DOCUMENT RESUME

ED 051 596 EC 032 433

TITLE Learning Disabilities Programs: Exceptional ChildBibliography Series.

INSTITUTION Council for Exceptional Children, Arlington, Va.Information Center on Exceptional Children.

SPONS AGENCY Bureau of Education for the Handicapped (DHEW /OE),Washington, D.C.

PUB DATE Feb 71NOTE 25p.

EDRS PRICEDESCRIPTORS

ABSTRACT

EDRS Price ME-$0.65 HC-$3.29*Annotated Bibliographies, *Bibliographies,Dyslexia, *Exceptional Child Education, *LearningDisabilities, Minimally Brain Injured, PerceptuallyHandicapped, Program Descriptions, ReadingDifficulty, Slow Learners

One in a series of over 50 similar selected listingsrelating to handicapped and gifted children, the bibliographycontains 96 references selected from Exceptional Child EducationAbstracts concerning programing for children with learningdisabilities. References include conference papers, journal articles,texts for parents and teachers, and program guides, and providebibliographic data, availability information, indexing and retrievaldescriptors, and abstracts. Author and subject indexes ate alsoprovided. (RD)

U S DEPARTM:NT Or HEALTH, EDUC ATiONI WELFARE

.4r)OFFICE OF EDUCATION

is DOCL,MEN7 HAS BEEN P.EPRO,UCEDEXACTLY AS RECEIVED FROM 71.E PERSON CRORGANIZATION CRIGINAUND IT POINTS OF

t" VIEW OR OPINIONS STATED DO NCI NECE5SARLY REPRESENT OFFICIAL Off ICE OFCATION POSITION OR POLICY

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LEARNING DISABILITIES-PROGRAMS

A Selective Bibliography

February 1971

CEC Information Center on Exceptional ChildrenThe Council for Exceptional Children

Jefferson Plaza, Suite 9001411 S. Jefferson Davis Highway

Arlington, Virginia 22202

This bibliography is. 3 product of the Information ProcessingUnit. CECERIC Information Center on Exceptional Children.

The W0,14 presented or reported herein was performed pursuant to a grant from the Bureau ofEducation for the Handicapped, US Office of Educal.on, Department of Health, Education, endWelfare. However, the ommons expressed herem do r 01 recEssarity reflect the pos.hon or potcyof the US Olfce of Educators and 410 olticih endorsement by the US Olf,:e of Education should

nfr red.

The CEC Information Center on Exceptional Children

With a grant from the US Office of Education, the CEC Information Center was established at The Council forExceptional Children to serve as a comprehensive source of information on research, instructional materials,programs, administration, teacher education, methods, curriculum, etc. for the field of special education, The Centerfunctions as the Clearinghouse on Exceptional Children in the Educational Resources Information Centers (ERIC)program and also as a member center in the Special Education IMC/RMC Network. In audition, the CEC Center'sprogram includes a commitment to a concentrated effort towards the development of products which will interpretresearch results into educational methods and practices.

How to Use This Bibliography

The abstracts in this bibliography have been retrieved, on a selective basis, from the computer stored informationof the CEC Information Center. Abstracts were selected from the Center's complete holdings on this topic as of thedate indicated.

How to Read the AbstractEach abstract contains three sectionsbibliographic data, descriptors, and a summary of the document, The

bibliographic section provides the document's identifying number (ED and/or EC), publication date, author, title,source, and availability. The descriptors indicate the subjects with which a document deals. The summary provides acomprehensive overview of the document's contents and in some cases document availability is announced here.

How to Use the IndexesSome bibliographies in Exceptional Children Bibliography Series contain author and/or subject indexes. In these

bibliographies, readers seeking work on a specific aspect of the general topic may consult the subject index to bereferred to specific abstract numbers. Abstracts dealing with several topics may be identified by finding the sameabstract number under two or more subjects in the sibject index.

