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The selected bibliography on early childhood education for handicapped children lists 167 books. Author, title, publisher, and date and place of publication only are given. Representative subjects, as indicated by the titles, include child development, preschool and kindergarten education, child behavior, cognitive development and stimulation, and educational methods and techniques for variously handicapped or disadvantaged children. (KW)

The monograph discusses the establishment of a basic learning philosophy by staff involved in educating preschool physically handicapped children. Focused on as important topics to be considered in the formulation of a basic philosophy are communication systems and educational goals and procedures as they relate to all personnel involved. The establishment of sound educational teaching systems (procedures) is discussed within the context of learning theory. Hilgard (1956) is cited often relative to basic learning philosophy. Particular learning needs of the physically handicapped are pointed out. It is concluded that systems of communication, goal setting, teaching procedure, and specific characteristics of crippled children must be interwoven to design appropriate educational approaches. A chart is presented outlining a possible training approach for the education of teachers working with handicapped children. (KW)

The major purpose of the bibliography is to provide the Training Facilitator of an Exemplary Early Childhood Center with a resource for aiding staff in finding information useful to persons working in programs for preschool handicapped children. The first of three sections concerns general Early Childhood Education and such related topics as day care, readiness, Montessori, learning theory applications, parents, aides, inservice education, testing and assessment, training programs, and program evaluation. The second section of the bibliography focuses on Early Childhood Education and Handicapped Children. References are organized by handicapping condition. The third section lists documents on Child Development: general, intellectual, language, physical, and social-emotional development. (KW)

Presented are three scripts on training, orientation, and role of a model preschool staff, on building interpersonal competence in a preschool child, and on a model of staff training, orientation, and role in a university setting. The first script contains commentary for 80 slides on staff training for a model preschool mental retardation research and training center. Representative slides concern physical facilities, a field program operated in conjunction with a Head Start program, staff training process, instructional materials used, observation of children and recording of data, and program evaluation. The film script on building social skills in the preschool child focuses on three purposes of the pilot classroom for mentally handicapped children: to modify behaviors of those children who demonstrate behavior problems or learning disabilities, to provide a laboratory for training teachers who work with mentally handicapped children, and to provide a laboratory setting in which the relationship between a child's social behavior and his environmental influences can be studied. The third script on a staff training model in a university setting provides a brief description of the functions, multidisciplinary, administrative, instructional, staff training, and evaluation systems in the overall working model with mentally handicapped children. (CB)

Documented are staff training programs at the Rutland Center, a community-based mental health facility combining professional mental health and special education personnel in a cooperative program of psychoeducational service to seriously emotionally disturbed or behaviorally disordered children. The report describes the process of planning and the actual activities conducted during the planning year in five specific areas of training: staff training, college student training, volunteer training, paraprofessional training, and parent training. Schedules, forms, or other supplementary materials used in training are included for each area. (KW)

Described is a preservice training program for staff members working with young, multiply handicapped, profoundly or severely mentally retarded children in an institutional setting. The training program, which emphasizes concrete and practical experiences, is intended to develop appropriate attitudes and technical competencies of both professional and nonprofessional staff members. Goals include studying the children to see how they function in relation to themselves, to others, to stimuli, and to activities, and to develop staff proficiency in such activities as recording behaviors, writing observations, designing materials, and writing activity cards. The 5-week schedule of training activities is detailed. Also included is an employee performance evaluation form. (KW)

The document details staff training methods and activities used at the Chapel Hill Preschool Project for Developmentally Handicapped Children. Population targets of training efforts are explained to include not only the project's immediate staff but also parents, volunteers, and the community. The staff training program is explained in terms of its five components: needs assessment and establishment of training objectives, organization (structuring and scheduling) of training, content of training, methods, and trainers. More briefly described are the training programs for parents, volunteers, and community. Supplementary material includes guideline materials and forms distributed to volunteers and parents, various student and program evaluation forms, and the Carolina Teacher/Teacher Aide Roles and Responsibilities Scale. (KW)

Described is the staff training program at an early childhood diagnostic and training center for aurally handicapped children in an inner city setting. Focused upon is the community training in which a new staff member learns about the life style in inner city neighborhoods before beginning to work with parents or children. A community knowledge inventory form is included. Also summarized are the eight phases of the center's parent training and participation program. (KW)

