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The document contains the final report of a model educational program for handicapped preschoolers in Preston County (West Virginia). Section I offers the history of the project and background information on the geographic location, operating characteristics, children served, and staffing pattern. Section II outlines the original project objectives while section III covers the objectives accomplished in the following areas: services for children, services for parents, staff development, demonstration/dissemination, and administration/management/evaluation. A final section reviews findings and recommendations. It is noted that data show statistically significant growth in most areas assessed; that products revised and/or developed include a revision of the West Virginia Assessment and Tracking System (WVAATS), curricular materials, and a measure of parental involvement; and that standard program efficiency information would be useful to distribute among project directors. Appendixes make up half the document and include a copy of the WVAATS; sample curriculums in visual, auditory, and tactile responsiveness; a parent needs assessment survey form and a parent/family involvement index; an outline of a model for parental involvement in the special education program; the text of a slide-tape show; sample newspaper articles; and a paper on conrolled evaluation of instruction methods. (SW)

This project developed an effective science curriculum, "Science for the Hearing Impaired" (SFHI), through adaption of two Houghton Mifflin science programs for use with hearing impaired adolescents (ages 9-13). This adaption included reorganization of objectives and content within lessons, deliberate and appropriate teaching of science processes and inquiry skills, multi-sensory presentation of content through active participation, paraphrasing of text and use of language and identification cards, a selected science vocabulary taught through active experience, a variety of communication techniques, and a placement and evaluation system for science learning designed around the capabilities of the hearing impaired. Results from a 1981 trial period were used to produce a final edition of the program, the first available program at the national level providing early adolescent hearing-impaired students with an easily accessible and effective science curriculum adapted to their specific needs. Additional assessment of student progress included cognitive development level, pre-post unit tests of science learning and language development, and science interests and attitudes. Included are the project's developmental and evaluation processes, evaluation results, and in five appendices: project activities/staff listings, trial center descriptions, evaluation instruments, and media material guide to accompany use of the SFHI program. (Author/JN)

A third party evaluation was conducted of the first phase, 1976-77, of the three-year Appalachian Maryland Experienced Based Career Education Project (EBCE). During this year, the project provided combined learning activities outside and within the classroom for twenty-four twelfth grade students. These experimental students and twenty-three control students were pre- and posttested with the Career Maturity Inventory Test and the Watson-Glaser Critical Thinking Appraisal, in combination with a Student Profile Sheet. A Context, Input, Process, and Product (CIPP) design was used to determine the interrelationship of procedural and intended elements with product and actual results. Some of the major conclusions were that (1) the support of local constituents and community for EBCE was unequivocally strong and impressive; (2) EBCE students demonstrated exemplary academic progress, and their attitudes towards education generally improved as a result of participating in the program; and (3) in terms of career skills and career decision making, the EBCE students demonstrated substantial career education gains after participating in the project. (Appendixes contain instruments, data, and materials used in the study.) (TA)

Described is a project designed to present four training sessions for community specialists representing outreach interests such as cooperative extension, senior citizens organizations, and welfare agencies. Training consists of instruction in contemporary knowledge, skills, and methods of home energy conservation, and in how to teach others to apply their knowledge. After training, the specialists are assigned to present workshops on home energy conservation to individuals and community groups. (Author/RE)

As part of Project Open (see related documents listed below), unified arts and industrial arts curricula were developed and implemented at Ona Junior High School in West Virginia. The unified arts program combines the four subject areas of art, home economics, music, and industrial arts. It is a two-year required course for all seventh and eighth graders. Each student takes nine weeks of a subject area and then rotates to a new area. The industrial arts curriculum is offered in grade 9 and focuses on the technology areas of communications, transportation, and production. A semester course, communications technology includes visual, acoustic, and telecommunications units. Transportation technology explains how vehicles function and explores the supportive systems of transportation as well as its social and economic effects on humans and their environment. The unit on production technology familiarizes the students with what production is and how it affects their lives and environment, both socially and economically. (Topical outlines for the three areas are provided along with a list of teaching strategies.) While some problems were reported with scheduling, equipment, and facilities, the project did receive adequate funding and administrative support. (ELG)

Two ninth-grade curriculum development projects were carried out over a three-year period (1975-78) in West Virginia at Point Pleasant Junior High School and at Wahama Junior/Senior High School. Known as Project Open, these projects resulted in the development and classroom testing of two new technology-based courses called "Career Exploration in Technology" (CEIT). (The curriculum guides for these two courses are published separately: CE 018 782 is the guide for the Wahama course and CE 018 783 for the Point Pleasant course.) CEIT is designed to be an activity-oriented program that allows each child maximum flexibility in the development of individual potential related to the study of technology. The focus of the Wahama course is communication technology, while the Point Pleasant course deals with transportation. The curriculum guides were developed to reflect local needs and interests in both areas of study. Both projects reported high student enthusiasm and interest during the three years. Recommendations for future project efforts and the two existing courses include (1) an expansion of CEIT to other grades, (2) budget allocations to cover equipment costs, (3) the installation and acquisition of needed equipment and facilities, (4) evaluation of the curriculum's effectiveness in meeting its goals, and (5) transition from university personnel to regular teaching staff. (ELG)

The problem solving strategies of 17 learning disabled (LD) and 17 non LD boys at the upper elementary level were compared across four multiple discrimination tasks listing a split plot analysis of variance design. Ss were randomly assigned to one of two conditions in which feedback stimuli were either removed or maintained. Ss' performances on four ordered tasks were measured in terms of number of trials, time per trial, errors, and strategy score. LD Ss required significantly more time per trial across tasks and, in general, used less efficient problem solving strategies than non LD Ss. Results suggested that LD Ss do not acquire problem solving skills by the expected chronological age, and may therfore need special training programs to develop them. (Author)

This report is the third in a series of three studies. It presents findings from a 1984 survey, and relates the findings to surveys in 1964 and 1974 to provide a longitudinal look at secondary school mathematics teachers in West Virginia. Of the 1,100 surveys which were sent in 1984, usable responses were received from 669 persons (61%). Where questions were parallel, comparisons were made over the 10- and 20-year periods usually using a percent of the returned responses for each survey. The chapters in the report consider data on the following topics: teaching experience, levels, and certification; education and training (degrees, institutions, and majors and minors); in-service and continuing education; teaching preferences of secondary mathematics teachers; professional activities (association membership and professional journals read); and microcomputers in West Virginia Schools (use and hardware). Observations and comments conclude the publication. The survey packet is appended. (MNS)