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Described is the development and evaluation of a module for teaching special education teacher trainees to determine a pupil's instructional reading level through the use of an informal reading inventory (IRI). Among the topics covered in Part I on developing the instructional module are needs assessment, a review of relevant literature, review and evaluation of existing modules, task and concept analyses used to formulate instructional objectives for the module, the design of criterion-referenced tests and prototype materials, and formative evaluation. Discussed in Part II is the project's summative evaluation phase, in which the module's effectiveness was tested with 62 university students enrolled in three special education methods classes. It was concluded that the module was an effective tool for helping trainees to determine the instructional reading levels of exceptional pupils. Included in the extensive appendixes are materials for the needs assessment study; detailed instructions for utilizing, coding, analyzing, scoring and interpreting an IRI; and a sample achievement test with scoring rules and answer key. (LH)

Presented is the final report of a 3-year (1970-1973) project, funded by Title III, to develop a model instructional and training program with 10 (five each year) 6- to 8-year-old, multiply handicapped, deaf children at the Indiana School for the Deaf. Described are use of a separate building at the school, experimental summer programs 1969-1972 and staffing consisting of an experienced teacher of the deaf and four home supervisors providing 24-hour supervision, protection, and training assistance. Dissemination activities reported include development of four instructional materials, a television program, and visits from organizations. Evaluation of five children who did not read, write, or communicate prior to the program is given to include grade scores 1.5-1.85 on a reading test, and development of gestural communication. Discussed are 16 project goals such as integrating the students into regular class activities when feasible, use of materials such as Project LIFE, and utilization of community resources. Included are psychological progress reports, plans for continuing the project, and difficulties of program implementation such as finding professionals skilled in testing multiply handicapped students. An appendix contains evaluation materials such as rating scales, dormitory reports, three tests (word recognition, language, and mathematics tests) developed to rate achievement, and student progress records in thinking activities. It also contains a list of recipients of dissemination materials, letters to agencies, and photographs that appeared in publications. (MC)