ED /09 851t.

DOCUMENT RESUM/-

EC_140.365

AUTHOR 'Smarte, LynnTITLE! ,,Discovering Special Education Resources:. A Workshop

-on ERIC and ECER. J ' .

INSTIT7TION tRIC Clearinghouse on Ilandicappedand Gifted'---thi/dren, Reston, Va. '

SPONS AGENCY . National Inst. of Education (El), Washington, D. C:PUS Din Sep 81CONTRACT , 400 -76 -0119 ..' --NOTE . 30p.: ERIC Exceptional Child ducat/on Report

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AVAIpABLE FROM ,ERIC Clearinghouse on Hand capped and giftedChildren, The Councillor Exceptional Childfen, 1920Association Dr., Regton, VA 22091 ($1.00 while°supplylasts).

IDPS PRICEDESCRIPTOR'S

IDENTIFIES

ABSIIRACTThe workshop is int6nded for individual'o groul5 use

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to understand the Educational Resources Information Cent (ERIC) andthe Exceptidnal Child Education Resourcesq(ECER) databases as a wayof finding information on special education-topics. Infcrmationproductt available from ERIC and The. Council for Exceptional Children(which maintains the /CER database) are dbscribed. Matualsearchi4gand computer searaing approaches are discusesed, with examples ofcitations and searching' formats appended.. (CLY

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MF01/PCO2 Plus Postage.*Databases: *Disab lities; Elementary SecondaryEducation: *Iniormation.Retrieval; *Research Tools;ResourceMaferials:\Search Strategies; *SpecialEducation -' - . ''-'

*ERIC: *Exceptional Child Education 'Rescurces

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eproductions supplied by EDIts Are the best, that can be made *,.* , from theoriginal document:************************************************4*******************,J r;

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DISCOVERING SPECIAL EDUCATION RESOURCES:A,WORKSHOP ON ERIC AND ECER

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)documint has been ,reproduced as

teemed from the person or 'or ganuabonDrigftabrigit

Minor changes have been made, to tmprove

reproducbon wiry

i Points of vtew or oprmons stated an Mrs docment do not necessargy represent off.ctal MEposmon or pol.cv

Lynn Smarte

Assistarit Director ,for User Services

ERIC Clearinghouse on Handicapped and Giftetiblildren

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A Product of the

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ERIC Clearinghouse on Handicapped and Gifted ChildrenThe Council for Exceptional children

1920 -Association Drive ,`' ,

, Oeston, Virginia 22091

-.Program Director for Public InformationThe Council for Exceptional Children

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September 1981

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A Publication of the ERIC Clearlfighouse on Handicapped andGifted Children. Publication D te, 1981.

The Council for Exceptional Children, 1920 Association Drive,,teston, Virginja 22091.

This publication wad prepared with funding fromthe.National Institute of ducati.on, US Departmentof Education, under con ct No. 400-76-0119. 5°[P

Contraotors undertaking su9h prof cts under government_sponsorship are encouraged to expr s freely their judgMentin professional and technical matters. Prior to publicationthe manuscript was' submitted to. The Council ,for ExceptionalChildren for critical review and determination of professionalcompetence.- This publication has met such standards. Pointsof view, however, do not necessarily represent the officialview or opinions of either The Council for aceptional Chil- .

dren:the National Institute of Education, or the Department4f Education.

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TABLE OF CONTENTS.;

How TO Use This WOrkshari

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IntroducOon 1

(4`Information .You WillReceive from CEC/ERIC

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Information Available from the ERIC and ECER Data Bases

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Differences Between ERIC and ECER 4.Spetial Features of ECER 4

Special Features of ERIC 5

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Using These Resources To Meet Your Needs 6

Hand Searching the Print Indexes 6

Computer Searching'ERICand ECER 9 -

*Appendixes

List of ERIC Clearinghouses,

Sample page from the Thesau s of ERIC Descari torsSample page from Resources i Education, Subject IndexSample page from Resources i Education, Docufflant Resumes

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Sample page from Current Inde to Journal -s in Egkicafion,

, Subject Indexk -

Sample page from" Current Index -Journals in Educa ion,Main Entry Section 4

Sample page from Exce tional Chid Education ResOurces,Subject ,Index

Sample page from Exce tional Chil Education Resources,Abstracts SectiQn , i

Sample page from computer search. "Ipservice Triining.* i. for Adapted Physical Education"

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Search Worksheet ,..

\ Workshop Evaluation

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HOW TO USE THIS WORKSHOP

. As an Individual.

.If you are involved in he education of handitapped or gifted children,this workshop was designed for:you. Whether,you're currently a student,teacher, speech therapist, school, psyChologist, publisher of educationalgeterials, or administrator, the short time it will take to learn aboutthese valuable information rekurces-sIould prove a worthwhile investment.,

If you have any questions, calleCEC/ERIC-toll free at 800/336-3728(from Virginia, Alaska, Hawaii, or Canada, cap collect 703/620-3660). ,

With a Group

'This workshop could be used wit a CEC chapter, as a presentation at aconference pf special educators, with librarians, or wjth ariy group that,has an interest in information o the education of handicapped or giftedChildren.

If you decide to Sponsorkt. the following steps:

workshop for your group, proceed with

1. -Read stra ht through the workshop and jot down any q uestions thatoccur to y ou.

2: Call or write CEC's Department of Information Services and ask foran Information Specialist. 11 provide you with:

Answers to any'questions Yo0 may have. '). .. ,

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o, A list.of libraries nearest you thatlhaVe'the ERIC andECER indexes, Atie ERIC microfiche collection, and computer,;search services (see pages 5, 8, and 10 of the workshop).

o Copies of this workshop OkTet for all of your participants.(If we have .enough left. if not, you. may want to make hand=out copies and/or transparentiet of the appendixes.)

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o A set of materials for your workshop including disp lay copiesof sample CEC and ERIC.products and enough curreAt,CEC cata7logs and clearinghouse publication lists far all workshopparticipants.

Additional Workshop Ideas

1. Use the resources yourself firs. Although the workshop includesexamples of specific topics andithe information one might findthrough CEC and ERIC on these topics, yobr presentation will tiemore meaningful to you and the ¢thpr participants if you can

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-share a, personal experience. Go to the-library'and do a (Nicksearch of ERIC and -ECER.on a topic of.interest to you. £If possible,have a computer search d6ne. (If you tell the librarian thatyou're planning a workshop-you may get some extra help or a freedemonstration.) .

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2. Involve a librarian. An ideal Way to present this workshop wouldbe to involve a librarian who is familiaerWith ERIC and/or ECEa.For example, if your participants are members of a student CECchapter and the college library has the ERIC and ECER indexes,ask the librarian'to help give the workshop. (Don't be shy aboutthis: Most librarians love a chance to teach people to use infor-mation resources!) Better yet, hold the workshop in the libraryand finish up with actual hands-on use of the ERIC andlECER indexes'(using the Search Worksheet on page 221 or a computer search demon-stration. This -way the participants can use thei.r new knowledgeto locate information on topics of immediate interest to them.Other grbups can use this same approach; teachers or other specialeducation personnel could involve a librarian or hold the workshopat their local resource center or professional library.

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INTRODUCTION

Where would you go to find the following kinds of information?. .

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Suggested activities'and instructional materials to teach.

elementaryschool students about handicaps.(

A list of programs in your area of the cOuntry.that train teachersof the emotionally disturbed. .

Research on, the factors that contribute to successful' placement ofhandicappe children in regular classes.

A list of books written for parents of hyperactive children.

If your answ er doesn4t include the ERIC Clearinghouse onHandicappedand Gifted Children or The Council for Exceptional Children's Departmentof Information Services, we're gled, you're involved in this workshop.

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Each year CEC and ERIC help thousands of people find wseful infnrma-tion,related to the education q handicapped and gifted children. Thepurpose of this workshop is to make sure that you know the kinds ofproducts and services available'from CEC and ERIC. Vile we cannot meetevery special education information need, anyone with a strong'interestin or involvement with handicapped or gifted children should look to CECand ERIC as valuable resources.

The Relationship Between CEC and ERIC

The Council for Exceptional Children is a professional association witha membership of over 62,900 persons interested in the education of handi-capped pr gifted children. CEC's Department of Inforthatjbn Services main-tains its own data base called Exceptional Child-Education Resources (ECER),which is a collection of over 45,000 references on special education:\

ERIC (Educational Resources Information Center) is a federally

ifunded system that c011eCts literature on all aspects of education in -.cluding special education. The collection n-includes over 200,000 journalarticles and almost 200,000 other education related documents. Sixteenclearinghouses around the country collect, abstract, and index thisliterature for ERIC. CEC holds a federal contract-to operate one ofthese clearinghouses--The ERIC. Clearinghouse on Handicapped and GiftedChildren.

When you write or call either CEC 's Department of Information Ser-vices or the ERIC Clearinghouse on Handicapped and Gifted Children, you'rereally contacting the same place. .The information you receive will usuallyinclude some products and services sponsored by CEC, and some which come ,

from ERIC funding.

.4So, to save space for the rest of ts workshop, the informationcenter located on the first floor of CEC Headquarters at 1920 AssociationDrive, Reston, Virginia, willbe referred to as CEC/ERIC.

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-INFORMATION YOU WILL REcEIVE FROM CEC/ERIC

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Take a few minutes to look over the ERIC Clearinghouse on Handicappedand Gifted Childreh Publications List. (If you didn't receive this withoche workshop'booklet,"call'us toll free at 800/336-3728 and we'll sendyou one.)

You will notice several types of publications. (If you are 'partici-pating in this workshop with a group, the workshop leader has probablyobtained display copies of some of these products.)

et,Information Analysfs Products - books, monogra phs, or media kits

Sample titles:* Managing Inappropriate/(ehariors in the Classroom

Children on Medication: A Primer for School Personnel

Fact Sheets - one4age summaries of current, high- interest topics.Most include lists of resources for further information.

Sample-titles:* "Careers in Special Education"

"Postsecondary Options for Learning Disabled Students"t

o Spot Bibliographies - one -page lists of references for parents,andprofessionals on various disabilities.

Sample titles:* "Suggested Readings for Parents of the MentallyRetarded"

"Prominent Disabled Persons"

s- Computer Search Reprints - extensive bib)iographies 10th abstracts

summarizing each i'eferenceN

Sample titles:*. "Computer Assisted Instruction for Handicapped Chil-drep and Youth'.`

"Attitudes Toward the Ha9dicapped:. Regearch"

fnformation Bulletin - The Clearinghouse "newsletter" which informs Vyou of current CEC/ERIC resources..

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*These specific titles may or may not be available at the time youare using this Aprkshop. Before ordering, check the date on yourpublications or call CEC/ERIC.

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In addition to these ERIC-funded products, a wide array of materialsis published by CEC. As-yqu look over the current CEC catalog, you willsee publications such as Everybody Counts! A Workshop Manual to IncreaseAwareness of Handicapped People; Teaching Exceptional Children in AllAmerica's Schools - A First Course for °Teachers and Principals; GettinStarted: Career EdudationActivittes for ExceptiOnal Students (K- )

and Learning Language at Home (sequenced lesson activity kits for patentsand teachers). .