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ABSTRACT 10180EC 01 0180 ED 018 020Publ. Date 64Birch, Herbert Ci.. Ed.Brain Damage in Children, the Biol-ogical and Social Aspects,EDRS not available

Descriptors: exceptional child educa-tion; learning disabilities; behavior: per-ception; family (sociological unity; mini-mally brain injured; etiology; psychoiog-i,-al evaluation; behavior problems; fam-ily relationship; heredity; individualcharacteristics; educational needs; childdevelopment; neurologically handi-capped; perceptual development: per-ceptual motor coordination; perceptual-ly handicapped; social environment; so-cial experience; incidence; socially de-viant behavior; socialization

Papers and discussion summaries arepresented from a conference on thebiological and social problems of child-hood brain damage held at the Child-ren's Hospital of Philadelphia in Nov-ember 1962. A variety of disciplines isrepresented, and the following topics areconsidered--(1) The Problem of BrainDamage in Children by HerbertBirch. 12) Brain Damage as a Cause ofBehavior Disturbance in Children byCharles Kennedy, 131 PsychologicalEvaluation of Children with CerebralDamage by Leonard Diller. (41 TwoStrategies for Studying Perception inBrain Damaged Children by Herbert G.Birch, 15) behavioral Manifestations ofCerebral Damage in Childhood by 1.conEisenberg. (6) The Effect of a BrainDamaged Child on the Family hy How-ard R. kelman. (71 the Social Environ-ment and Individual Functioning byStephen A. Richardson, and (8) SomeEpidemiological Aspects of CongenitalBrain Damage by Ernest M. Gruenberg.The annotated bibliography contains369 titles in sin categories--11) the entityand its description, (2t clinical and spe-cial diagnosis, (3) characteristic mecha-nisms and natural history, 141 etiology--

experimental, epiderniologic,15i treatment. education, and manage-ment. and 16) reviews, overviews, andtheories. Ibis document is availablefrom the WilliamsjWilkins Company,Baltimore, Maryland, for $$.95, IDE)

ABSTRACT 10220EC 01 0220 El) 01$ 901Publ. Date 67Barsch, Ray H.:(ehlding Perceptual-Motor Efficienen, a Spare(triented Approach toLearning, Perceptual Motor Curricu.Ism, 'Volume I.MRS not available

Descriptors, exceptional child cducaLion; learning disabilities; curriculum;perception; neurologically handicapped;children; learning theories: psychomotorskills; perceptually handicapped; percep-tual motor learning; perceptual develop-ment ),erceptual motor coordination:auditory perception; visual perception,

haptic perception; tactual perception:sensory experience; space orientation:movigenics

The first of a 3-volume perceptual motorcurriculum, the book describes a pro-gram based on a theory of movementwhich the author labels movigenics Ithestudy of the origin and development ofpatterns of movement in man and therelationship of these movements to hislearning efficiency). Ten basic constructsof movigenics are outlined, and thefollowing topics are discussedID theconcept of space, 12) muscular strength,131 dynamic balance, 114) body aware-ness, 151 spatial awareness, and 16) tem-poral awareness. The contributions ofsensory modes (gustatory, olfactory, tac-tual, kinesthetic, auditory, visual) andthepercepto-cognitive modes arc ex-plored. Also, bilaterality, rhythm, flexi-bility. and motor planning arc consi-dered as four components which permitman the full freedom to move. A curric-ulum bz,sed on the theory of movigenicsand leading to movement efficiency inboth physical and cognitive spheres isdefined in terms of 10 guidelines. Thebibliography contains about 420 entries.This document was published hy SpecialChild Publications, Seattle SeguinSchool, Inc., 71 Columbus Street, Seat-tle. Washington 98104, for 510.00. IDE)

ABSTRACT 10240EC 01 0240 ED 018 023Publ. Date 67Cruickshank, William hi.The Brain-Injured Child in Home,School, and Community.ED RS not available