Presented is the script for a slide show on staff role and training, with emphasis on parent education, in an educational program for preschool children who are educable mentally handicapped and who have at least one other handicapping condition from the areas of hearing, vision, speech, orthopedic, or emotional disturbance. The main project objective is to provide intervention to help the children function more effectively in the home, in school, and in society. Representative slide commentaries discuss the organization of the precise early education of children with handicaps program, children's daily activities in small and large groups, participation by all members of the family, parent support and education, admission of child to program, parent role in learning activities in the home, family development, use of video and audio tapes to instruct the parents, home visits, and helping families with transportation and babysitting problems to encourage parent attendance at regular meetings. (CB)

Provided is the script for a presentation of 90 slides on a staff training model for cerebral palsied children of preschool age. The training program in early childhood intervention is said to have three parts involving teacher training, parent education which involves reciprocal sharing of information among parents and staff, and student training. Representative descriptions of the slides focus on the staff and their roles in the teacher training model, use of weekly staff meetings, decision-making required of the individual teacher, parent education, and training of students and interns. (CB)

Provided is the script for a presentation of 16 slides on staff training, orientation, and role in a clinical setting providing educational programs for the preschool and primary grade handicapped child. The sixteen slide commentaries cover an introduction to principles and implementation of a staff training program in a clinical setting, staff qualifications and organization, staff training needs, program evaluation, advisory board role, parent involvement, instructional materials used, volunteers, assessment tools and techniques, curriculum design and implementation, use of behavior modification, budget, information dissemination, and local sponsorship and funding. (CB)

Presented is the script for a showing of 14 slides on staff training, orientation, and role in a rural area for early childhood education of aurally handicapped children. The training program is divided into four areas of paraprofessionals, teachers, supportive personnel, and general staff. The seven slide commentaries on training paraprofessionals concern food service, clerical, social service, instructional, and equipment aides. It is emphasized that all staff members are informed of all activities in the early childhood education program. Training of instructional aides, special staff meetings, visits to other programs, and use of consultants are discussed with four slides. Two slides concern training of supportive personnel, and the concluding slide commentary explains the use of monthly staff meetings in the program. (CB)

Presented is the script for two slide showings on staff orientation, training, and role in early childhood educational programs for aurally handicapped children in Minnesota. The first slide presentation consists of 63 slide commentaries on implementation and evaluation of the Minnesota staff training program. Representative commentaries concern intervention on the family and school levels, parent participation, individually prescriptive oral and aural programs, use of aides in stimulation of residual hearing, inductive approach to learning, and classes for deaf blind children. The second presentation contains 47 slide commentaries on the coordination of a statewide staff training program and is designed for three audiences of professionals and nonprofessionals serving the preschool child and his parents, parents, and allied resource specialists in health, education, and welfare. Selected slide commentaries focus on various educational projects and conferences for concerned adults, state meeting conference, parent counseling techniques, and sequential program of auditory training. An informal evaluation of the staff training program indicates that the program has been influential in increasing professional and public interest and action in early childhood education programs for the aurally handicapped. (CB)

Written by an experienced teacher and addressed to beginning teachers, the paper concerns the problems and pleasures of teaching in the '70's from one teacher's point of view. The physical, emotional, spiritual or moral, and intellectual requirements for teaching are examined. Also explored are four broad objectives of the teaching-learning process: self-realization, human relationships, economic efficiency, and civic responsibility. Suggestions are made concerning how a teacher can reach these objectives, in addition to suggestions concerning the importance and characteristics of a good teacher, the physical layout of the classroom, and organizing for teaching. A check list is provided to help in estimating a child's learning readiness, and the field trip technique in teaching is explained. Discussed in relation to developing the language skills are helping the child to listen, oral language, and teaching reading. (KW)