Frequently we can meetyour information needs with one or more ofthese CEC/ERIC products.

For example, if youare planning inservice training to foster success-ful integration of handicapped' children in a public. school, you might wantcopies Qf:

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Social' Environment in the Schools (a "how-to" book dealing with thesocial aspects of mainstreaming).

Being at Ease with Handicapped Children (a fact sheet).

Fostering Peer Acceptance of Handicapped Students (a fact sheet).

Prombting Positive Attidues Toward the Handicapped (a spot bibliography).

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mend that you search the ERIC and ECER data bases' which contain thouSandsof references'from published and unpublished special education literature.

For example, someone recently called qUERIC for information onteachers' attitudes toward mainstreaming. Although there is a computersearch reprint available on "Attitudes Toward the HandicappV," thiswould not have served her purposes,,,So we ran a custom computer searchof the ERIC and ECER data bases and located 169 references on her topicin ECER and 23 more in ERIC. We sent her a ,list of these' references, in-cluding information on their availability and a 50-200 word abstract ofeach.

Although this service'was purchased directly from CEC, there's a -.

good chance that you have free or low-cost access to ERIC and ECER throdgh- i, .

a local university library or information center.* , ,

The next part of this workshop will, describe the kinds of in+ormation,),.,

Stored in these data bases, and the ways' you can access that information_i

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*Call CEC/ERIC'for information on libraries near you that have access toERIC and ECER.

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INFORMATION AVAILABLE FROM THE ERIC-AND ECER DATA BASES

Both ERIC- and ECER contain thousatidt of references on children acid youthKith special.edkafional needs: gifted children, children with specificlearning disabilities, and children who have emotional, conitive, motor,visual.,, auditory, orcoMmunication handicaps. While ECER contains-onlyliterature on exceptional children, ERIC covers a}1 aspects of education.;

.. You can ute ,ERIC'and ECER to locate:

o Journal 'articles.f . ,

o. Curriculum guides.

Program descriptions.

Desc4;riptions of, teaching methods and activities.

Conference papers

Researchstudies.

. DIFFERENCES BETWEEN ERIC 'AND ECER

Special Features of ECER

While both ERIC and ECER include materials such as journal articles andcurriculum guides, ECER also covers the following:

Commercially published books relevant to special education.

Nonpeint materials for use in training special education pro essionalyparents, and regular class teachers. A

Doctoral dissertations on exceptional children. ,

-- --Examples of materials which you could locate through ECER but not

through ERIC include:

0 Learning Disabilities: The Struggle from Adolescence Toward Adulthood(a text)

Teaching the Severely Handicapped (a film)

School Behaviors of Educable Mentally Retarded Children (a doctoralthesis)

ECER also provides full abstracts of journal articles, while ERICprovides only brief annotatiohs.

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Special Features of ERIC

ERIC has a total,of 16 clearinghouses which acquire information from var-ious education areas. There are ERIC Clearinghouses on:*

Adult, Career, and Vdutional Education

Counseling and Personnel Services

Reading and,Communication Skillstt

Educational.Management,

' Handicapped and Gifted Children

Language and Linguistics

Higher Edkation,

Information Resources."

Junior Colleges

o -EleMentary and "Early Childhood Education

e Rural Education and Small. Schools

Science, Mathematics, and Environmental Education

s, Social Studies/Social Science Education

Teacher Education

Tests, Measurement,. and Evaluation

Urban Education

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Many documents and jOrnal articles pertaining to handicapped andgifted children, which are not identified-by ECER, are picked up by otherERIC Clearinghouses and abstracted for the ERIC data base.

For example, an article entitled "Computer- Assisted Instructional:

Programs,t0 Facilitate Mathematical Learning Among the Handicapped"appeared in the Journal of Computer -Based Instruction and was enteredinto ERIC by the ERIC Clearinghouse on Information Resources, which)reg-ularly monitors this journal. A document entitled Curriculum Guide for.Teaching Gifted Children Literature in Grades 09 Through Three waslocated for ERIC and processed by the ERIC Clearinghouse on Reading andCommunication Skills.

*A list of addresses and phone numbers of all 'ERIC Clearinghousesappears(onyages 12 and 13.

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/To summarize, jlou4c.an'find a great deal.of informktion on education

of handicapped and gifted children.in.either ERIC or ECER, but when youneed to cover a topic compeehebsively, you should search both sources.

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USING THESE RESOURCES'TOMEET YOUR NEEDS

Information in the ERIC and ECER data bases is available in twd formats:

Print abstract journals.

Computerized data bases.

First you'll learn how you can search the printed indexes, and then'we'll explain computer searching.

Hand Searching the Print 'indexes

Materials collected by ERIC appear in two indexes:.

Current Index to Journals in Education (CIJEY- includes references, from over 700 education-relatedjournals.

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o- Resources in Education (RIE) - includes references program descrip-.

tions* research reports,,,,and all other, ERIC documents except journalarticles.

All materials,collected by ECER are referenced in one journal:

o' Exceptional, Child Education Resources (ECER)

COE, RIE, and ECER are located in hundreds of libraries and informa-tion centers throughout -the U.S. and other countries.

' The closest libraries to you that subscribe to,the ERIC indexes are:*

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The closest librari that subsCribe to ECER are:*110

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*Workshop leaders or individuals eV' call CEC/ERI,C for'this information.'

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-Let's rt,:e'a sample topic to learn exactly how to use'the ERIC and ECER. 4

indexes to locate information on that .

Suppose yoU were interested in i.nformatio1 on a0apting physicaleducation activities,f6r handicapped. students. When using the ERIC sys-tem or ECER, the firk thing you need to do is find out what subject

. terms these syttems use ta index yourtppic. These indexing terms arecalled descriptors, and the same descriptors are used both ERIC and,

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,Ask,,the libraHangfaria cOoy of the Thesaurus of ERIC Descriptors.Oh page 14 You sg'a"page from the alphabetical lifting in the Thesaurus:The.tent-ADAPTED PHYSICAL EDUCTION' (bottom- left corner) appears in bold'typeall caps, which mons:that this is an ,acceptable descriptor. The. %

Thesaurus prbfrides you with:some additio4a1 usefu) informatioh..c. - , , .. , .

Notice under the term, fa the right, thedate'March 1974. Thismeans that this term his been used for indexing since March 1974. Older.

. material will be indexed under a differeq term.

Next you seeCIJE34 and PE;' 1114.- This indicates that a total of-34 journal articles have been announdd in CIJE which are indexed underADAPTED PHYSICALEDUCATION. One hundred and eleven documents on'ADAPTEDPHYSICAL EQUCATION"have been announced in RIE. This can be useful' whenYou're wondering haw much information i* available.on your topic,

SN stands for 1:Scope Note,"whic tells you how ERIC (and-ECER)r use ..

this term. .(It is not an official finition of the term.) -18T's are

broader terms whicA5Tiu may want to search under if you don't find enough, . information under ADATID PHYSICAL EDUCATION:- RI-1,s are other related

te s which may be useful. ..

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To find out what docume s are in ERI-6."on this "topic:you Would nextlocate the most recent issu of RIE (see page 15) and look in the subjectindex mAdelsADA TED PHYSICAL EDUCATION.

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. . There is,one document in this issue of RIE entitled "Improving Phys-ical'r!- ducation for the Handicapped.in Ohio. Guidelines for Adapted

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Physic Education." Its ERIC document number is ED 191 831 and in an-,, .

'others ttion of the index (see page-16), you.'ll find the abstract of that'document, along with additional descriptiveinformation.. ,

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, The source of the document is the Ohio, State Department of Nucatioh,and it was produced with funds from the Bur'eau of Education for the-Handicapped. . .

if the docpment looks useful to you, you would pitbably want to,locate'a copy. 'ERIC a)so makes copies of these Unpublished documents'available to you. .Many of the libraries that have the ERIC indexes alsohave4opies of the documents' on microfiche; The closest libra;ies to you

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t which have the ERIC microfiche collection are:*

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. All you need is the six-digit ED nuhber to locate a copy of the documentipAphese libraries.

If you do not .have a convenient library which su4crites to the . '

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ERIC microfiche collection, jou can purchase a copy of the document fromShe ERIC Document Reproduction Servike in Arlington, lArginia. Order

,.. formswpear in every issue of RIE.

If you are interested in journal articles on yOUr.subject, you would., turn to CIJE, using the same apprbach you used with RIE. On .page 17 you

see the subject index of CIJE and the,descriptor "Adapted Phytica,1 Educa-tion." Here you sep an article entitled "Adaptation of Project 'I Can"Primary .Skills Physical. Education Program for-Deaf-Blind Children." Ttle

,article appeared in the Septerker 1979- issue of the Jouir'''al of VisualImpairment and Blindness. More Information on the'artic can,be foundin the.Main Entry.Section of CIJE (see page 18 .`

:!To locate a copy Of this article you should first check your library'speriodical,collection. If thiblibrary doesn't'subscribetoethe journal,look at the bibliographic citation to,see if it says "Reprint:.UMI".(thisone d es, on the fifth line of the citation). This indicates that Univer-sity crofilm International sells copies of this article. Ordering,inform i is included in every issue of CIJE.

If y r library subscHbes to ECER you would also want to-1'6k inthat inde . Page 19 shows a page from the subject index of ECER. UnderAdpated Physical Education, you see the abstract numbers of documentsand articles on your topic. Abstract number 47 is about adapted.physi-cal educatie for the mentallyharidicapped.. Turning to'the abstracts

, hection of ECER (see page 20), you find that this is a .book entitledhysical and Creative Activities for the MentallrHandicapped. 'Check

to see if your library has or can Deli a copy of this book. If not, ofcourse aliF4y can be purchased' tie pUblisher,

You have now learned,the ba f conducting a manual search ofthe ERIC indexes and ECER. 1Thi Whod isprecommended if you:

t. Have a library near you which subscribes to RIE, CIJE,-and ECER.

2. Have a fairlYsimple topic toseatch.lig

3./. Do not need a comprehensive search of the literature on your topic.

When you do a manual Search, you may want to take along the SearchWorksheet on page 22.

If you want to save yourself a lot of time going through the indexes,you may.want to order a computer search of ERIC and ECER.

"*CallCEUERIC for this- information.

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Computer Searching ERIC and 'HER

A computer search is especially'desirable if,you havea topic that involvesseveral concepts. In the sample topic we used earlier, we assumed thatyoumere looking for any material concerned with adapted physical education.Suppo.se you were. specifically interested in inservice training in adaptedphysical education? A' computer search enables you to specify the exactnature\of your topic, thus saving. you a great deal of time scanningstracts that are not useful' to you. Page 21 shows a sample page from acomputer search on this topic.