Descriptors: exceptional child educa-tion; learning disabilities; leachingmethods; instructional materials; educa-tional needs; minimally brain injured;clinical diagnosis; individual characteristics; behavior; special programs; au-diovisual instruction; learning activities;parent role; psychotherapy: educationaldiagnosis; environmental influences:language development; space orienta-tion; medical treatment; etiology; pro-gram evaluation

Written for parents, teachers, and otherswho work daily with brain injured child-ren, the book includes considerations ofthe symptoms of brain damage, recom-mendations for diagnostic proceduresand p rsonnel, and descriptions of treat-mei,t techniques that have proved effec-tive at home and in the classroom. Anintroduction to the brain injured child isgiven, and psychological and learningproblems are deliocated. All the parts ofa complete diagnosis are examined. Aspecial education program is describedin terms of stimuli control, adjustmentto space, and the role of structure.Appropriate teaching ma erials, visualmotor materials and activities, and step;in the development of ahs.racl conceptsare discussed. Cited as important to theoverall program are motor training,provision of psychotherapy, and lan-guage and communication development.Remarks are made concerning the fu-

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tare and planning for the families ofsuch children. Included for each chapterare selected references of interest toparents, another list of references forteachers. and additional readings. Theappendix contains descriptions of na-tional. state, and local organizationsconcerned with brain injured children.This document is available from theSyracuse University Press, Syracuse.New York, for $6..50. (DE,/

ABSTRACT 10250EC 01 0250 ED 03,8 049Publ. Date 67Ellingson. CarethThe Shadow Children, a Book aboutChildren's Learning Disorders.EDRS not available

Descriptors: exceptional child educa-tion; learning disabilities; reading; tests;teaching methods; children; minimallybrain injured; case- studies (education);reading difficulty: eading failure; be-havior; clinical diagnosis; educationalobjectives; remedi I instruction; specialprograms: neurologically handicapped;dyslexia; perceptually handicapped;family background; intelligence tests;diagnostic texts; directories

Intended for parents and classroomteachers, the book translates the oficntechnical professional literature whichalready exists concerning children withlearning disorders. Dyslexia (the lack ofability or inability to read) is discussed.and two case studies are provided. Miai-mal brain dysfunction and the range ofits terminology and symptoms are alsotreated. Inforn-ation oil testing andteaching insiodes checklists and samplevisual materials. Also given are a glos-sary of 24 items, a suggested reading listof 64 items, a list of 27 references, and a148-page directory )organized by states)of private and public agencies whichprovide testing, diagnosis, and specialeducation services for children withlearning disabilities. For each facility.address, directory, diagnostic facilities,testing facilities, educational facilities.and special requiremerts are stated. Thisdocument is available from TopazBooks, Five North Wabash Avenue,Chicago, Illinois 60602, for 56.50. t DE)

ABSTRACT 10292EC 01 0292 ED 017 098Publ. Date 67Bernstein, BebeElerjclay Problems and the Childwith ',earning bifficultiea,EDRS not available

Descriptors: exceptional child educa-tion; learning disabilities; teachingmethods; curriculum: curriculumguides; problem solving: self care skills;concept teaching

'fire problems that daily living maypresent to children who experiencelearning difficulties are discussed, andthe need for the teacher to surrey thervperiential background of his class andto develop a method for dealing w ith thechildren's problems is deKribcst. Prot-lems that merit attention include those

which will he met in life activities andthat hamper the ability to function independently. The environmental problemsexplored in this hook are categorizedthree waysas situation problems, asconcept problems, and as applied infor-mation problems. The author suggests amethodology which stresses teacherpreparation. steps in lesson develop-ment, meaningful vocabulary, concretelearning aids, additional activities, andvisual aids. Thirty eight problems, theirdelineations, and suggested solutionsconstitute the bulk of the book. In eachcase the problem is stated and thefollowing points are presented in outlineformmateriils, method, solution,learning aids and environmental vocab-ulary, related problems, teacher direc-tions, and suggested activities. Examplesof the 25 situation problems are hoes toopen a can or jar, which tool would youuse, and why paint things. Seven con-cept problems include such ouestions asw hat do colors mean and what doarrows tell you to Jo. Representative ofthe six applied information problems arewhat s)astild you know about yourself inan emergency and how do you send forthings or find your favorite radio ortelevision, program. A limit section sug-gests additional topics or problems thatmay lead to further exploration. Thisdocument was published by the JohnDay Company, fnc.. 62 West 45thStreet, New York, New 'York 10036.and is available for $4.95. (DE)

