illustrate the educational and personal growth of Helen Keller as well as the educational philosophy of Bell regarding the education of the deaf blind. (DB)

The author reviews his part in the evolution of special education for the past 30 years, and considers implications for the next 10 years. (CL)

The author considers problems with the current advocacy movement for handicapped children. Among the problems pointed out is inability to deal effectively with the children once they are in the schools. (SBH)

The author discusses his philosophy of life and education, noting differences in the way American and Scandinavian cultures conceptualize what human beings are. He asserts that all humans have value. (CL)

The author addresses the issue of teachers' dissatisfaction with inservice education. Sections consider what teachers need to know, the inservice system, and the role of schools of education. (SBH)

The author considers the philosophy of Tom Szasz and contends that the American Association on Mental Deficiency can be the major, socially incorruptible and politically unapproachable voice needed in the field of mental retardation. (SBH)

This reprint (from a 1961 article) and excerpt (from a 1977 paper) recommend definitions of various terms in the field of mental retardation, such as subaverage, organic retardation, and functional retardation and argue that incidence and prevalence estimates of mental retardation vary so remarkably and change so frequently to fit certain pragmatic needs that they are relatively unhelpful. (JDD)

The author cites S. Sarason's book "Psychology Misdirected" and applies Sarason's views to the field of learning disabilities. A shift toward understanding individual behavior in terms of the larger society is suggested. (SB)

The 1972 Amendments to the Economic Opportunity Act mandated that not less than 10% of the Head Start enrollment nationwide be made available to handicapped children. This article reports research evaluating the effect of the mandate during the first year of its implementation. The findings indicate reasonable progress in meeting the needs of the handicapped; however, labeling appears to have increased and serious problems remain in accommodating youngsters with severe disabilities. Recommendations for the enhancement of Head Start efforts on behalf of the handicapped are including a suggestion for reducing society's inclination to segregate or exclude children with major differences in development. [ABSTRACT FROM AUTHOR]

Presents letters concerning several issues in learning disabilities. Effect of the advent of the term learning disability on the shift of focus from psychological to neurological; Effect of tilting the paper on children with visual perception problem.

This report discusses the effects of a two year intervention on preschool disadvantaged children, as found in a one year follow up. Research and experimental variables of a more or less controllable nature tend to obscure any clear cut conclusion as to the extent and quality of change in these children. It is certainly questionable whether existing standardized tests are appropriate with regard to either the intervention or the socioeconomic status of the children involved. [ABSTRACT FROM AUTHOR]

The article focuses on the role of the state teachers college in the preparation of teachers of the mentally handicapped. Three issues appear to be basic in evaluating the role of the college in this preparation: quantity, quality, and community leadership. Significantly, plans have to be made in preparing as many good teachers as possible within the limits of available facilities and qualified teacher candidates.

The article reports on the comparison of education for children who are mentally retarded attending special classes with children who are mentally retarded attending regular classes. The comparison was made based on physical, personality, and academic status of children. The special class placement is determined by personality, drive, school achievement and physical ability as well as intelligence. There is so significant difference on the education of the mentally retarded children.

The article discusses the problems on the pre-service preparation of special class teachers. Most teachers have undeveloped skills in educating their special students while others have no clear notion of the goals they are seeking. The inability of teachers to distinguish between the purposes and procedures of research, responsibilities and tasks implicit in serving special children as well as the inefficiency of conventional student teaching methods are the other issues mentioned.