Let's consider another example of a topic that lends itself to com-puter searching. SuppoSe you were interested in research on the successof mildly ilandicaPped students.in regular classes. You may, want to con-

sider studies of their academic achievement, social and emotional.adjust-ment, and acceptance by nonhandicapped classmates. A search of this topicwould involve the following three concepts: ,

Mildly Handicapped Students

Mainstreaming

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Indicators 'Of "Success"

Using the Thesaurus of ERIC Descrip'brs, you would flnd that docu-ments and articles on your topic could be indexed under the followingdescriptors:/_,

Mild Disabilities

Learning Disabilities

Mild Mental-Retardation,16

Emotional Disturbances

Mainstreaming

Academic Achievement

.Achievement Gains

' Peer Acceptance

Emotional Adjustment

O. Student Adjustment

Social Adjustment

If you were doing a manual search of this topic, where would you lookfirst in the.subject indexes of RK, CIJE, and ECER? You can imagine howmuch time it would take to search this topic thoroughly by hand,'

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Many of the libraries that subscribe to the ER(C and ECER printindexes also offer computer searching. The closest library to you thathas computer searching is:* '2

Many of these libraries offer free ior n ensive searches to the popula; °

tion they are funded-to serve. For example, a-university library may runfree yr inexpensive searchet fbr 'students and faculty members, or .1 local

education information center may run searches fpr teachers within a schooldistrict or region.: To find out whereyou can have a computer search run,call -NEC /ERIC. If you have qolleaper search service available to you, TheCouncil for Exceptional Childred's Department of Information Services willrun one for as little as $27.50. (CEC member price.) Nonmember and insti-tutional "searches start at $38.50.

Do You Need Information Right Now ?,

If you think there may be information available from CEC or ERIC that couldserve an immediate 'need, call,us at CEC/ERIC and ask for an Information,Specialist. (Call toll_free at 800/336L3728 within the continentA U.S.From Virginia, Alaska, Hawati, ortanadwcall-collect, 703/620-3660.)

Did You Learn Anything Useful T is Workshop?

If so, we would really appreciate your response to the Workshop EvaluationFor; on page 23.. Please take a minute to fill' it out and send it to us.

1.Thanks. . .

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*Call CEC/ERIC for this information.

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APPENDIXES

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ERI 0.14kCLEARINGHOUSES (and Other Network components).

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The ERIC Clearinghouses have responsibility within the network for acquiring the significant eduCa-tional literature within their particular areas, selecting the highest quality and most relev'aht mtertal, pro-cessing (i e , cataloging, indexing, abitracting) the selected items for input to the data base, and also forproViding information analysis products and various user services based on the data base.

The exact number,of Clearinghouses has fluctuated over time in response to the shifting needs Ofthe educational community. There are currently 16 Clearinghouses. These are listed below, together withfull addresses, telephone numbers, ang, brief score notes describing the areas they cover.

ERIC Cleiiringhouse on AduY4 Career, and VocationalEducation

Ohio State UniversityNational Center for Research in Vocational Education1960 Kenny RoadColumbus, Ohio 43/10Telephone: (614) 486-3655

All levels of adult, career, and vocational and technical education Adulteducation, including basic literacy training through professional skillupgrading, career education, including career awareness, instructionalmaterials, teacher training, parent/community/business/industry involvement, experience.based education, and vocational and technicaleducation, includIng'new subprofessional fields, industrial arts, andvocational rehabilitbtion for the handicapped

ERIC Clearinghouse on Counseling and PersonnelServices

University of MichiganSchool of-Edefation Building,'Room 2108Ann Arbor, Michigan 48109Telephone: (313) 764-9492Preparation, practice. anesu rvision of counselors at all educationallevels vind in all settings. th etical development of counseling andguidance, use and results of pe sonnet procedures such as testing, interyiewing, disseminating, and a alyzmg such information, group workand case work. nature of pupil, student. and adult characteristics, persOnnel workers and their relation to career planning, family consuitations: and student orientation activities

ERIC Clearinghouse bpn Educational ManagemeiuUniversity of OregonEugene, Oregon 974Q3Telephone: (503) 686-5043Leadership, management, and structure of public knot private educetionat organizations, practice and theoryyof administration, preserviceend inservice preparation of administrators tasks and processes of 'ad-ministration methods and varieties of organization, organizationalchange, and social context of the organization

Sites, buildings -and equipment for education, plaiming, financing, construtting, renovatirfg, equipping, maintaining, operating, ,nsuring, utilizing, and evaluating educational, facilities

ERIC. Clearinghouse on Elementary and Early ChildhoodEducation

University of IllinoisCollege of EducationIA South, §ikth StreetChampaign111hiois 61820Telephone: (217) 333.1386\

Prenatal factors, parental behavior, the physical, psychological.educational, and cultural development of children from birth throughtile primary grades, eduCittion and learning ttieory, research and prattics related to the develdpment of young children Includes teacherpreparation, educational programs. and curriculum-related communityservices, as well as administration Instruction, and physical settingsIncludes both the early years and childhOOd (agps 47), the middleyears" (ages 8-12), and early adolescence (ages 10 14)

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ERIC Clearinghouse on Hand(capped and GiftedChildren` Council for Exceptional Children

1920 Association DriveReston, Virginia 22091Telephone: (703) 620-31

Hearing impaired, visually impaired, mentally retarded, developmentallydisabled, abused/neglected. autistic, multiply handicapped, severelyhandicapped. physically disabled, emotionally disturbed. speech handicapped. learning disabled, other health impaired, and the gifted andthe talented, behavioral, psychomotor, and communication disorders,administration of special education services, preparation and continu-ing education of professional and paraprofessional personnel,preschool learning and development of the exceptional children,general studies on creativity

ERIC Clearinghouse on Higher EducationGeorge Washington UniversityOne Dupont Circle, N.W., Suite 630Washington, D.C. 20036Telephone: (202) 296-2597

z

Various subjects relating to college and university students, collegeand university conditIont.and problems, college and university pro-grams Curricular and instructional problems and programs, faculty, inslitutional research Federal programs professional educationIrnediCine, law etc ), graduate education, university extension pro-grams. teaphing learning, legal issues and legislation, planning, governance finance, evaluation, interinstitutional arrangements. andmanagement of institutions of higher education

ERIC Clearinghouse on Information Resources-Syracuse aniversity_School of Education130 Huntington Hall P TSyracuse, New York 13210Telephone: (315) 423-3640

Management, operation, and use of libraries, the technology to improvetheir operition and the education training, and professional activitiesof librarians and information specialists Education techniques Involvedin micraeaching, systems analysis, and programmed instructionemploying audiovisual teaching aids and technology, such as tektviSion, radio, computers, and cable television, communication satellites,microforms,,and public television

ERIC Clearinghouse for Junior CollegesUniversity of 'CaliforniaPowell Library, Room 96405 Hilgard AvenueLos Angeles, California 90024Telephone: (213) 825-3931

Dealopment, administration, and evaluation of two-year public andprivate community and junior colleges Junior co) ge students stall,curricula, programs, libraries, and community SO Ices

ERIC Clearinghouse on Languages and Linguistics ,t)Center for Applied Linguistics r.3520 Prospect Street, N.W.Washington, D.C. 20007telephone: (202) 298-9292

languages and language sciences, theoretical and applied linguistics.all areas of foreign language and lingUistica Instruction, pedagogy andmethodology, pSycholinguistIcs'and the psychology of language learn-ing; cultural and intetcuitural context of languages, application oflinguistics in language teaching, bilingualism and bilingual education,sociolinguistics. study abroad and international exchahges, teachertraining and qualifications specific to the teaching of foreignlanguages: comilionly and uncommonly taught languages includingEnglish as a second language, related curriculum developments andproblems J

si.

ERIC Clearinghouse on Reading and CommunicationSkills

National Council of Teachers of English1111 Kenyon RoadUrbana, Illinois 61801Telephoneil217) 328-3870

Reading. English, and communication SK115 iverbai ano non- varbai.preschool through college Educational resealed and derreiopment inreading, writing. speaking, and listening identification, diagnosis andremediation of reading problems Speech communication forensics.mass communication, interpersonal and small group interaction, inter-pretation, rhetorical and communication theory, Instruction develop-ment, speech sciences, and theater Preparation of instructional staffand related personnel in these areas

All aspects of reading behavior with emphasis on physiology,psychology, sociology, and teaching instructional materials, curricula,tests and measurement. preparation of reading teachers andspecialists, and'methodology at-all levels Role of libraries and otheragencies in fostering and guiding reading Diagnostic and remedial services in school and clinical settings

ERIC Clearinghouse on Rural Education and Small'Schools

New Mexico State UniversityBoi 3APLas Cruces, New fkleXico 88003Telephone:. (505) 46-2623

Economic, cultural, social, or other factors related to educational pro-,grams lot American Indians. Mexican Americans, migrants, and ruralresidents, outdoor education, educational programs in all. sinallschools

ERIC Clearinghouse for Science, Mathematics, andEnvironmental Education

Ohio State University.1200 Chambers Road, Third Floor

Columbus, Ohio 43212 . .Telephone: (614).422-6/17

All levels of science, mathematics, and environmental educationWithin these fields, development of curriculum and instructionalmaterials, mbdia applications. impact of interest, intelligence, values,and ancept development upon learning, preseriice and inserviceteacher education and supervision

ERIC Clearinghouse for Social Studies/Social ScienceEducation

855 BroadwayBoulder, Colorado 80302Telephone: (303) 492-8434

aAll levels of social studies and social science, content of disciplines.applications of learning theory, curriculum theOry, child developmenttheory, and Instructional theory. research and development programs,special needs of student groups, education as a social science, historyof ediication. comparative education, social studies/80de, science andthe community; humanities education

.1

41

ERIC Clearinghouse onreacher EducationAmerici-Association of Colleges for Teacher

EducationOne. Dupont Circle, N.W., Suite 610Washington, D.C. 20036.Telephone: (202) 293-2450

School personnei at all levels, all issues from selection through preservice and inservice preparation and training to retirement, curricula,educational theory and Ohilosophy, educational personnel developmentnot specifically covered by other clearinbhouses Selected aspects ofphysical education

4

ERIC Clegringhouse orr-Tests, Measurement, andEvaluation

Educational Testing ServiceRosedale RoadPrinceton, New Jersey 08541Telephone: (609) 734-5180

Tests and other measurement devices, methodology of measurementand evaluation, application of tests. measurement; or evaluation inedv..atioriai.pioiects of programs, research design and methodology,shumarf development. and learning theory in general

ERIC Clearinghouse on Urban EducationTeachers College, Colmbia UniversityBox 40525 W. 120th StreetNew York, New York 10027Telephdne: (212) 678-3437

Programs and practices in public, parochial, and private schools In ur-ban areas and the education of prticuiar racial/ethnic minority childrenand youth in various settings, the theory and practice of educationalequity urban and minority experiences. and urban and minority socialinstitutions and services

Educationa( Resources Information Center(Central RIC)Nationarinstitute of EducationWashington, D.C. 20208Telephone: (202) 254-793.4

4

ERIC Processing & Reference Facility4833 Rugby Avenue, Suite 03Bethesda. Maryland 20814Tilephone: (301) 656-9723

ERIC Document ReprOduction ServiceP.O.. Box 190 .Arlington, Virginia 22210Telephone: (703) 841-1212

,Oryx Press

2214 North CentraliAvenue at EmantoPhoenix, Arizona 85004Telephone: (602) 254-6156

0

August 19811981

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Sample page'from Resourcesin Education, Subject Index

184 Accessibility (for Disabled)

PRISE Reporter-1979.1980ED 191 230

Accident Preventionour Chance to Help "Casualty Pan ention and

Care Materials. Medical Supplement to "YourChance to Lase" Student Manual S\1 3.12B

. 1976 Teacher Manual 1G 3-1243 1976 Final Re-port

ED 190 788

AccountabilityEducation and Pub4c Accountability

ED 191 349The Law Enforcement Education Progr.am Is toSerious Financial Disarray Report to the Con-gress by the Comptroller General of the LnitedStates

ED 191 368

Accreditation (Institutions)Allied Health Education in Texas Guiding Con.crept,. forthe 80s CB Study Paper 29

ED 191 418Eiatuation of OE Criteria for the Recogrution.ofAccrediting and State ,pipros al Agencies Part 1

Impact- and SuggestionsED 191 406 -

kantucky Teacher Preparation and CertificationHandbook 19'9 Edition

ED 191 838

Accrediting Agenciesaluation of OE Criteria for the Recognition of

A cicd rig and State Approsat Agencies Part 1% alidity Impact and Suggestions

ED 19.1 406

AcculturationAcc,IturatIon Theory Measurement, and Climcal Implication,

ED 191 958American, Samoan Families an Transition A Re-p.,..