ABSTRACT 10297EC 01 0297 ED 017 103Publ. Date 66 113p.Gordon. Sol; Golub, Risa S.Recreation and Socialization for theBrain Injured Child.Neu Jersey Assn. For Brain InjuredChild., East OrangeEDRS mf,hc

Descriptors: exceptional child educa-tion; learning disabilities; recreation:ophthalmology; parent counseling; rec-reational programs; children; socializaLion: minimally brain injured; recrea-tional activities; social recreation pro-grams; games. program administration;perceptual motor coordination; percep-tual development; primary grades; guid-ance; parent attitudes; adolescents: sum-mer programs: day schools; day campprograms: program planning

Designed for parents and specialistsplanning therapeutically oriented recre-ational and socialization programs forbrain injured children, this documentcontains 13 chapters by different au-thors. Activities discussed are generallynoncompetitive, emphasizing structureand limit. Discussed are (1) the role ofthe optometrist with the inadequatelearner, (2)organization and administra-tion of recreational programs, CI) activi-ty guides, (4) gamer and exercises foradolescent boys, (51 recreation ar J so-cialization activities for the adolescentgirl. (6) instructional swimming pro-grams. t7) a therapeutic recreation pro-gram. 18) organization of a summer daycamp. (9) an individual and group per-

ceptaal motor training program. (10) aday school recreation program, (lit per-ceptual motor training for early primarygrade children, 112) guidance for par-ents, and (13) parent counseling. Viewsfrom parents are reported. A supplementtreats preschool perceptual skills andoptometric visual care. Concerned or-ganizations, resources, and a 50 -itembibliography are provided along withindividual bibliographies for some chap-ters. (1 D)

ABSTRACT 10505EC 01 0505 ED 021 352Publ. Date 07 Jul 67 347p.Johnson, Doris J.; Myklebust, DelmerR.Learning Disabilities; Educal;analPrinciples and Practices.EDRS not availableGrune And Stratton, Inc., 381 ParkAvenue South, New York, New York10016 (59,75).

Descriptors; exceptional child educa-tion; learning disabilities; teachingmethods; minimally brain injured; per-ceptually handicapped; neurologicallyhandicapped: dyslexia; remedial instruc-tion; arithmetic, nonverbal learning:written language; auditory perception:visual perception; educational planning:learning; educational principles

Intended for teachers, educators, andspecialists who are interested in theproblems of learning disabilities, thetext presents principles and practicesnecessary in the clinical teaching ap-proach to childrer, with learning disabir-ities. Areas considered include learningdisabilities in general. the brain andlearning, and special education andlearning disabilities. Also treated arenonverbal disorders of learning and dis-orders of auditory language, reading.written language. and arithmetic. Impli-cations and outlook are discussed. Ap-proximately half of the 74 illustrationsare teaching aids and half are examplesof children's drawings or writings whichshow the effects of various learningdisabilities. A reference list cites 186items. (LEI

ABSTRACT 10519EC' 01 0519 ED 023 214Publ. Date 68 133p.Kephart, Newell C.Learning Disabrity: An EducaticiialAckenturc. The 1967 Kappa Delta t'iLecture.EDRS not availableThe Interstate Printers And Publishers.Inc., 19-27 North Jackson Street, Dan-ville, Illinois 61832 (53.95).

