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In this study, special education teachers’ opinions on effectiveness of the teachers’ council meetings were determined. Research data were obtained through semi-structured interview form, which is one of the qualitative research methods. To develop the interview form, literature review was made and the Ministry of National Education Legislation was reviewed. After the review, interview questions pool was created. The opinions of three experts on the interview questions were taken and pilot application was done. The interview form was designed after expert opinions and pilot application. 24 teachers working in special education vocational training centers and working in the special education vocational application centers participated in the study. Interviews were conducted in the appropriate time for teachers and in the schools they work. The data obtained from the interviews were analyzed descriptively. The results show that teachers are informed about the meetings, the decisions are announced to teachers and reports required from teachers regarding the implementation of the decisions. At meetings, i

The aim of the study was to enhance understanding of how seventh graders vary in emotional engagement and experienced well-being at school in terms of anxiety and cynicism. The two profiles were explored, and comparisons were made between students in general education and those in special education. The study participants comprised 119 Finland–Swedish students from five secondary schools. Four emotional-engagement and well-being profiles were identified based on cluster analysis. The students with the most typical profile were moderately engaged in teacher-student interaction and emotionally highly engaged in peer interaction, combined with a low risk of anxiety and cynicism. The profiles showed no statistically significant differences regarding gender and school achievement. However, there were differences between students in special education and those in general education. In Finland, Swedish –speaking Finns are a language minority group. Swedish has official language status in Finland. Compared to many other language minority groups they can be considered somewhat exceptional, since according to many welfare indicators they tend to do better than the general population. There are a few studies on differences between Swedish and Finnish– speaking students’ school experiences in Finland, however, so far studies exploring Swedish- speaking general and special education students’ emotional engagement and study well-being in terms of anxiety and cynicism have been scarce.

Uvod: Tokom perioda produžene krize javnog zdravlja doživljavamo različita negativna osećanja i primenjujemo široki spektar adaptivnih i maladaptivnih strategija prevladavanja. Najčešće manifestacije maladaptivnog prevlada- vanja su poricanje, povlačenje i zloupotreba supstanci sa ciljem redukovanja stresa. Od posebnog značaja je ispitivanje reakcija i maladaptivnih strategija kod studentkinja specijalne edukacije i rehabilitacije, s obzirom na to da se radi o budućim pružaocima profesionalne podrške osetljivim grupama. Cilj: Cilj aktuelne studije je istraživanje prediktivne uloge maladaptivnih stra- tegija prevladavanja u doživljavanju različitih negativnih emocija tokom pan- demije COVID-19. Metod: Učesnici u ovom onlajn istraživanju su studentkinje specijalne eduka- cije i rehabilitacije (N=222) na Univerzitetu u Beogradu. Podaci o doživljenom strahu, hostilnosti, krivici i tugi, dobijeni su putem skale osnovnih negativnih emocija Inventara za procenu pozitivnog i negativnog afekta (Positive and Negative Affect Schedule – Expanded Form). Maladaptivne strategije prevla- davanja (Upotreba supstanci, Poricanje i Povlačenje) procenjene su inventa- rom COPE. Rezultati: Testirana su četiri linearna regresiona modela sa maladaptivnim strategijama prevladavanja kao prediktorima i negativnim emocijama (hostil- nost, strah, krivica i tuga) kao kriterijumskim varijablama. U prvom modelu, Hostilnost [F(3,218)=4,036; p

The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.

Teaching self-determination skills has been shown to be successful among those who are from Anglo-Saxon decent. However, not much has been done to study the effects of teaching culturally responsive self-determination skills to those who are from culturally and linguistically diverse backgrounds. The literature review in this transition portfolio addresses how teaching culturally and linguistically responsive self-determination skills can be useful to help individuals who receive special education services to more fully succeed in a post-high school setting.