Described is a projected program involving team teaching for speech clinician and classroom teacher to meet needs of children with communication problems in early childhood education centers. It is explained that the speech clinician will be present in the regular classroom for a given period of time to implement diagnosing and remediation of communication disorders of children. Speech improvement structure is described as modified block or intensive cycle scheduling plan, with speech development and speech modification theory added to regular curriculum. Implementation and advantages of the combined program from viewpoints of training coordinator, teacher, speech clinician, children, and parents are then presented. Advantages for training coordinator discussed are program and curriculum planning, scheduling, equipment and materials, staff training, and parent information. Advantage for classroom teacher is said to be in the team effort to meet children's needs. The speech clinician's main advantage is explained as being a part of the children's everyday experience. The children are thought to benefit from having no separation out of those having communication disorders, while parents are said to benefit by improved speech performance of their children. (CB)

Written for personnel in early childhood education who are planning training programs for nonprofessionals, the paper outlines a program for training instructional aides who will be actively involved in the teaching process, unlike volunteers or teacher aides. Some major problems and general guidelines for training and employing nonprofessionals in early childhood education centers are presented. The major portion of the document is devoted to a detailed description of the 2-year training program for instructional aides at the Houston Speech and Hearing Center, planned in cooperation with the Houston Vocational Guidance Service - New Careers. Basic educational training and a salary for the trainees was provided by New Careers personnel, while the Center provided the on-the-job training and assumed one-half of the trainees' salaries during the second year of training. Trainees underwent instructional aide training after completing basic teacher aide training. Described are coordination of the two organizations, content of courses taught, sample schedules, involvement of regular teaching staff, job descriptions for each sequence of the program, characteristics of trainees, sample trainee projects, and evaluation methods. (KW)

The discussion of early childhood education for multiply handicapped preschoolers is intended for teachers and concerns certain aspects of educational practice basic to an effective and efficient preschool program and what teachers can do in planning to meet the needs of such children. Broad goals of a preschool program for the multiply handicapped are outlined and an organizational pattern for the program (i.e., scheduling of activities) suggested. Suggestions are also made concerning the planning of activities for both large and small groups. Discussion of individualized teaching focuses upon the determination of behavioral objectives, while discussion of parent involvement suggests ways for planning and initiating programs for parents. Covered are parent visits to school, conferences, progress reports, and parent groups. Attention is also given to the use of consultants, particularly for medical, psychological, and educational consultation, and to the role of research and relationship of researchers to practitioners. (KW)

The major portion of the socument consists of a listing of medical terminology useful to personnel working with young handicapped children and their parents. Definitions for all terms and indications of pronunciation for the more difficult terms are given. A briefer section of the glossary defines the various branches or specialities of medicine, some common modes of treatment, common abbreviations, and words used to describe general patient states or conditions. (KW)

Investigations and theories concerning interrelationships of motoric experiences, perceptual-motor skills, and learning are reviewed, with emphasis on early engramming of form and space concepts. Covered are studies on haptic perception of form, the matching of perceptual data and motor information, Kephart's perceptual-motor theory, and supporting data for this theory from phsiological investigations. Such supporting data includes research on the concept of motor engrams, defined in physiological terms as a structural change in the nervous system effected by an experience. For visually handicapped children, the concept of motoric engrams is seen as an essential learning modality for motor orientation and spatial perception. Four motor generalizations significant in the education of blind children are delineated: balance and posture, contact, locomotion, and receipt and propulsion. Concluded is the importance of establishing spatial orientation intrinsically through gross motor movements in early childhood (gross motor engramming as a learning modality for interacting with one's environment). All children are seen to need gross motoric engrams as foundations for spatial-perceptual development, with the blind urgently needing motoric environmental interaction as a readiness base for mobility. (KW)

The monograph on the counseling of Mexican-American parents of mentally retarded children begins with a discussion of Mexican-American culture, on the premise that a good knowledge of background, culture, customs, and mores is necessary to understand and counsel such parents. Treated are stereotyped images of each other held by Anglos and Mexican-Americans, economic and social interrelationships and fears, values and structure of the family, and concept of health and sickness. The counseling session with the parents is discussed in terms of creating an atmosphere conducive to open communication, explaining the concept and causes of mental retardation in simple terms, and exploring with parents the roles which they and the school will play in relation to their retarded child. (KW)