ED 191 641Consparatoso Examination of Personality

Across Two Time Samples of JapaneseArerican %%omen

ED 190 932ire Needs and Expectations of the Indochinese

Arr7C1...1ED 191 966

Achievementuitural Itoriation in the Meaning of Achitie-

mentED 191 868

hiectigalion. in Mathematics Education Vola \o 3

ED 191 682I cs of Conti/ in Achiesement and Affiliation%INKS) as Related to Pathologies

5i ED 190 960

Achievement NeedA,,hiecement Related Motises of EducationallyDisselsantaged Students

ED 191 866Another 1-001k at Sex-Role Identity and Va omen sN.hiciement Motic anon

ED 190935The Effects of Oencler and Attributions on1.hiefement %fon, atio'n and Subsequent Perfor-mance

ED 190 921

s Achievement Tests...NC ER Class Achiesementi Test}Cos 4 5 (C ATI Al 4 St TeacherTest Booklet

Achiesement Lesel TestingItem Difficulty Estimates

MathematicsManual land)

D 191 854on Rauh

ED 191 917Anniodted Bibliography of the Graduate RecordFiaminations

E) 191 879siritudes Toward Standardized AchievementTests and Relationships to Achics ement Test Per.formai-ice

ED 141 91*C roterion Related %Aida) of Adapirce TestingSri,tCgics Research Rephrt 80.3

ED 191 li152

Effects of 'School Characteristics upon Admit-ment Test Scores in Ness York State

ED 191 887The Relationship between Instruments Lsed for

.Identifying Children of- Limited English SpeakingAbility in Texas

ED 191 907Some Types of Test Items Do Not Fit the RauhModel Examples and Hypotheses

ED 191 861Lscig the Rase+ Mode/ to Increase the Power oftwit Analysis

ED 191 880

kcoustical EnvironmentImposing the Acoustic Ens tronment in OpenHalf Schools Educational Building Digest 1

ED 191.128

AcousticsLnified Technical Concepts Module 11 %ibrations' and V. ai es

ED 190 759

ActingGross s Definition of Style in Pedagogy

ED 191 120The Organic Approach to the ?roblem of Style inActing

ED 191 117

Activated SludgeActuated Sludge Selected Instructional Actnt-ties and References Instructional ResourcesMonograph Series

ED 191 728

Adapted, Physical EducationImprosing Physical Education for the Hand-icapped in Ohio G1iidelines for Adapted PhysicalEducation

ED 191 831

Adaptive TestingCriterion-Related %alichty of Adaptise TestingStrategies Research Report 80-3

ED 191 882InteractiseCornpater Administration of a SpatialReasoning Test Research Report 80-2

ED 191 892

AdjectivesEnglish and Spanish-Speaking Children's Perfor-mance on Perceptual and Communication TasksA Cross-Cultural Study of Language and Cogni-tion

ED 191 335

Adjudicated YouthEducation of Adjudicated Handicapped SouthPolicy Issues and Implications

ED 191 197

a5

Subiect Index

Administrative PolicyA Proposed Placement Potty for an Crbon Busincss School

ED 191 410oThe Rural Faoperierice'.with Federal EducationAid

ED 191 650

Administrative Stress IndexOccupational Stress Profiles of ,Male VersusFemale Administrators

ED 19Q 936

Administrator AttitudesPolicy Analysis At Assessment of Public SchoolEducators' Concerns in Relation to P L 94-142

ED 191 168Presidential Views of Higher EdUcation s Na-tional Institutional Membership AssociationsSummary Report

ED 191 399Registration Esaluation of a Regulatory ConceptFinal Report on the Texas Department of HumanResources Registered Family Homes Researchand Ecaluation Pf Ojett

ED 191 556Spelling Reform A Cornparattsc Study of ChiefExecutzie Officers and Personnel Directors'Spelling Preferences

ED 191 033__,Standardized Testing in the Eciutaational Organi-

zation Administratise Performance InformationSy stem

ED 191 853A Study of Elementary School Principals Self-Perceptions of 'Change Agent Behasior Proce-dures for Adopting EducationalInnocations CBAM Colleague Report

ED 191 126Sur.p of Attitudes toward '. omen as SchoolDistract Administrators Summary of Responsesto a Survey of a Random Sample of Superintend-ents and School Board Presidents

ED 191 926omen Administrators in Higher Education

Their Geographic Mobility Ruth Strang Re.search Award Monograph Series No 4

ED 191 353

Administrator CharacteristicsSur.ey of Attitudes toward %%omen as SchoolDistrict Administrators 'Summary of Responsesto a Sur.ey oil Random Sample of Superintend-ents and School Board Presidents

ED 191 926

Adjustment (to Enriropment)The First Foe Years of Teaching Their Effect onPupil Control Ideology and Commitment toTeaChing,

ED 191 799.Is Androgyny Really.,Better'

ED 199 928Life Change Social Support Psychological Symp ""-tomatology A Search for Causal Relationships

ED 190 922

AdministrationResourceS f. r %%omen in Manage-merit A'Guidcto the Literature and an Annotated Bibliography

ED 190 869

Administrative OrganizationEquitable Distribution of Edusatainal. Informs-non for s. wise Americans

ED 191 617The Many Faces of Board Policy A Study s.fCreation and Control

ED 191 140sson-C ri;.o. Planning The Case of Amarillo Col.lege

ED 191 522Rubrics for Assessing the State Role in Educa-tional Change Case Stud) of an Intersention

ED 191 144Stranger in Paradise Process and Pioduct in aDistrict Office

ED 1,91 631

e

Administrator EvaluationEsiluating Your President Obiectisely A Mes-sage to Trustees

ED 191 524

Administrator QualthcationsOccupational Stress Profiles of Male VersusFemale Administrators

ED 190 936

Administrator ResponsibilityDriver Education Curriculum Guide Administra-tice Guide for Omer and Traffic Safety Educa-tion

ED 190 866Manual for Improiing Student Discipline

ED 191 130Protecting Prisate Realities bs Managing PublicSymbols Mystification,. Coser-lp and Martyr-dom

.ED 191 168Standardized Testing in the Educational Organ'ration Administranic Performance InformationSy stem

ED )91 853

Administrator RoleDriser Education Curriculum Guide sidministra-to e CAulde for Onset and Traffic Safety Edui.aicon

E D 190 866Managerial Rolcs and Function, at the CorporateLoci of TelosshAn Group Ownerships

ED 191 101Protecting Pris ate Realities by Managing PublicSymbols %twit-Rations Covet -t p and %tartardom

ED 151 164

Sample page from

160 Document Resumes

thor C.1)

ED 191 828 SP 016 630Sdrernall Datra LAssessing the Effectiveness of Preserstee Field

Re4ucingTeacher Anxiety andConcern vets.

Pub Date A 0Note 12p Re s ,a,or. of a paper presented at the

Annual Conference 1f the \ eu England Educa-tional Research Organization (Lenox MA Apnl30May 2 1980)

Pub Type Speeches iteet,ng Papers (150i Re-ports - Esa!uatite 11-12)

EDRS Pnce, %IFOI PC01 Plus Postage.Descriptors An eitty Beginning Teachers, Field

Esperience Pog,a.os PTCS41-.1,,C Teachci Educa-tion 'Program Esc t "cress Sc , Concept Stu-dcri, Tcacricis s cedi. n Trasnel .uperyisors,'Teacher A1111.4CS Teacher Effestiseness'Teacher InternsThe purpose of rhos studs was w determine if

preset ',se outer sj1 p pr igiams *ere more effec usethan a pi, g educ,ng begin-ning Leti..11Ct a-.4*C {,c s Interns andsodden, teas nets ,rips cd xatC and a"once TO IL c a .11, r it,g and end oftheir fie u ,tuder,, .coch-ii,g pros an- CSIC of pradsiceteach,rg re' sci ,r.p p ogiprns consoted oftai, c s h,rig aiang ss,th meth-ods courses that ,,ctc td,gnt .ork.utCntl, Results,ndicated ("et t (e rs sh,,,,sed significant de-creases - 1- ve s iss \ gr, f-en, differencewas fuend for ,t..len-c_ cd,her concernsFurther tindmgc arc als-ssed yfog .ith filll descrlptions of (..--)tc,e,:he ricrnship programs I Au-thor Cis

ED 191 829 SP 016 652Fr, isan Pt-ommirtee scadcrienip. teroup Irobteco,aotteng

and Conflict Resolution Paper 'so 85Michigan State East Lens ng Learning and

a;siattor her. .cPub DateNote 102pPub Type Guides 'so" ,0551EDRS Price \IRO PC05 Plus PostageDescnors Adopts" (liessi 'ComVittees

Coinrruir.,.3,,,," "0 1 Cr111,L Res., lionDeocfor, Mar rg E., se Tn.-flung Feed-tact. fur c eders" p Styles Pal1,,putu,r, Pro-du...useThins.ng aThis gu,dc prey. s sdggest,,,n, is committee

sheoPer'oth, rcas.r.g mcct,r,g, ,more effecto.eThe duce noiud st.,,,,fro. of tho gu,de addles, usprepaieu,ir age do and physica, arrangemenus lot she ,TiCt fnaitagCTIC1,s of rtlfek0/110tto 3v0,1 fleas c ,,att.ITC, and methods lc,o,Cht.ohnt ic,o,aon and dec,sionmalseni, E of I C4,Crit p,obicros izesuring atWATZTTI.Lt rncetaigs arc I, u,uatcd along with sts-era, soiution Apps -discs tips on problemsolsing identifying constraints before brainstormmg for ideas comp.rir.g and ranking ideas andgaining acceptance fora proposal (CJ)

