Search

The article provides information about the 52nd Annual International Convention of the Council for Exceptional Children to be held in New York City on April 14-19, 1974. The responses received by the Advisory Committee have been distributed to the committees and are now in the final review and scheduling process. Detailed planning is required in the total convention week with time line commitments which make extensions impossible. A criteria is also established for accepting papers, including those which contribute to the teacher learner environment, those which speak to innovative teaching practices, research applicable to instructional programs, and presentations which deal with expanding educational options for exceptional children.

The article highlights the 46th annual international convention of the Council for Exceptional Children in New York City. There were 7,703 attendees from various states and countries outside the U.S. and Canada. Programs and activities include five general sessions, 93 section meetings and six special meetings on instructional materials centers. Social functions were given by alumni groups, Canadian membership, federations and other CEC units. The highlight of the convention was the President's dinner, featuring Senator Jacob K. Javits as the main speaker.

This preliminary investigation examined the relationship between poverty level and parental awareness of evidence-based interventions in urban African American parents of children with autism spectrum disorder (ASD). Based on responses to a survey, more parents above the Federal Poverty Level (FPL) reported awareness of the interventions than parents who were below the FPL. Similarly, poverty level was related to parental awareness of the educational and therapeutic services their child received. [ABSTRACT FROM AUTHOR]

The article focuses on the recognition of problems in children. The classroom teacher is afforded an excellent and unique opportunity to note slight deviations in the behavior of children which may be precursors of greater problems. To assist the teacher in recognizing developing problems the author has prepared a checklist, based on material submitted by a graduate class in special education at Hofstra University in New York. The teacher can pull out this two-page checklist and use it as a guide, where problems so indicate, she should seek the assistance of appropriate specialists. The items in the checklist include: responses, conceptual ability, perception, communication, behavior, coordination and motor activities, etc.

The article outlines various activities developed by a special education teacher in Yonkers, New York to raise mentally retarded children's interest in aviation. These activities include a study of individuals involved in aviation development such as the Wright Brothers, Charles Lindbergh and Amelia Earhart. Also suggested are additional reading materials, follow-up activities, vocabulary enlargement, films related to aviation, and mathematical concepts. These approaches developed interest in flight, airplanes, pilots, eating on planes, tickets, and the various aspects of plane travel.

State early intervention programs (EIPs) have been encouraged to develop and implement comprehensive outcomes measurement systems. As the number of children with autism spectrum disorders (ASD) and their families receiving services in state EIPs increases, disability-specific outcomes data are needed to better understand issues of access, costs, and benefits. The New York State Early Intervention Program (NYSEIP) used concept mapping with parent and professional stakeholders to define child and family outcomes expected from early intervention services for children with ASD and their families. Stakeholders generated more than 700 statements (synthesized to 105), then individually sorted (17 parents, 39 professionals) these statements into categories. Stakeholders rated each outcome on importance (20 parents, 48 professionals) and likelihood (18 parents, 46 professionals) that EIP services will yield a positive impact. The aggregated sort data were subjected to two separate sets of multivariate statistical analyses, producing an 11-cluster map of professionals’ conceptualization and a 7-cluster map of parent/family members’ conceptualization of the outcomes. Possible explanations for the parent/professional differences are discussed. The results will be used as part of ongoing efforts to develop a comprehensive evaluation system for state Part C EIPs that is grounded in stakeholders’ perspectives on expected outcomes for children and families. [ABSTRACT FROM PUBLISHER]

Lora v. Board of Education of the City of New York, a suit filed to correct abuses in the identification and placement of Black and Hispanic students in segregated special day schools for students disabled by emotional disturbance, was decided by a consent decree agreement contained in a court order issued in 1984 following a 9-year history of testimony, decisions, appeals, consent orders, and judgments. Monitoring of the final order continues until 1986. An unusual aspect of the process in Lore was the appointment by the court from nominees suggested by the parties to the suit of a special advisory panel of experts on special education programming to provide advice and technical assistance regarding nonbiased assessment and placement procedures. This article describes the history and resolution of the Lore litigation, and the standards and procedures intended to prevent future discriminatory practices or to detect them as soon as they occur put forward in the final order. [ABSTRACT FROM AUTHOR]

The article discusses key issues concerning the utilization by the state of New York of the private sector for the education of children with handicapping conditions. As a state education agency, New York has had numerous appeals to the Commissioner of Education. The appeals to the Commissioner form the interpretative policy basis for implementing Public Law 94-142 in New York. The monitoring efforts of the State Education Department regarding private schools are the reasons for the state's prohibition on contracting with many private schools.