Descriptors: exceptional child educa-tion; learning disabilities; perception;cognitive processes: teaching methods;emotionally disturbed; neurological or-ganization; cognitive development; ab-stract reasoning; mental rigidity;thought processes: symbolic learning,perceptual motor learning: learning ac-tivities; neurologically handicapped; sti-mulus generalization; perceptual motorcoordination

Educational implications and symptomsare described for learning disorder,. thedisruption in the processing of informa-tion within tl,e central nervous systemcaused by brain damage, emotional dis-turbance, or inadequate presentation oflearning experiences. Developmental se-quences, developmental progression,and restoration of development are de-tailed for the human organism; educa-tional readiness is also considered.Methods of teaching generalization arediscussed from initial datum to elabora-tion and integration; levels of generali-zation are given: and reactions of rigidi-ty, perseveration, and frustration to newlearning tasks are compared. Represent-ative teaching activities including readi-ness skills such as gross motor activities,balance, laterality, locomotion, coordi-nation, experimentation, and fine motorcoordination are described and illustrat-ed by 15 figures. Suggestions arc pre-sented for classroom management, clini-cal procedures, and special classes tocover the range and complexity of theproblems of these children. Regularclassroom use is emphasized. SSN I

ABSTRACT 10521EC 01 0521 ED 023 216Publ. Date 68 91p.Eidgington, Ruth; And OthersHelping Children with Reading Disability.EDRS not availableDevelopmental Learning Materials,3505 North Ashland Avenue, Chicago.Illinois 60657 ($1.00).

Descriptors: exceptional child educa-tion; learning disabilities; reading:teaching methods; instructional materi-als; eye hand coordination: phonics:auditory training. writing: spelling; ki-nesthetic perception; dyslexia; instruc-tional aids

Intended for parents helping their child-ren with reading disabilities. ihip hookdescribes specific activities in -areas. The eight areas include generalsuggestions for the study period, handand eye coordination activities, phonicstraining, ear trainimt, reading, relaxa-tion activities, muscle memory, writing,and spelling. Thirteen approaches to andmethods of teaching are specified. theappendix lists instructional materials,including commercial work- and text-books and programs, as troll as othermaterials, ifwentysesen aids are alsoillustrated. (1.F.)

ABSTRACT 10533EC 01 0533 JD N.A.Publ. Date 68 13Sp.Chaney, Clara 5.1.; Kephart. Neu ell C.MeturIc Aids to Perceptual Training.The "'tow Learner Series.EDRS not availableCharles F. Merrill Publishing Cis opany.1300 Alum Creek Misc.. Columbus.Ohio 43216 S53.95).

Descriptors: exceptional child educa-tion: teaching methods: learning disabil-ities; perception: learning; educationalgames; perceptual motor coordinatiunineurologically handicapped, motor de-

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velapinent: menially handicapped: stimulus generalization; behavior change;self concept; psychomotor skills; audito-ry training; speech skills; visual learn-ing; discrimination learning; minimallybrain injured

Written from a developmental view-point, this book for parents and teacherspresents both a theoreti:al orientationand perceptual motor activities for train-ing children with learning disabilities,both the brain injured and the retarded.if he theoretical basis for training gener-alized motor responses is considered interms of motor perceptual learning, themotor system and generalization, explo-ration through movement, cognition. deelopmental sequences. and structureand control of Ischuvior, Procedures forevaluating behavior are detailed by an85 -item checklist of basic motor move-ments, a 38-item checklist of visualmotor movements, and 23 guidelines forself help and motor development. De-scriptions of training activities and programs include these areas: learning tol i s t e n , with s i x recommended phono-graph records and I I stories; balanceand posture, with balance beam activi-ties, and development of body imageand awareness; arm and leg differentia-ricn, and locomotion with swimmingpool and trampoline activities; ocularmotor coordination; and oral motormanipulation with developmentalgames. (MNI

ABSTRACT 10534EC 01 05 ED 022 310Publ. Date May 68 196p.Ebersole, Marylou: And OthersSt,-ps to Achievement for the SlowLearner. The Slow Learner Series.EONS not availableCharles E. Merrill Publishing Company,1300 Alum Creek Drive. Columbus.Ohio 43216 t54.95).