ED 191 830 SP 616 653Tikurioll anon., J (filitm Garry 4The IR&DT ExperienceFar %%est Lab frit Eda itIonal Research and Dese-

loprnent San F40,0,0 CanfSpons Agency \ int inai Ins( of Education

(D,HEVi %aching:0 DCPub Date Apr KOContract \E-C-6) LO I 01.(Grant OB- \ IE "k-02(l1\ sue .'"p Pap Fosss,,,cu J. the Annuai 'Nee,

trig 01 the Arnsosan Educational Research As-sociation IN...eon kpril S ,y6(I)

Pub Type Rcriort, - 1,31) Specches Meeting Papers t 156)

EDRS Price MFOI'PCO2 Plus Postage.Dmriptois ries e ne 'Educational Re-

search 'Lau, Rs,calcheis ExpeiancnteiChat acic ist s iost livitort 1, l h actel.st,csResear...rii inrr PCU-3,,nResearch Rcscairb t to,/ ition Rula,Arca, Tca,ric ihan ICs,

Identifiers RessrcRcseat_rao.iocslpmsitsir Icarh

inglIR&DT1 111, air, p, ,posed is an ancrnause to oncal clan all 155t, 0,11 alit JCcl0pfrintstrategics that out., ,s,,,,,sd I Is 1ltc1S . and unintei-PrClabli time ,01.,,# ,hat did not

V

Resources inIducation, DocuMent Resumes Section

lively involve teachers This paper reports on theng the IR&DTare (1) nature ofractenstics. (3)

(4) ngor and use -an inters ennoq asuction of rime lag

t. and implementa-tion. and (7) cost effect's nuss Recommendationsfor further use of IR&DT are included along with abrief description of the IR&DT teams (CJ)

insights gained from implemestrategy Major insights discussecollaboration. (2) participanttechnical assistance requirementsfulness of research. (5) IR&DT awell as a rcsearc egy, (6)between research. des

0 19 :k 016 barImproving Physical Education (or the Hand-

icapped in Ohio. Guidelines for Adapted PhysicalEducation.

Ohio Stage Dept of Education.ol4bus Drs ofElementary and Secondary Education

Sports Agency -Bureau of Education for the 4and-lcapped (DHEV, OE). Vashington. D C

Pub Date-Jan30Note-59pPub Type- Guides - Non-Classroom (055)EDRS Price %IFOLPC03 Plus Postage.Dest.nptors- 'Adapted Physical Education.

Disabiiities Handicap Identification. Main-streaming 'seeds Assessment, Parent Participa-tion Physical Actis ales 'Program Development.Program Implementation Screening Tests. 'Stu-dent `seeds. Stddents Teaching MethodsThis manual is a resource guide for physical edu-

cation teachers. program directors special educa-tion teachers and administrators. and parents of the4handicapped It prosides direction for the develop-merit of physical education programs for hand-.!capped children Chapters discuss (I)identification assessment, and evaluation of special,needs, (2) activity programming, (3) program organ-ization (41 administratise aspects. (5) specific disa-bility considerations and (b) behav tor management(CI) -

ED 191 832Sachs Aftehirel L.The Runner's High.Pub Date-80Note -30p Paper presented at the Annual Con-

s ention of the American Alliance for Health.Physical Education Recreation and Dance-(pe-nog MI 1980)

Pub Type Speeches Meeting Papers 11501 In-formation Analysts (070)

EDRS Price MFOI,PCO2 Plus Postage.Descriptors-Cerebral. Dominance. Emotional,

Experience. 'Emotional Response. Ens tronmen-Lai, Influences. Prediction, Psychological Pat-terns 'Running 'Spontaneous BehasiorResearch concerning the euphoric state known as

'/ the runner s high is resiewed in an attempt todetermine psychologIcat factors behind the experi-ence Possible factors include cerebral dominance,leutsation. environmental influences. time and ordistance of run and absence of personal problemsA list of references and ses el-Ai descriptions of therunner s high by those who hate experienced it areappended (CJ)

ED 191 833 SP 016 666Ayers. J:rrs. BTennessee Technological University Teacher

Evaluation Model-Year %H. Report 80-2.Tennessee Technological Lniv Cookesille Coll of

EducationPub Date Aug R0Note -71pPub Type- Reports Relearch (143)EDRS Price - MFOI/PM Plus Postage.'Descriptors-College Graduates. "Graduate

set's Job Satisfaction. Longitudinal Studies. Pro-1gram Development. .l Program Esaluation.Schuols of Education. Student Esaluation ofTeacher Performance. Teacher Attitudes.Teachei Charactenstics. 'Teacher Education,Teacifer Effectiseness. Teaching Methods. Vo-cattonal Follow up

Identifiers Tennessee Technological LnisersityF0110% up studies of graduates of the Tennessee'

Technoiogicai Lniccrsity hasc been conducted and'sported since 1973% This report presents the find-ings of the scsenth year of the project The firstchapter contains an sicersieu of the total operationand a summary of the mayor purposes of the projectS. hap c t sati a presentation and analysis ofdata to, (hove individuals who participated in the%tette, for the first time in 19'9 and a sompansonof data (rom other first year participants Chaptetail fee presents surnmaiCa and abstracts of special

SP 016 664

as

studies conducted during the past year and summar-ies of studies currently underway The appendix ofthis report contains a complete listing of all papersgenerated by this study (JD)

ED 191 834 , SP 016 668Whrteside. Patricia WA History of Sex Discrimination Is High School

Athletics - School Law and Athletic Adsdnistration.

Pub Date-(761Note-I5pPub Type- Legal, Legislative, Regulatory Materi-

als (090) - Information Analyses (070)EDRS Price MFOUPC01 Plus Postage.Desnptors-Affirmauve Action. Athl 'Cs. Com-

petition. Court Litigation. Hi Schools,"School Administration, 'School w, SchoolPolicy. Sex Differences. 'Sex Omen matron. SexRole. Sex StereotypesThe passage of education legislation extending

equal rights to women precipitated a sEnes of courtcases testing the rights of women to participate inhigh school athletic programs These court deci-sions hase resulted in fundamental changes in theoperation. organization, and administration of ath-letic programs within many school districts A his-tory of mayor court decisions cohceming sexdiscrimination ir, high school athletics is given Ar-guments. both pro and con, used in court cases in-solsing mixed competition are discussed in thesummary (IN)

ED 191 835 SP 016 669Whitaide. Patricia WOrganization and Administratic of Sex Education

Progrants.Pub Date-80Note- I 3pPub Type- Reports - Evaluative (142) - Opinion

Papers (120)EDRS Price MFOLP031 Phu Postage.Descriptors-Community Involvement, Cur

nculum Development, Educational Environment,*Educational Principles. Educational Trends,Elementary Secondary Education, Ethical In-struction, 'Family Life Education. Health Edu-cation. Parent Participation. Sex EducationThis monoveph discusses trends, pnnaples,

methods. and techmques for curriculum develop-ment in sex education While sex educatiod in theschool cumculum is a controversial issue, manyprofessionals in the field agree that it is important inmeeting student s social. psychological. and emit-tional needs Recent trends in sex education include.changing the title sex' to such other terms asfamily planning or health education, and greater useof the student-centered approach to learning Thedominant trend for the future is toward greater in-clusion of such courses into the education of schoolage youth at all levels The organization and ad-ministration of a sex education program should fol-low certain essential principles among which are apsychologically healthful teaching environment.current and accurate teaching materials, and com-munity involvement (.1h;)

ED 191 836 SP 016 674Gauthier. R. AddersA Descriptive-Analytic Study of Teacher-Student

Interaction In Mainstreamed Physical EducationClasses.

Pub Date-Npr 80Note-13p, Paper presented at the Annual Meeting

of the American Educational Research Assocs.non (Boston. MA: April 1980)

Pub Type- Sperchesavleeting Papers (ISO) - Re-- Research (143)

EDRS SPriee MP41y'PC01 Plus Postage.Descriptors-Elementary Education, Exceptional

Persons, Feedback. Interaction. Learning Pro-cesses. Mainstreaming. Physical Education,Student Motivation. Student Teacher Relation-Ship. Teacher Attitudes. 'Teacher Behavior.Teacher Influence. Teaching MethodsThe 'purpose of this study was to investigate

whether teachers interact differently with hand-icapped and normal students in a mainstreamedphysical education class Four elementary physicaleducation classes were videotaped on five separateoccasions The resulting data were analyzed for dif,ferences in teacher-student interaction It was ob-served that handicapped students received morepositive feedback than normal students However.normal students tended to receive more correctivefeedback A brief discussion is presented of the im-plications of these findings for educational settings

I

SI.JBJIC'IL' INDEX Sample page from Current I ndex'

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Sample page from Current Lndek to Journals in Education, Main Entry SectionMAIN ENTRY SECTION Handicapd and Gtfte.d Children EJ 214 367 3'Descrrpora 'Anomalies. Bc)tavtor Problems.

Eeonomic Factori. Elementary Se.onJatEducation. 'Emotionally Disturbed.EnvuotsmcnLal Influences. 'Etiology. EscepuonaiChild Research, 'Lwnuig Dssabthtses.

Physiologyha in examination of 1.046 children from iindergsocnthrough high school, low Income ehildrei, had more ,mnohyascal anomalies (MPA) than those frOm middle 'n

conic; aluje middle income chddscn with behavior oisor-den had as many MPAs as low in,.omc pupils. Leainingdsaabijttici and emoeional iUflU WCfS associated with in-- cacasuig MPM. (AutaociS9H)

1.2 214 34 EC 121 354The Effect of Two Langiage Ir*uR Approaches 0Syabactkal Skalle of aagiige.Devtaat Chisdrea.Weller. Carol Journal o(Leannng Dssabthncs. v 12 n 7

p47O.79 Aug'Scp 1979Dscnpiocs. Early Chaidhoud .jcsrin.