Yüksek Lisans Tezi, Günümüzde eğitimin çeşitli tanımları yapılmıştır. En genel ifade ile eğitim; bireyin davranışlarında kendi yaşantısı yoluyla kasıtlı olarak istendik yönde davranış değiştirme, oluşturma sürecidir. Sanat eğitimi, normal gelişim gösteren çocukların bedensel gelişimine katkı sağladığı gibi özel eğitime ihtiyacı olan çocuklarında bedensel, zihinsel ve duygusal gelişimine katkı sağlar. Görsel sanat eğitimi, eğitim ile sanatın değişik konularda, değişik boyutta ve ağırlıkta bir araya geldiği bir alandır. Çevreyle ilk tanışma, görme ve algılama, adlandırma ve düzenleme ile başlayan sanat eğitimi; daha sonra ürün verme, üründen tat alma olarak gelişir. Bu çalışmanın temel amacı, görsel sanatlar dersi ders müfredatının özel eğitim öğrencilerinin eğitimine katkısı ve ilgili özel eğitim öğrencileri ile çalışan özel eğitim öğretmenlerinin görüşlerini belirlemektir. Tarama modelinde nitel olan bu çalışma görsel sanatlar öğretmenleriyle yapılan görüşme sonuçlarının analizine dayalıdır. Bu araştırmanın çalışma grubunu, 2018-2019 eğitim öğretim yılında Batman İlindeki okullarda görev yapmakta olan özel eğitim öğretmenleri oluşturmaktadır. Görüşmeye 32 özel eğitim öğretmeni gönüllülük esasına dayalı olarak katılmıştır. Çalışmada kullanılan ölçekler için ilk olarak ölçek sahiplerinden izin alınmıştır. Araştırma verileri Öğretmenlerle birebir görüşmeler yapılarak bizzat araştırmacı tarafından toplanmıştır. Görüşme formunu geliştirilmesinde ilgili literatür ve uzman görüşlerinden faydalanılmıştır. Bu kapsamda toplamda 9 soru özel eğitim öğretmenlerine sorulmuştur. Analiz işleminde öncelikle "Öğretmen Görüşme Formu"ndan elde edilen veriler bilgisayar ortamına aktarılmış, ardından verilerin içerik analizine geçilmiştir. Araştırma sonucunda özel eğitim öğretmenlerinin, görsel sanatlar eğitimi ile ilgili olarak öğretmenlerin bazılarının eğitim almadığı, bir kısmının üniversitedeki eğitime ek olarak özel ve devlet kurumları tarafından eğitimler aldıkları sonucuna ulaşılmıştır. Ayrıca görsel sanatlar dersi özel eğitim öğrencilerinin hangi becerilerini geliştirdiği ile ilgili olarak öğretmenlerin görüşleri incelendiğinde kalem tutma, makas tutma, kesme, yapıştırma, eşleştirme, yaratıcılık, odaklanma, boyama becerilerinin geliştirilmesine katkı sağladığı sonucuna ulaşılmıştır. Görsel sanatlar öğretiminin özel eğitimde daha etkili kullanılabilmesi için öğretmenlerin önerilerinin branş öğretmenleriyle birlikte ortak çalışmaların yapılması, uygun atölyelerin yapılması ve gerekli olan materyallerin tasarlanması, derse girecek olan görsel sanatlar öğretmenlerinin özel eğitim bilgilerinin olması şeklinde öneriler getirilmiştir., Today, various definitions of education are made. Education with the most general expression; it is the process of creating, changing behavior in a deliberate manner in the individual's behavior through his own life. Art education contributes to the physical development of children with normal development and their physical, mental and emotional development in their children who need special education. Visual art education is an area where education and art come together in different subjects and in different sizes and weights. Art education starting with the first acquaintance with the environment, seeing and perception, naming and editing; then the product develops as a taste-inducing product. The main aim of this study is to determine the contribution of visual arts course curriculum to the education of special education students and the opinions of special education teachers working with related special education students. This study, which is qualitative in the screening model, is based on an analysis of the results of interviews with visual arts teachers. The study group of this study consists of special education teachers working in schools in Batman in the 2018-2019 academic year. 32 special education teachers participated in the interview on a voluntary basis. For the scales used in the study, permission was first obtained from the scale owners. The research data were collected by the researcher personally by making one-on-one interviews with the teachers. The relevant literature and expert opinions were used in the development of the interview form. In this context, 9 questions were asked to special education teachers. In the analysis process, the data obtained from the içerik Teacher Interview Form elde were transferred to the computer environment and then the content analysis of the data was started. As a result of the study, it has been concluded that some of the teachers do not receive education in relation to the visual arts education, some of them have received training by private and state institutions in addition to university education. In addition, when the opinions of teachers regarding the skills of special education students in visual arts lesson were examined, it was concluded that they contributed to the development of pencil, scissor, cutting, gluing, matching, creativity, focusing and painting skills. In order to use the visual arts teaching more effectively in special education, suggestions have been made for the suggestions of the teachers to collaborate with the branch teachers, to make the appropriate workshops and to design the necessary materials, and to have the special education information of the visual arts teachers.