Descript.iis: exceptional child educa-tion: learning disabilities; teach ingmethods; preschool children; minimallybrain injured; motor development; per-ceptual motor coordination; learningtheories: psychomotor skills; studentcharacteristics; student needs; neurologi-cal organization: space orientation; con-cept formation: reading: xi riling; arith-metic

Intended for teachers. therapists. physi-cians. students, and parents. the guidepresents a learning theory based onmotor activities and suggests a curricu-lum for preschoolers divided into sys-tematic learning steps which are neces-sary for attaining educational goals.Topics treated are special needs of thechild handicapped by brain damage.characteristics and discipline, braindamage related to the function of thenervous system. leataing theory relatedto teaching techniques, the need for ai

stable point of reference from which tointerpret relations in space. and thedevelopmental stages of learning. Alsoconsidered and detailed by steps areconceplualrration, arm and hand coordi-nation, cutting wish scissors, pre-read-

I tdr rung Disohillifts Pro,:

ing. pre-tv riling. and pre-arithmetic(counting and number concepts). Threeappendixes contain activities for teach-ing colors and pattern analysis anddevelopment Wit) form boards, andsteps in teaching pre-arithmetic. 1LD-t

ABSTRACT 10542EC 01 0542 ED 023 237Publ. Date 21 Jun 68 384p.N. !cher. Gladys. Ed.Children with Reading Problems;Classic and Contemporary Issues inReading Disability. Selected Rearlings.EDRS not availableBasic Books. Inc., Publishers. 404 ParkAvenue South, New York. New York100161'5/S.954

Descriptors: exceptional child education; learning disabilities; reading;teaching methods; identification; re-source materials: research reviews tpub-lications); learning theories; personalitytheories; motivation, neurological hand-icaps; dyslexia; socioeconomic influ-ences; clinical diagnosis; psychoeduca-tional processes; reading skills; etiology

Intended for the stt. lent and teacher.primary source material is presented ontheories and research relating to readingdisability. Conflicting concepts of hu-man development are discussed in theoverview. Emotional, neurophysiolo-gieal. and cultural factors involved incausation are evaluated in 18 papers.diagnostic considerations in eight. andireatment in the classroom and of child-ren with severe reading disability in 15papers. Twenty-six tables. 18 figures,and references are included; 1 26-itembibliography is provided, CI.E)

ABSTRACT 10549EC 01 0549 ED 021 362Publ. Date 67 101p.Arena, John L, Ed.; And OthersTeaching Educationally HandicappedChildren.TAMS not availableAcademic Therapy Publications. DeWitt Reading Clinic, Inc.. 154) FifthAvenue. San Rafael. California 94901152.95).Papers From The Good Teaching Praclives Conference For Teachers Of Edu-cationally Handicapped Children (Orin-da Crossroads. California, (Veber 22.1966).

Descriptors: exceptional child e Jucation; learning disabilities; educationalneeds; teaching methods: curriculum;mathematics; behavior change: lan-guage; counseling; minimally brain in-jured; neurologically handicapped; p,r-ceptuatly handicapped; academicallyhandicapped; perceptual motor learning:child development; basic skills: self con-cept

Describing methods for helping childrenwith normal intelligence who manifestlearning. perceptual. andfor behaviordisorders as a result of minimal neurol-og ical or brain dysfunction, the compila-tion contains 22 papers. Articles arcgrouped into six categories: identifying

the children. motor development. basicconsiderations. adapting the languagecurriculum., adapting the mathematicscurriculum, and behavior change. Top-ics considered are the role of observa-tion, the identification of childr.n'sstrengths and weaknesses, the role of theschool psychologists, counseling. move-ment exploration, game skill develop-ment, relaxation and concentration,training in pattern recognition and spaceconcepts, and development of self con-cept. Academic areas discussed includethe teaching of English to junior highschool students, correction of left-to-right reversals, reading, art tic use ofcolor in reading, music, creativity inarithmetic. mathematics in the primarygrades, modern math for junior highschool, basic mathematical concepts forelementary' children, behavior modifica-tion and learning, and academic andemotional developmcn, at the juniorhigh school level. Reference lists followseveral art ides. DP)