Eacepoonhi Clid Research. 'LanguageDevelopment. 'Language Handicapped. LearningD.abtlities. Program ElTectivenesa. 'TeaciungMethods

Idcnt,Ikrs. Bcre,tcz tCvtj. Blank eMarion,,Engelmaisn (Siegfried)

The effects of the teacher directed language training ap-proach of C Bereitet an6 S Engeimann and the childcentered language training approach ci %i Blank were ci.pcnzentaily invemgatei with descriptor words and tune-toe trds in four children, aged foug to five. whose Ian.griage was deficient in these parts oispceelt. (\uthor. SB1I)

1.2214350 EC 121 333Rtaotarce Roomat Se Aspects for Special Educa.toes to Ponder. Brown. Louis F, And Others Jour.eel of Learrw,g Dzs.thelu,es. v12 n's p480-82 Aug-Sep1979Dcactsptors Dclivery Systems Elemcttary

Sccondar% Educstton. 'Handicapped Chatdreri.Models. Program Effectiveness. 'Resource RoomPrograms. Resouzce Teacherj, 'Teacher Role

Thc article raises questions shoot the resource room modelaa in eduiciuotsa! delivery system for handicapped ass-ocnta. (Author)

£2 214 351 ' EC 121 33kfdendflcatloa aid kemediatioa of Basic CogaitivaDeficits In Dhsdnataged Cbildzga. Grs.ssi. Joseph.La Morto-Corse, Aneti.a Ju.jnal of Learning Vu'abilmes, v12 n7 p483.81 Aug'Sep 1979Pcscnpeors. Cognitave Development. 'Cognitive

Tests. 'Disadvantaged Youth. EarO ChildhoodEducation. Evalition Methods, 'RemeatalPrograms

Idcntafieai. 'Giasii Bauc Cognitive Evaluation.Scoptcc Program

The authors describe issu. strategies for the identificationand remadsatson of basic cognitive deficits ii disadvan'taged young chsldreri. (Autisot iSBH)

1.1 214 352 EC 121 357k.catego,izatloa of the WISCR Sabtest ScaledScores (or Leaa'alag Disabled CiUdree. Vance, Hu.beet Booney. Stnger. Marc C Journal of L.cznw7gDtubahdca, v12 is' p48? 91 A..g Sep 1979Descriptors. Elementary Eilucstion. ,Es,pi,on.a.

Child Research. 'Intelligence Tests. 'LearningDisabtlttmes 'Scoring Formulu

Identifiets. 'Wechsler Intelligence Scale (orChildren Revised

A study involving 9$ chiadren ii to .1 yesis old, in tenlearning disabilities (LD) classci investigated the hypothe-acted pattern of recategonred WISC.R iWechiler ltuclla'gcocc Scale for Children Revuseill iuibtcit vc'ores into ipa.dii, cooceptiial. and sequential areas. (SBH)

£2 214 353' EC 121 358the Factor Composition of the WESC for Hyper'klshstIC/MBD Males. Milich. RichardS. Loney. Jan/ourn,Jo(Lcarn,ngD,sanditics.v12 n7 r'491'95 Aug.Sep 1979Drscnpnsrs. 'Attention. Eicmeritary Education.

Exceptional Child Research. 'Factor Anaiyits.Hyperacttvity. 'lntelhigcni.e Tcta. 'Minimally

BraIn Injured'jai,zfiers. Weclxaler Intelligence Scaie for

Cbil4rcnTh. study explored the intellectuai (up_tinning of 90hypuknctic. minimally brain damaged buys Imean age 2yuan) via an analysts of stgdent lest performance in rela-tion to the factor composition of ihe thechsler IntelligenceScale for Children IWISC) (SBH)

£2 214 354 EC 121 339z Indhlduulu4 LeanIng DIs,blllfles Pis'graas Isthe lsgriIar Class.rouiii, Rolhcrbcrg llaa Johision.Arid Others Journal c'tLesrn,n Visa lisI,tics. v 12 n7$96.99 Aug'Sep 1979

J.ksctipwti Early Chidhocd EducaionEaceptionat Child Rescarh 'Kindrrgaricn.Losrr.ing Di'obi,ittcs 'Program EfTcct.seneesReadsng Readiness, 'eaource Teachers. 'TaskAnalysis

Iderndiers 'Make Every Chi1 Capable OfAchicv?ng

Effectiveness of the MECCA program iMahe Every ChudCapabie iii Achieving in which a learning disabulit.cs ape.ciakat cuUaborates with a classroom teacher using a taskanalysis approach, was examined with 14 t.nderglttn age..hit4ten in four MECCA Iasses. i? h.idreh in four ref erral classes, and 37 conuli lhBW

£2 214 3-55 EC 121 373Relnforctn,eal Based Redwettie Procedum. trail-ing and Muastortag Perlursoance of lstitenoaalStafl. Repp. Alan C. Dcttj. Diane E D t lentilRt,rdetwn. v17 nS p221.26 Oct 1979Dec.cnplora. Beha.,ut cnec. Con.,ngei.1

Management, 'Menini., H4n4iappcd. 'OperantConditioning. Reinforeen,ent

!deneeficic Bihav..,t Reduction. Differcat.atReita(orcemeiat

ThE paper presents gwdsnnes tor traizing itaff co impie.meat positive reducu.e prucedurel tos54crease undesiraC4ebehaviors of their retaided itadtnt and clientS Considet'attons relevant to all reductive procedures uf briefly dia.

j.c.oued in the first pori.cgs of die piper. while gusdeiuiesuidigenoia to posiive 'eductive procedural sac dsscuascdin the seroodpornoft IAuthor)

J 214 3.56 EC 12! 374Selected Ckanctcfltics. Srvlcti saf Mseest ofGroup If oe Residents. Polivk.a. Christian H. AndOthers Mental Ret.ardauon. vV' nS P227-30 OctI 9'9

1piors 'Community Scrvv.es CustodsalrMentally Handicapped, Exceptional ChildResearch. Ezceptonal Child Services. 'MentallyHandicapped. Needs Assessment. .Norma.ltzauontHandscappedp. 'Student Characteristics

ldentjfiera '(iroup Homes I Handicapped)Chaactc1niics. services received, arid movement of 471mentally retarded residents of 47 group honieswtre vsatoed (Author CL)

£3 214 357 EC 121 375Pahlle Vfwi if the Sarpk.s Population. CaidnerJames M Vo Arthur '.lcntalRetardation. .17 nSp23 1.36 Oct 1979Descriptors. 'Community Attitudes. ',Crim,nals.

ceptionat Ch.id Resear.h. Mental illnessentally Handicapped. Normalization

(Handicappcd). 'Socijl Attttude$Public attitudes toward people labeled mentalls all (Ml).m'ciady retarded *MR,. and cffrninats aC) were assessedby <ommunity abiotption questionnaire completed by200 randomly iclected persons front a stratified repreientavive sampif of & mJor metropolitan area Results indscatcd a high degree of similarity in austudcs toward Mland MR. whale C was markedly different (Autisog)

£3 214 35$ EC 121 376Teachlog Spo.taaeous-Fvacuoáal peech to A.tlstic-.Type Cs3drta. Sosne. Jeffrey B . And Others Men.ru Retardation. v17 n3 p241.45 Oct 1979Dcscnpnan. 'A..uan. 'Language Deseiupmcnt.

'SpeeQt Instruction, 'Spee.h Skids. TeachingMethods

The piper presepta a program for increasing spontaneousfunctional speech to auttitic like children The program.applicable to mdivsduat and group settings, emphssizei theuse of language skills beyond the classroom tAuthot, CLi

EJ 214 359 C 121 377Development aid DIstribution of fitelleetual and Ad.aptly, Skills Is Dowa's Syndrome Cilhldrear Irplics.tloai for Early Interveatlos Morgan. Sim B Men'is! Retardation vl7 n3 p247.49 Oct l99Descriptor Adolesc;ncc. 'Age Differences.

Childhood. 'Downs Syndrome. Early Childhood,flsceptioiial Child Research. Infancy. 'IntelligenceQuotient. Mentally Handicapped

Data us thi astma. dect 104 Sui.ise QuotientsIn 21' Down, iyndrome thitdrcn 13 months 10 .3 yearsold) from infancy to adolescence ire presented along witnan analysis of the distributional IQi within different ageranges. .AuihorICL)

£2 214 360' EC 121 37!Developseutof a Pre.Resding Coacept Progra. for1vtseally Husifteapped Chlldru' Hall. Amanda.Rodabaugh Barbora Journal of Visual Impairmentand 8.',ndneu..vlJ ru p257 63 Sep 1979 (ReprintLMl)Descriptors. Concept Formation. Elementary

Eduation. 'lndividrtalizcd Programs.M.l,a.ensii, Leain..g. 'P.ercad.ng Espe..encc.Progrim Developinpnt. Sciucntial Programs.

'%ivuslly thndicappedldcntafleis. 'Preparatory Reading Program

18 24

The article describe's the empiricsrdevei...pmeni of i'l'Ei'iPirparatory Resd'ing Prc'gz&mi an ridsiduaized 0,0,

sm fur teaching concepts to iis..aliy sandicapped halcn at a prertal.n levei. Aathct SBI1)

E\14 3l EC 121 379FIctor Affaetlag TractabilIty of Lines for TactileCrgphies. Bentzen. BillIe Louisc Peck Ajec FJournal of Visual lmp.a,rmenl and Blindness 73 n'p264-69 Sep 1979 (Reprint LMflDesnpwrs. 'Graphic Arts. 'Performance Faciots,

Rsearb Proje.ts. Tactust Perception "risua..yHandicapped

To faqlitate appropriate line choice foe tactile graphic dii'plays. 42 visually impaired Si traced four types of tactilelici in a simpac dispsay iwinitul .ncerscci.onsj. ane in a..vrr.piCa dipsay thsv.ng ,nIcrseniunii ,A..inoi;

£2 214 32 EC 12! 380A4aptstloa of ProJect '1 Cu' Primary Skills Physi'cii Educstloa Progra. for Deal-Blind Children.Sdbcrman. Rosanne K. Tnpadi, ictOri5 Jc'urnai ofVisisal Imp&rrnen. and Bandress. "3 n? p2C..'b Sep1979 (Reprint CMI)Descriptors. 'Adapted Physical Education. 'Deal

Blind. Elcmenry Secondary E4ucatn.'Indtcidualiced Instruction. MultiplyHandicapped. 'Program Development

Identifiers. 9 CAN Physical Eiu..a&aon ProgramThe sgtison deacnbe how the I CAN' physical educationprogram. an andrv'tduaiize'd irisiriactional management sys-acm for developing skids, associated concepts. and 1Oct51growth in ha'sdscappcd children was adapted for use withdeal blind ch.idren (S to 21 years oldi si the 'vew)orkIststute for the Education of the Blind (SBH)

12 214 363 EC 121 381Ilofetdb*ct Trasajag Is the kehabtlhtatloa Process:Stocker. Claudell S Journal of 8zsu.sI Impairmentand Blindness.. v73 n7 p277.279.2!l Sep 1979 (Re'prine CMI)Descrspwjs. Anxiety, 'Blind. 'Feedback. 'Physiesi

Therapy. 'Rehabilitation Programs. ViivallyHandicapped

identifiers. 'Biofeedback TrainingThe anicle describes how $ 60.tiOur training programhelped 32 blind g.crsouss use biofeedback techniques to am'prove blood ftw to arms hands legs and feet (e-.peciallyeaptirtani fui disbeiaci1. alaS 0 reouce atiusciy it 0.551ielasatsost Autboà,

£3 214 364 EC 121 382S,zaal Attitude Reaasesaent for Psychiatric Pa.heats. Diocin. Jerry. Aise, ShaileZ Rebubi..iat,on

Literature, v40 n8 p222.31 Aug 19.9Descrrptois. Adolescents. Adults. 'Emotionally

Disturbed, 'Menial illness, Rct,abocaion. 'netEducation.'Setuality. Young Adults

Sexuality peograrns are one part of the progi sin at Thresh.oi. a rehabilitation nter for psychiatric patients Ii to50 yeezs oldI A 16 *tk sesuaii'y grouf. itic'udcs sevenphases. initial Interview, beginning group dcv elopment(health care, contraception. reprod6ction. ietuslity) M.s.turtson. intercourse, homosexuality, coed group ih5ua.non, and wiap up and evasusilon iCi.,

12214365 EC 121 383E,sIsstioa of a Timmoul Irasnsa Piogetun foeMestally Retarded. Multrply Handicapped ttignSchool Students, O'Bnen. Patr.ck I , S,.hiiler. '.vi:.hans .1 Red.bthtatson Lcre,arijrc,' '40 n$ pJ.11 .1,,Aug 1979Descriptors. 'Adjustment (to Ensironmerii).