Learning readiness and interest is an important element that has become an indicator for success in the learning process for special education students. Therefore, this research is conducted to study the effectiveness of Recreational Therapeutic Activities as an alternative method to enhance learning readiness and interest for special education students. Five special education students with learning problems and five teachers were chosen at a school in Tampin District, Negeri Sembilan, Malaysia. This research was conducted with action research using a qualitative approach which adapted the Honet & Mumford cycle model and the Herman Witkins Model. The data collection method is observation checklist adapted from The Taylor Academic Problem Indentification Checklist. Data were collected for 8 weeks in two cycles to see the effects of therapeutic recreational towards cognitive, emotional and social domains. The data were analyzed and explained qualitatively by theme. The findings show that the effects of recreational therapeutic activities can enhance the readiness and interest in learning of special education students with learning problems in the aspects of cognitive, emotional and social domains. The most dominant domains are cognitive and emotional domains. The findings of this research can be used as a guideline by special education teachers to enhance learning readiness and interest of special education students.

Käesoleva magistritöö eesmärgiks oli uurida erikoolides töötavate õpetajate läbipõlemise taset, emotsionaalset heaolu ning kasutatavaid toimetulekustiile. Valim koosnes 104 eri- ja tavakooli õpetajast, kes olid omavahel sobitatud kooli tüübi ja tööstaaži alusel. Tulemused viitasid sellele, et kolmandikul õpetajatest oli üldpopulatsiooni normist kõrgem depressiooni ja ärevuse tase. Eri- ja tavakooli õpetajate tulemusi võrreldes ei ilmnenud statistiliselt olulisi erinevusi läbipõlemise ja heaolu tasemetes. Enamik õpetajatest eelistas kasutada lähenevaid toimetulekustrateegiaid. Käesoleva töö tulemused võivad olla seotud kaasava hariduse rakendamisega Eesti üldhariduskoolides.

Namen raziskave je bil preveriti napovedno vrednost nekaterih značilnosti delovnega mesta osnovnošolskih učiteljev za doživljanje poklicnega stresa in izgorelosti. Značilnosti delovnega mesta so bile v raziskavi opredeljene kot zahteve in viri, ki smo jih nadalje delile na splošne in na specifične, vezane na delo z učenci s posebnimi potrebami. Preverjale smo, ali spremenljivke, povezane z delom z učenci s posebnimi potrebami, pojasnijo dodaten delež variance v doživljanju stresa in izgorelosti, ki ga ni mogoče pojasniti s splošnimi značilnostmi delovnega mesta. V raziskavi so sodelovali osnovnošolski učitelji iz vseh dvanajstih regij v Sloveniji število sodelujočih variira od 439 do 886. Rezultati kažejo, da specifične značilnosti delovnega mesta samostojno napovedujejo pomemben del variance stresa, emocionalne izčrpanosti in depersonalizacije. Splošne delovne obremenitve in specifična delovna obremenjenost z učenci s posebnimi potrebami predstavljata najbolj stabilna napovednika vseh treh proučevanih kriterijev. Na osnovi ugotovitev predlagamo tudi nekatere ukrepe za zmanjšanje stopnje doživljanja stresa ter za učinkovitejše spoprijemanje z njim. The aim of the present study was to examine the predictive value of elementary school teachers' workplace characteristics on work stress and burnout. Workplace characteristics were defined as job demands and resources, which were further divided into general and specific, related to work with special education needs students. We examined whether variables related to work with special education needs students explained incremental variance in stress and burnout above and beyond general workplace characteristics. Elementary school teachers from all twelve regions of Slovenia (N ranges from 439 to 886) took part in the study. The results have shown that workplace characteristics independently predict a significant amount of variance in stress, emotional exhaustion and depersonalization among teachers. General job demands and specific demands related to special education needs students are the highest and most stable predictors of all three studied criteria. Based on our findings, we suggest several measures which can help to alleviate stress and foster efficient coping strategies.