The guide presents, in simple language, a basic introduction to exceptional children for paraprofessionals. Outlined are some of the basic needs of exceptional children, including needs which he has in common with all children. Presented are three examples of children with various handicaps to show who exceptional children are. Progress in caring for and educating handicapped children is noted and the eight major categories into which special education has classified these children are defined (mentally retarded, visually handicapped, aurally handicapped, physically handicapped, speech impaired, special health problems, emotionally disturbed, and learning disabled). (KW)

The emphasis of the bibliography on parents, teacher aides, and inservice education is on the utilization of parents as teacher aides in school and at home to foster the fullest development of children. Its stated purpose is to provide a resource for persons desiring information on the maximal enhancement of the interactions between parent and child, teacher and child, and teacher and parent. Entries deal with such topics as parent attitudes, parent child relationships, teacher-parent cooperation, paraprofessional programs, teacher aides' roles and reactions, parent education, inservice programs, family influence, and other related topics. Appended notes are comments and quotations collected by the author in an initial attempt to compile information for a monograph on the utilization of parents as teacher aides. They deal with instruction and utilization of parents and the home in early childhood programs for exceptional children in particular. (KW)

Described is a projected 40-hour staff training program in general educational principles for personnel in early childhood education centers. Three developmental goals of early childhood educational programs are said to be: wholesome self concept, acceptable social concepts, and aesthetic concepts. Program aspects discussed are: educational analysis; evaluative or diagnostic instruments, including their administration, type of information furnished, validity, accompanying terminology, and applicability of findings to children; differences in physical ability, strength, size, agility, and coordination of preschool children; social differences of preschool children; theories of learning or thinking as applied to preschool children; school and community relations with emphasis on parental involvement; exploratory workshop for display of available instructional materials and equipment; and individual conferences for program participants. The author then recommends that 20 hours be spent working with handicapped children in general and 20 hours with specific handicapping conditions. (CB)

Described are projected educational programs for children aged 6 and under, with implications for handicapped child education. The author's premise is that all children need to understand themselves and their world in order to understand those similar and dissimilar to them; how different children gain this understanding may differ. Educational programs are said to have three criteria: congruency of learning activity with child's nature, consideration given to best known theories about cognitive development, and content relevancy. The nature of projected educational program is shown to include learning about natural and social sciences, learning the concept of space, which is accompanied by suggestions for a directed teaching situation, development of concepts and language, introduction to the concept of roadside market as economics, which includes suggested teaching methods, progression from meanings to oral language to reading, and mathematics. Discussion of the role of humanities in children's programs includes the value of great literature for children, effective music programs for children, support for sensory motor experiences, and an example study on the wind as a use of poetry for kindergarten students. (CB)

Presented alphabetically by author's name in the second of the two volume annotated bibliography are 483 abstracts of scientific and public education literature on cerebral palsy published through 1971. The entries are said to focus on children under 2 years of age whose development has been delayed by the condition. The bibliography is explained to be fostered by the National Task Force of the United Cerebral Palsy Associations and developed at the University of Iowa for professionals in the field of education, medicine, social work, physical therapy, occupational therapy, psychology, nursing, child development, communication skills, and physical education. (See EC 060 607 for the first volume.) (MC)

Presented alphabetically by author's name in the first of a two volume annotated bibliography are 602 abstracts of scientific and public education literature on cerebral palsy published through 1971. The entries are said to focus on children under 2 years of age whose development has been delayed by the condition. The bibliography is explained to be fostered by the National Task Force of the United Cerebral Palsy Associations and developed at the University of Iowa for professionals in the fields of education, medicine, social work, physical therapy, occupational therapy, psychology, nursing, child development, communication skills, and physical education. (See EC 060 608 for the second volume.) (MC)

The review of literature related to basic ideas in early childhood education relates the development of early education programs to the education of handicapped children. Research studies based on the premise that early mediation of disabilities is beneficial to minimize the effects of the handicapping condition are reviewed, as are studies in program development. Covered are several types of early childhood intervention programs which have been suggested. Types, philosophy, components, and logical development of programs are delineated. The fundamental needs of all children as suggested by L. K. Frank (1938) are examined, to serve as a framework for developing required services for handicapped children. Also reviewed is selected literature relating to teaching strategies, techniques for observing emerging needs in children, and the definition of the role of the early education teacher. (KW)