Exccptson*l Child Rescarh. 'MentaiiyHandicapped. 'Multiply Handicapped. SecondaryEducation. 'Vocattcnal Adjustment. 'Work 5114,Programs

A comparative study was made of IS mentally retarded.muljiply handacapped high ichool ttudents who ,itended

work study program and 12 students who were tradition'ally serviced in the academic program (CL)

12214 3H EC 121 384SOREPI: A Specialized Treitmeit Program Dc'sIgned to Wean Patients from U.aecessary Then.pies. ¶31 Benedelto. Maugarete Rehab,/nauun i,acr-attire. v40 n8 p236.39 Aug. P979Descriptor's 'Physical Fitness 'Physical Therapy,

'Physically Handicapped, 'Recreation, 'SocialAdjustment

The SOIIEFT (Social Recreation FItness) program easdeveloped to prevent overuse and misuse of outpatiestt p'iyii-cal therapy by disabld persons SOREFT was designed towean the chronic patient from anrecesiary therapies byhelping to identify and then meet the needs by.mote ipprolpnate means (CL)

£2 214 37 EC 121 519oalinpustsc Criatte, Abilities and Expressive Sy..

tactic Abilities of lleariagili.psu'ed Children.Laughton. Joan P0/ta Reioew. v8l'nb p409.20 Oct.Nov 1979 (Reprint CMI)

Sample page from Exceptional Child Education Resources, Subject IndexExceptional Child Education Resources196 /Subjcct Index ,

Abstract RoamingHandicapped Children 110.Mentally-Handicapped 629.

Academie AbilityGifted 584.

Academie AddivemestAcademically Gifted 972.Autism 987.Delinquency 684. 942.Disadvantaged Youth 391.Educable Mentally Handicapped 1090Emotionally Disturbed 1047 .

Gifted 746, 1036.Handicipped Children 959.Learning Disabilities 1041.Socially Maladjusted 984.Sucial Health Problems 507

Academic Aspiration' ,

Visually Handicapped 949.Academically Gifted 229. 565, 570. 972Academically Handicapped 93Accountability

Handicapped Chi !inn 892.Achievement

Emotionally Disturbed 1068.Gifted 1023.Handicapped Children 1065.Learning Disabilities 291. 375.

Achievement TestsAurally Handicapped 312.Gifted 814.

AcoestiesAurally Handicapped 353.Language Handicapped 1051.

Action Research'Severely Handicapped 393

Activities'Handicapped 906.Handicapped Children 196Preschool Education 252.Severely Handicapped 252.

Adapted Physical EdneationHandicapped Children 168, 314, 332.

380, 381.Mentally Handicapped 47.to

Adaptive BdtavUx - See Adjustment (to Ea.viroament)

Adaptive Behavior Scale 'Educable Mentally Handicapped 1053Learning Disabilities 1053.Mentally Handicapped 626. 656.

Adaptive Behavior Scales (MUD)Mentally Handicapped 197, 329.

Adjustment (to Environment)Autism 148.Custodial Mentally Handicapped 620Early Childhood Education 138,Educable Mentally Handicapped 1053,

1079. -

Emotionally Disturbed 1061,Handicapped 220, 222.Learning Disabilities 1053Mentally Handicapped 197. 329, 690.

983Psychosis 707.Slow Learners 1079.Visually Handicapped S46.

Adjustment ProblemsChild Abuse 898.-Early Childhood Education 138Gifted 63, 231Physically Handicapped 789Sexual 1/42fsbuse 898

Speial tisalth Problems 270Spina Bifida 789.

SUBJECT INDEX

Administrative PersonnelDevelopmental Disabilities .Emotionally Disturbed 29.Mentally Handicapped 29

Administrative ProldesmBlind 82.Severely Handicapped 662.Trainable Mentally Handicapped 662

Administrator AttitudesGifted 71. 947.Handicapped Children 407. 752, 944,

962, 968. 1045.Learning Disabilities 1018Minimally Brain Injured 941.Talented Students 947.

Administrator CharacteridlaElementary Secondary Education 742

Administrator EducationDevelopmental Disabilities 29Emotionally Disturbed 29MentSlly Handicapped 29.

Administrator Quark:aimsHandicapped Children 751

Administrator RoleHandicapped Children 497, 498. 499 'Minority Groups 465.

Addeo:arta,Deaf 299Delinquency 250, 442, 508, 706, 942Economically Disadvantaged 83Emotionally Disturbed 44, 45, 508Handicapped Children 891.Hyperactivity 264Learning Disabilities 35, 250, 950.Visually Handicapped 949.

Adopted Children 963.Emotionally Disturbed 733

AdultsEmotionally Disturbed 12.Mentally Handicapped 441. 910.

A6anced StudentsGifted 584.

Advocacy See Child AdvocacyAdvocacy Programs

Mentally Handicapped 5Aesthetic Edicadon

Gifted 821.Affective Behavior

Deaf 1003.Downs Syndrome 1083.Handicapped Children 466.Mentally Handicapped 1083.

Age DifferencesDeaf 976. '

Delinquency 508Downs Syndrome 241, 1083.Educable Mentally Handicapped 628,

971. ,

Emotionally Disturbed 508Learning Disabilities 1074Mentally Handicapped 641, 1083Neurologically Handicapped 1035.Trainable Mentally Handicapped 929

AggressingChild Abuse 96.Emotionally Disturbed 96, 183Hyperactivity 264'Learning Difficulties 27.Learning Disabilities 1074.

AlabamaEducable Mentally Handicapped 1091Handicapped hliiren 497

Alcoholism 181Child Abuse 263Neglected Children 263

19 J

Alphi ailldrestEmotionally Disturbed 121.Learning Disabilities 121.

American Association of Workers for theBlindBlind 82.

Anti &cud BehaviorBehavior Problems 705.Delinquency 705.Hyperactivity 705.

Antiadtiesirs 784.Anxiety

Creative Ability 301.Emotionally Disturbed 89.Learning Disabilities 89Multiply Handicapped 89.

Appalachian Education Satellite ProjectChileAbuse 308.Gifted 308.

Applied Behavior' AnalysisBehavior Problems.179.

APt1411deLearning Disabilities 995,

Aptitude TestsMentally Handicapped 272.

Aptitude Treatment Interact/cis StudiesHandicapped Children 294. ,

Architectural Barrier*,Handicapped Children S11.Physically Handicapped 282.Severely Handicapped 427

Arithmetic See also Mathanatics4nd Nom='her Concepts

ArithmeticDelinquency 684.Gifted 814Learning 'Disabilities 33, 120

Arizona Articulation Proficiency Seale Re.visedArticulation (Speech) 667. .

Art ActivitiesHandicapped Children 1107.Mentally Handicapped 47.

Art EducationGifted 326, 821.Mentally Handicapped 866.Talented Students 326

Art TherapyDelinquency 442.Schizophrenia 444.

Articulation (Speech) 342, 347,-,,,348..667Aurally Handicapped 699.Blind 341.Mentally Handicapped 875.Speech Handicapped 341. 699. 778.

Arts and Crafts Set-HandicraftsAsian Amt ricans

Developmental Disabilities 385Ethnic Groups 385

AsseitivenessEducable Mentally Handicapped 1064Har.dIcapped Children 708.Trainable Mentally Handicapped 1064

Amesunant of Performance UnitUnderachievers 361.

Associative LearningMinority Groups 192;

Asthma'Special Health Problems 382

At Risk (for Handicap) 433, 540Diseasc.... 17I koninnkally Disadsantaged 30, 43In.umwally 131%iiibed 434

11.,,,:hitaied Children 460Letiriiing Disabinties 473

4

s

Sample page from Exceptional. Child Education Resources, Abstracts Section

Spring 1980.

Gilrey). "Tests of Central Auditory Functiontat Children With Learning Disatalities" (M,Patheiro); "Evaluation of Auditory Behaviorofthildren Using the Flowers-Oostello Testof Central Auditory Abiloies", (M. Costello),"Communicating Results of Central Audio:.ry Tests With Other Professionals" (S Ri-chardson). "Some Thoughts Concerning Alterriete Explanations of Central AuditoryTest Results" (C. Dempsey), "Children'sPerformance on the SSW Test and WillefordBetsyIntenra Curmai Dataand "The Team Approach to the Assessmentof Cluicirep With Letrung Disabilities" (RSwitzer) A summary of conference discus.sion periods is also ini.luded. (DLS)

ABSTRACT 47EC 12 0047 ED N A.Publ. Date 79 178p

Upton, Graham, EdPbyaieal and Creative Activities for theMentally Handicapped.

Available from Cambridge University Press.32 E. 57th St., New York. New York 10022($10.95)

Descripton: 'Mentally Handicapped, For-etgn Countries, 'Adapted Physical Educa-tion, Movement Education, 'Physical Edu,canon, *Physical Acunties, °Art Activities,Music Activities, 'Drama, 'Handicrafts,

Publ. Form Teaching Guides,

Identifiers: 'England

Aimed at the British special education teach-er, the book presents physical and creativelearning and developmental activities for the

-mentally handicapped children. Section 1

outlines an tanovauve approach to physicaleducationlor the retarded. The benefits thisapproach can have on the intellectual, social,and physical development of retarded chil-dren are renewed, along with the stagesthrough which movement skills develop. De-velopmental movement is discussed, alongwith some general problems of organizationand time tabling Section 2 provides a de-tailed introduction to teaching music to theretarded. Specific areas where music may beof most value to the retarded are outlined,and are illustrated with case Studies A teach-ing framework is presented, outlining venousstages through which teaching might prog-reseSpecific exaMplet of teaching programsace provided, along with spaalic tea...rungteahniques, activities, and materials (Includ-ing homemade instruments Ind lists of songs,records, and books). Section 3 offers an ap-proach to teaching drama to the retarded,and covers such aspects as the nature of dra-made 'activity and of the elements of dramathat are most relevant to the retarded. Spe-cific teaching, methods and dramatic =in-tim ate suggested, and a framework againstwhich the children's progress can be evaluat-ed is also provided Section 4 prMents sugges-dons for teaching arts and crafts to the re-tarded, including a list of suggested activates.(Author/DLS)

Iv ABSTRACT 48,EC 12 0048Publ. Date 7°Skinner, toutseMotor Developmest la the Preadsool Years.

ED N.A.105p.