This case study explored multiple teachers' instructional strategies in several eleventh grade Language Arts classrooms in one successful Midwest school. A "successful" Midwest school was defined as having attained AYP at least three consecutive years. The study focused on the specific instructional strategies and activities used when preparing disadvantaged students for the state reading assessment. The strategies were implemented with disadvantaged students who were difficult to motivate, were slower learners, and were categorized in at least one subgroup. Interviews were conducted with the eleventh grade Language Arts teachers to determine (a) the strategies used when motivating and preparing disadvantaged students for state assessments, (b) the formative practice assessment data used, (c) the instructional changes made based on the formative practice assessment results, (d) the perceived impacts of the preparation process on student improvement, and (e) the recommendations of the eleventh grade Language Arts teachers in preparation for the state reading assessment. Furthermore, this case study explored the perspectives of administrative leaders on the preparation of eleventh grade Language Arts teachers preparing eleventh grade disadvantaged Language Arts students for the state reading assessment. Interviews were conducted with the administrative leaders to determine (a) the resources available in the school district to assist eleventh grade disadvantaged Language Arts students in preparation for the state reading assessment (b) the workshops and conferences that the school district allowed eleventh grade Language Arts teachers to attend in order to increase their understanding of different strategies, and (c) the recommendations of the administrative leaders in preparation for the state reading assessment. Data support that the components of the framework (recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking) were implemented by all of the eleventh grade Language Arts teachers in a variety of ways. The eleventh grade Language Arts teachers also implemented research-based strategies in the classroom to strengthen the framework. The research-based strategies included: structured lessons, relevant curriculum, comprehensive instruction, collaborative learning, strategic tutoring, formative assessment, drill and practice, test-taking strategies, hands-on experience, special privileges, and extra time. Furthermore, the eleventh grade Language Arts teachers administered four formative practice assessments. With the results of these assessments, the eleventh grade Language Arts teachers determined what the eleventh grade disadvantaged Language Arts students understood and what the students did not understand. Based on the formative practice assessment results, the eleventh grade Language Arts teachers changed their strategies and focused on the components in which the eleventh grade disadvantaged Language Arts students were weak

Praxis der Kinderpsychologie und Kinderpsychiatrie 53 (2004) 10, S. 685-706, Es wird über eine Befragung der Eltern von Schülern mit sonderpädagogischem Förderbedarf berichtet, die auf Grund einer Entscheidung, an der die Eltern beteiligt waren, entweder eine integrative Klasse einer Regelschule oder eine Sonderklasse besuchten. Die Erfahrungen von 547 Eltern integrierter Schüler wurden jenen von 207 Eltern der Schüler in Sonderschulen gegenübergestellt. Neben einer insgesamt hohen Zufriedenheit mit den schulischen Erfahrungen ihrer Kinder zeigten sich auch einige Unterschiede zwischen den beiden Elterngruppen. Eltern von Sonderschülern erlebten ihre Kinder in den schulischen Leistungen eher unterfordert, jene im integrativen Unterricht eher überfordert. Die soziale Entwicklung wurde bei Schülern in integrativ geführten Klassen positiver beurteilt und insgesamt war ein größerer Anteil der Eltern von integrativ unterrichteten lernbehinderten Schülern mit ihrer Wahl der Schulform zufrieden. Die Anforderungen an die Unterstützung des Lernens durch die Eltern waren in Integrationsklassen zwar größer als in der Sonderschule, die unterschiedliche Beurteilung der schulischen Erfahrungen war aber nicht allein darauf zurückzuführen. In einem zweiten Schritt wurden zufriedene mit unzufriedenen Eltern verglichen. Dabei zeigte sich, dass bei unzufriedenen Eltern die Wahl der Schulform unter weniger günstigen Bedingungen stattgefunden haben dürfte und dass ein größerer Teil dieser Eltern die Zuweisung eines sonderpädagogischen Förderbedarfs bei ihrem Kind nicht akzeptiert hatte. Dies galt sowohl für die Eltern der integrativ als auch für jene der in Sonderklassen unterrichteten Schüler. Eine Gruppe, die häufiger unzufrieden war, waren außerdem die Eltern von Schülern mit nicht-deutscher Muttersprache. Zwischen den Eltern von Schülern verschiedener Klassenstufen und aus Bundesländern mit unterschiedlicher Integrationsquote bestanden keine signifikanten Unterschiede. (DIPF/ Orig.), The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education. (DIPF/ Orig.)