The article focuses on the difficulties in serving handicapped children in local public school programs. The major efforts are made to upgrade the level of special education services in the public school program. It is a common complaint that labeling any child as handicapped can have a negative impact and may segregate a child to a degree beyond what is necessary and desirable. There are many public school programs that helped to integrate the mildly handicapped child into the mainstream of public education. In New York State, some Boards of Cooperative Educational Services programs are being carried out successfully.

The article describes a program which deals with the performance criteria approach in preparing and training teachers in the area of learning disabilities in Erie County, New York. The program was created by the Board of Cooperative Educational Services in the state, which maintains 86 special classes and resource rooms for children with learning disabilities. Tuition fees of students are used to finance the program. No funds are spent for additional teachers since the local program supervisors rendered the task of the course instruction. Some unique features of the program are the combined effort of local school district, college and parents in planning and implementation, combination of inservice education into college curriculum and development of a teacher education program that is based on competency units which are transformed into behavioral skills.

The article reports developments in the Council for Exceptional Children (CEC) after its Delegate Assembly in New York City. The council has elected new members to the CEC board of governors. The delegate assembly of the council has voted to increase the dues for regular membership, student membership, life membership, retired membership and retired life membership. The leadership and support of Senator Jacob K. Javits in securing legislation for the education of exceptional children is acknowledged by the council. The CEC board of governors has approved the formation of the Division for Children with Learning Disabilities.

The article cites a study of crippled children in an orthopedic hospital school near New York City. The objective of the study was to determine how crippled children varies in terms of intelligence, their emotional adjustment and school achievements compared to normal children in an orthopedic hospital school setting. The researcher used the cumulative measure of disability and duration in evaluating the physical capability of the crippled children in relation to their mental capacity. In conclusion, the study found that emotional adjustment for crippled children varies as they increase in age. In addition, it was indicated that intelligence of the crippled children does not vary in relation to the disability duration index.

Reflects on the impact of art on the life of a teacher of special education middle school students in the South Bronx in New York City. Examples of visual expressions of local culture in the city's landscape; Social status of artists in the South Bronx; Reason why students hate school but love art; Collaboration with students on making large-scale paintings inspired by themes drawn from world literature.

The article provides information about the series of meetings as part of the 46th Annual International Convention of the Council for Exceptional Children to be held on April 14-20, 1968 in New York City. During one of these sessions, a longitudinal study of the problems of a typical ten-year old child with communication disorder will be presented to the participants. Frank J. Falck, doctor of philosophy, will act as moderator of these meetings. Topics to be discussed include pre-, peri-, and postnatal factors related to children with communication disorders, child development from birth to three years old, suggestions and techniques of recognizing problems related pre-school children and consideration of these kind of children who do not function at expected levels of performance because of his communication impairments.

The article presents the official charters granted to representatives of one division, one federation and twenty-two chapters of the Council for Exceptional Children in several states in the U.S. The division, federation and chapters includes, (1) Division for Children with Communication Disorders, (2) No. 458 Saskatchewan Federation, (3) No. 55 North Metropolitan Chapter, Michigan, (4) No . 91 Alamo Chapter, Texas, (5) No. 147 Charlotte Mecklenburg, Chapter, North Carolina, (6) No. 247 E. George Payne Chapter, New York, (7) No. 256 San Mateo County Chapter, Alberto, (8) No. 270 San Francisco State College Chapter, California, (9) No. 344 Shasta Chapter, California, (10) No. 346 Kappa Chapter, Pennsylvania, (11) No. 379 Central New Jersey Chapter, New Jersey, and (12) No. 414 Northwest Washington Chapter, Washington.

The article announces The Council for Exceptional Children Convention that will be held on April 20, 1968 at the Americana Hotel in New York. The morning section meetings will be spent discussing the two basic goals of the fourteen regional centers in the Instructional Materials Network for Handicapped Children and Youth. Some topics of the discussion will be the practical proposal for classroom management and instruction and the residential and public school programs for the emotionally disturbed.