Available from Charles C Thomas, 301 E.Lawrence Ave., Springfield, Illinois 62717(Sta7f,)

Descriptors: Early Childhood Education;',Preschool Education; ,'Motor Develop-ment; 'Movement Education, 'PerceptualMotor Coordouitton; 'Psychomotor °b)oc-ties 'Psychomotor Stalls, 'Physical Activi-ties. 'Identification.

Publ Form: Teaching Guides;

intended pnmaruy fot professional personnelin Oanous preschool settings, the book pre-sents a representative collection of activitiesdesigned to give the preschool teacher anoverview of the types of activities that can beused for motor training, so tharsite can directsensory motor and lccom Ines to firthe general needs of mostproof childrenas well as the specific needs of mdrodual chil-dren. A comprehensive motor development'scale of expectancies for children ages 2through 5 years is provided. A section 6o seb-sory -motor activities includes data oa senso-ry-motor integration, tactile sensation, bodytmage, balance, spatial relationships, lateral-ity, form discntionanoci, fine motor coordi-nation, visual-motor coordination, and ouch-tory-motor integration. Basic body move,ment progressions are outlined in a separatesection, with information provided on roll-ing, crawling, creeping, walking, running,

Jumping and hopping, galloping. andskipping. A final section reviews muscularstrength-and reluaton. A glossary of termsassociated with motor development is mind-ed. (DLS)

ABSTRACT 49EC 12 0049 ED N.A.Publ Date 77 91p.

Manly:. Mary; "ftMignone, Bernadette R.Educational Strategies for the YoungestHearin Impaired Quidrat (0 to 5 Years ofAre. ).

Available from Alexander Graham Bell AY.soctatioa for the Deaf, 3417 Volta Pl., N W.,Washington, District of Columbia 20007(S7 00)Lexington School for the Deaf Education Se-nee, Book 10, The Lexington School for theDeaf, 30th Avenue and 75th.5treet, JacksonHeights, New York, New York 11370

Daeriptors. 'Aurally Handicapped. EarlyChildhood Education °Ictervention, 'Cognaive Processes, Cogruuve Development;Problem Solving; Prediction; Classificaboo.*Learning Activities; 'Language Develop-ment;, Language Skills; °Listetune Skills;Nursery Schools;

Publ. Form Teaching Guides;

The book presents appropriate interventionstrategies for the education of hearing im-paired children from infancy through the ageof 5 ymrs, and is intended.for parents, teach-ers, and others who serve this population.Focus is on the expansion of language andlistening skills through thd cognitive pro-cemes of sequencing, classification, compari-son, prediction making, anti proolem solving,Each section oovers a year in the child's de-velopment, with subsection broken downinto smaller age groupings which are mea-sured in days. In each section, auditory, so-mal. visual, ta.ctur., language, and readiness

20' 2 (;

, '9

activities are proposed to facilitate the child'sgrowth of language. A separate section onnursery schools is also provided- (15LS)

ABSTRACT SOEC 12 0050 ED N.A.Publ. Date 77 131p.

Lohmeser, Barbara, and OthersHaan Service-Technician In-Service Ttain-Mg Modules: Competency Based Instruction-al Material for Personnel Providing Dls,ct

Care Services for Handicapped Individuals.

Available from Hawkins and Associates,Inc. 729 Delaware Ave., S W.. Vt sihington.District of Columbia 20024 ($5.95)

e-

Descnptors: 'Severely Handicapped; Para-professionel Personnel, nnscence Educe-umi Performance Based Education; Cur -siculum, 'Human Development, BehaviorChange; !Conttagency Management Interactma; 'Leisure tune; Recreation;

Publ. Form: Guidelines;

The book contains instructor guidelines fora cumculum designed for paraprofessionalsworking with severely handicapped persons.Chapter t reviews activities of a 3 year proj-ect and describes the background of the cur-riculum guidelines. The remainder of thebook is composed of objattives, suggestedlearning museum, resource citations, perfor-mance criteria, and supplementary readingresources for the following six modules: hu-man growth and development; orientation todisability ,and' handicapping conditions;behavior analysts; interactive processes; lei-sure programing for the severely, profoundly,and multiply handicapped, and cheat are of

, the development:* disabled. (CL)

ABSTRACT 51EC 12 05151 ED N.A."Publ: )date Nov 77 87p

A National Study of the Problems of Deve-lopmentally Disabled Individuals Placed InOat-of-State Facilities. Final Report.

Available from Council of State Govern-ments, Iron. Works Pike. Lexington, Ken-tucky 40578 ($6.00)

Descnptnrs: Excefitional Child Research:°Developmental Disabilities, Delinquency,'Student Placement; 'State Surveys, StateStandards; State Agnmes; Interstate Pro-grame Normahrauon (Handicapped);'

identtfiers. °Out of State Placement, DI:mu-,tutioaiiizatioa;

The report details findings of a surVey of stateprocedures in placing developmentally dis-abled individuals (including juvenile offend-as) in out-of -slate facillues. An motel chap-ter presents results which indicate that nut-of-state placement is a practice confined to arelatively few states in any significant num-bers. Data for 10 states reporting 10 or moreoat-of-state placements are provided for thefollowing headings numbers by d.agnosuccateeorY, monitoring processes, standardsapplied. placement patterns, *and public orprivate institutions Nartative information tsalso given for Alabama. Marylani, New Jer-sey. and the Area Offices of the Bureau ofIndian Affairs Secondary researcn .ssues aresear to touch on demstitutionaluationnormalization. Among conclusions drawnfrom the data are that the prai.oce of out-of-

Print 99/5/1 3DIALDG File54 ECER/EXCEP CHILD 66 -81 /May (Item

1 -

t wow

'EC

Inservice Training of Teachers to Work in MainstreaMe3Physical Education,SettingS.

1 of 3) User 9004 4jun81

Spragens. Jane Ellis r%

1979- 213P. ,,,,

Note' Texas Woman's University. EC120169UMI, P D. Box 1346. Ann lrbor.,M/' 48106 ($24.00 pc. S13.00 physical education for the handicapped. meeting the need

mf) Ostler No 8912180 lit through Inservice education.EDRS- NDT AVAILABLE Dunn, John M., Ed.: Harris, Jerry L . Ed.

A 1 ,day ipservice model in adapted physical education and Dregon State Univ.. Corvalfis School of Health andthe requirements of P.L. 94-142 (the Education for A)1 Physical Education. .

Handicapped Children Act4 was found tó produce a significant 1979-May 144P N.,

attitude gain toward mainstreaming as well as an increase in Sponsoring Agency. Bureau of.Educatio for the Handicapped

knowledge related to physical education with handicapped (DHEW). Washington. D.0 '

children. .(CL) . Dregon State University, School of H alth and PhysicalDescriptors Exceptional Child Research/ Disabil,ities/ Education. Corvallis.'Dregon 9733'1 ($3.00 xerox copy).

Teacher Attitudes /' Physical Education/ Adapted Physical EDRS. NDT AVAILAALEEducation/ *Mailotreaming/ Inservice Teacher. Education/ .twenty papers presented at the oreg state conference onCompliance (Lege) r s, ""inservice physical education and public law 94-142" are

Identifiers Education for All Handicapped Children 'Oct included in the voluMe, the first section focuses on-theA inservice challenge and includes papersgn subjects Such as

.

the accountability of inservice training for implementation ofP..) public law 94-142, the practical implications of research in.-' EC 122896 'ED181704

,

.. physical edUcation, and needs assessment methodologies for

The Detroit Approach to Adapted Physical Education and inservice the second section presents inservice models suchRecreation. , as a field based model' of physical education for the

.

. Elkins, Bruce:. Czapski. Stephen handicapped, a model staff development program for PhysicalDetroit Public Schools, Mich. Dept. of ,Special Educatton, educators, a field delivery system for inservice in a rural19.79. 8P. area; and a motor development Inservice training project. theponsorIng Agency Bureau of Education for the ,Handicapped final section considers inservice for special groups. amdng

(DHEW/DE). Washington, D.C. , topics' covered are a psychosocfal approach to inservice. .

Note. Detroltli Adap4ive Physical. Education Consortium physical education. Administrative inservice consideratonS.Project

1 'and am inservice model for university'facilities. (prr)

The report describelOetroit's Adaptive Physical Education 'Descriptors. handicapped children/ elementary secondaryit Consortium Project. in Michigan. 'Among the main objectives of. educhtion/ educational legislation/ mainstreaming/ adapted

the project are to coordinate all physical .vducation and ghysipal education/ inservice oroarams/ educationalrecreatiop services to the handicapped in thd Detrbit areii. .to accountability/ exceptional child research/ delivery systems/faCilitiie the mainstreaming of capable, handicapped needs assessment/ personnel/ rural education/ suburb's/ urbanindividdals into existing ""negular" plulical education and education% models/ administrator role/ parent childrecreation programs: to establish arlARldapted sports and relationship/ teacher attitudes/ ,inservice education/ higherrecreation lending library.' available to all schools. eduCation/ +physical education .

universities, community agencies. and individuals (including Identifiers: education for arihandicapped children act.,parents) who joie the GonSortium project: to Conduct inservice

rtraining programs for all pro:Jae-I-participants; to create at

teaching laboratory where adapted physical education.therapeutic recreation, and dance therapy students can polishand develop their skills: to develop various products toassist in the coordination and communication of project .0

activities; atia to establish an advisory council and parentroundtable to offer guidance and-assistanoe to the pcaJect.(DLS)Descriptors. Handicapped/ Special Programs/ Program

Descriptions/ Adapted, PhVslnal Education/ RecreationalPrograms/.Recreation/ Physical Education/r Physical EducationPrograms/ donsorta/ Educational Coordination/ Mai6streaming

I:4 Ufa

3027

4

/ Inservice Education/ Dance Therapy/ Teacher Education/Parent Participation/ Special Libraries

Identifiers: Adaptive Physical Education consortium Project/ Michigan (Detroit)

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ERIC Document:

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;$.

DISCOVERING- SPECIAL EDUCATION RESOURCES: A WORKSHOP ON ERIC AND ECER

'Workshop Evaluation'

1. What is your curreiltoccupation?

Regular -class,,teacher Undergraduate student.---

Special education teacher Graduate student

Librarian Administrator

Other:

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3. 6efore participating in this workshop, had you ever .used ERIC?

Yes No If so, how:

Manual search of print indexes (RIE and CIJE)

Computer search of ERIC data baseAO-

Products or services from one or more ERIC clearinghouses

4. Before participating in this workshop, had 4.1 ever used ECER? .

Yes No If so, how:

Manual search of print index (formerly called Exceptional ChildEducation Abstracts)

-Computer search of ECER data base.

5. Before participating in this workshop, had you ever called, writtento, or Visited CEC's Department of Information Services or the ERIC

.- Clearinghouse on Handicapped and Gifted Children? Yes No

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7. Do you think you will use ERIC and /or ,ECER in the future? Yes No

ss

Please use the reverse of this fpm to provide suggestions on how we canimprove this workshop v./the services and products available from CEC and

-- ERIC.

Pleasereturn this form to your workshop leader or to:

Lynn SmarteCEC/ERIC

1920 Association DriveReston, Virginia 22091

23