The two research questions that guided this qualitative, descriptive case study were: 1. What staff development and training occurred since IDEA 1997 and what would be recommended in the future in a selected Virginia school district regarding the discipline problems of students with disabilities. 2. How had one Virginia school district responded, implemented and resolved disciplinary problems (including barriers) as related to IDEA 1997 for specific students with disabilities who were in need of disciplinary measures during the 1999-2000 school year? The seven selected students with disabilities were chosen based on their disciplinary actions as related to five interview guide questions that focused on some new IDEA 1997 disciplinary regulations. Sources came from a review of formal and informal records, interviews, observations, and follow-up based on data analysis. These questions dealt with the disciplinary issues involving: 1. Multiple short-term removals. 2. Change of placements. 3. Interim alternative settings. 4. Removal for more than ten days. 5. Disciplinary change of placement. 6. Discipline whereas a functional assessment and behavioral implementation plans, strategies and supports were reviewed for students with disabilities in need of disciplinary action. Themes, patterns and recommendations were given at the school district and at the state level. Recommendations for further study were made. Within this school district, three surfaced themes as part of lessons learned were noted. These themes were a) the revolving door of homebound placement, b) monitor and compliance issues, and c) documentation concerns for students with disabilities as mandated by IDEA 1997. Ten patterns were noted as related to the seven students with disabilities due to their disciplinary actions. All seven students with disabilities had a long history of special education placements, attendance problems and were recommended for counseling. Six of these student's parents were minimally involved with their child's progress. Six of these students were drug involved. Positive interventions, strategies and supports were utilized for five of these students when receiving disciplinary consequences. Five of these students with disabilities had other difficult family issues. Four of these students with disabilities were court involved while one student was involved with the community services board. Three students had work experiences and three students had low to average intelligence. Other noteworthy considerations involving climate and culture, money and safety were discussed. Ed. D.

Straipsnyje nagrinėjamos normalaus intelekto vaikų globos namų ir specialiųjų mokyklų (sutrikusio intelekto vaikams) auklėtinių elgesio problemos, pateikta šių dviejų grupių tiriamųjų emocinių nukrypimų, asocialaus elgesio bei mokyklinės dezadaptacijos kiekybinė bei kokybinė lyginamoji analizė. Tyrimo duomenys buvo renkami 24-iose Lietuvos vaikų bendrojo ir specialiojo ugdymo ir globos įstaigose. Nustatyti būdingiausi tiriamųjų grupių elgesio ir emociniai nukrypimai, tendencijos ir skirtumai. Tyrimo duomenys leidžia teigti, kad panašios ugdymo sąlygos lemia analogiškas vaikų elgesio problemas The paper presents and analyzes data on the behaviour peculiarities, similarities and differences of students from 24 special schools and Care Homes in Lithuania. Most children with or without mental disability in institutional care have mild emotional and behaviour difficulties. However, slight emotional deviations, anti-social behaviour and school adjustment problems are more characteristic of the special school students. The inmates of Care Homes without mental disability are characterized by more expressed and qualitatively more numerous emotional and behaviour deviations, school adjustment problems of a medium degree are especially frequent. School adjustment problems and loss of motivation for learning directly correlate with various emotional difficulties: rudeness, aggressiveness, conflicts with peers and teachers. The data analysis of the comparative research shows that in most cases the inmates of both Care Homes and Special schools exhibit similar qualitative and quantitative behaviour difficulties. A possible hypothesis is that institutional environment causes similar behaviour patterns in care institutions of various types. Mild emotional problems, associated with both organic peculiarities of nervous system, emotional instability and the stronger feeling of emotional insecurity are more characteristic to the special school students. Emotional and behaviour difficulties could have been provoked by the anti-social environment of most children under investigation, by poverty, discordance in the relationship between the family members, loss of parents and the negative emotions associated with this. Teenagers, demonstrating behaviour characteristic of mild or deep disregard to social norms, such as swearing, lying, use of toxic materials, stealing, and communication with anti-social persons, constituted slightly more than one third in both groups under investigation. They are maladjusted to school, not accepted by their peers and teachers and have to be ascribed to the risk group. They cause worry and may be expected to experience more serious deviations in the future, such as delinquency. We still lack teachers, who have been professionally trained to solve problems of children demonstrating antisocial behaviour

Praxis der Kinderpsychologie und Kinderpsychiatrie 44 (1995) 6, S. 196-203, Im Rahmen einer prospektiven Längsschnittstudie an Sonderschülern wurden Intelligenz und sprachliche Leistungen testpsychologisch zu Beginn der Schulzeit und zwei Jahre später erhoben. Anhand der Ergebnisse zweier Stichproben aus Erlangen und München konnte dargestellt werden, daß die Intelligenzleistungen eine hohe Stabilität aufwiesen. Im sprachlichen Bereich liegt eine geringere Stabilität vor, insbesondere im Sprachverständnis sind Leistungssteigerungen zu vermerken. In der expressiven Sprache bleibt der Rückstand gegenüber der durchschnittlichen Leistung Gleichaltriger konstant, die Artikulation verbessert sich erwartungsgemäß. Schwierigkeiten haben die untersuchten Sonderschulkinder nach wie vor mit der verbalen Merkfähigkeit. (DIPF/Orig.), Prospective longitudinal data from children at a school or learning disabled were obtained. Intelligence and language scores were assessed at first grade and two years later. The results of two samples from Erlangen and München showed a high stability of the intelligence scores but less stability of the language scores. There were remarkable improvements in language comprehension. Expressive language had a constant lag compared with the test-standard of children of the same age; the articulation did improve as expected. The children from this special school still had problems with verbal short term memory. (DIPF/Orig.)

Praxis der Kinderpsychologie und Kinderpsychiatrie 42 (1993) 5, S. 150-156, Die dargestellten Ergebnisse beziehen sich auf zwei Stichproben aus Erlanger und München/Rosenheimer Diagnose- und Förderklassen (jeweils 76 Kinder im Alter von 7;1 Jahren). Die Kinder wurden auf allen fünf Achsen des MAS für psychische Erkrankungen im Kindes- und Jugendalter diagnostiziert. Insgesamt wurden in Erlangen bei 16 Kindern (21%) umschriebene sprachliche Entwicklungsrückstände festgestellt, wobei folgende Störungen diagnostiziert wurden: 6 umschriebene Artikulationsstörungen (8%), 8 umschriebene expressive (11%) und 2 umschriebene rezeptive (3%) Sprachstörungen. In der München/Rosenheimer Stichprobe wurde die Diagnose „umschriebener Entwicklungsrückstand des Sprechens und der Sprache" bei 24 Kindern (33%) vergeben, die Untersucher fanden ähnliche Häufigkeiten der einzelnen Störungsbilder: 8 umschriebene Artikulationsstörungen (11%), 15 umschriebene expressive Sprachstörungen (21%) und 1 umschriebene rezeptive Sprachstörung (1%). In beiden Stichproben hatten die meisten Kinder aus den Diagnose- und Förderklassen eindeutige Defizite im Bereich des auditiven Kurzzeitgedächtnisses, bei der Überprüfung des visuellen Kurzzeitgedächtnisses zeigten die Kinder bessere Leistungen. Sowohl die Erlanger als auch die München/Rosenheimer Ergebnisse sprechen dafür, daß es einen Zusammenhang zwischen auditivem Kurzzeitgedächtnis und umschriebenen Sprachentwicklungsstörungen gibt. (DIPF/Orig.)