ABSTRACT 10624EC 01 0624 D 024 184Publ. Date 01 Was' 67 260p.Bonner, Morton, Ed.Evaluation and Education of Child-ren with Brain Damage.EDRS not availableCharles C Thomas, Publisher, 301-327East Lawrence Avenue, Springfield, Illi-nois 62703 (58.50).

Descriptors: exceptional child educa-tion; learning disabilities; teachingmethods; identification; minimally braininjured; educational method'.; educa-tional strategies; curriculum des clop-mcnt: oral communication; hearing loss;psychiatry. psychological patterns; per-ceptual M3tUr coordination; neurologi-cal defects; a irally handicapped; evalua-tion techniques; evaluation: remedialprograms

Ten papers consider brain damagedchildren. Bruin damage is considered asan educational category, ar d the follow-ing aspects of evaluation arc created:disorders of oral communication, hear.ing impairment, psychological deficitpsychiatric factors, and neurologicalconsiderations. Educational strategiesdiscussed include the educational methods of St tatiss and Lehtiocn, leachingthe child wit's a perceptual motor handi-cap. educational methods based on the(Miner concepts of neurological deficit,a treatment program for children x,ithlearning difficulties. and curriculum de-velopment rni children w ith brain dam-age, dal

ABSTRACT 10649EC 01 0619 I'D 023 228Publ. Date 68Benyon, Sheila Doranilotemilve Programming for SlowLearners. The Slow Learner ScrimEDRS not asailabicCharles L. Merrill Books. Inc.. 1300Ahem Creek Drive, Columbus. Ohio43216 15! 75, Paperback; 53.95. ('loth).

Dcscripto-s: exceptional child research,learning disAhilitics; teaching methods;

perception; perceptual moti.or learning;perceptual motor coordination; casestudies (education); test results; percep-tion tests; projective tests; perceptuallyhandicapped; sensory integration; motordevelopment; coordination; self actuali-zation; self concept; space orientation;sensory aids; discrimination learr.ing

Seven children with basic perceptualmotor problems (learning disorders) invarying severity were selected for a

6 -week intensive program. All werefrom 6 to 8 years old and had mentalages 2 years below their chronologicalage. Structured and integrated areas ofinstruction were speech and language.perceptual-motor, gross motor, andaquatics. Main areas of emphasis werebody image, position in space, formconstancy, and sensory integration. In-structional materials included teacher-made and commercial supplies. gymnas-tic equipment, and a pool. Two parentconferences took place, and daily re-cords were kept on the children's prog-ress. Case studies on each child presentbackground information. contact withcenter, initial status, behavioral charac-teristics, speech and language skills, per-ceptual and motor problems, and aquat-ic accomplishments. The 27 daily lessonplans describe the materials and teach-ing methods used. Six pre. and posttestsinclude the Metropolitan Readiness Testand the Goodenough Draw-a-Mar Test.On the former test, four children im-proved from F. (Loa) to D (Low Nor-mal), one from D to a higher D, onefrom C (Average) to B (High Normal),and one from A (Superior) to a higherA. On the latter tests, increases inmental age iv-grid from 6 months to 4years. (St."

%ACT 10653EC )r 0663 ED N.A.Publ. Date 66 264p.Crawford, John E.Children with Subtle Perceptual No.for Diffieultiem.EDRS not availableSlanwix House, 3020 Chartiers Avenue,Pittsburgh, Pennsylvania 15204,

Descriptors: exceptional child educa-tion; learning disabilities; identification;behavior; children; perceptual motor co-ordination; minimally brain injured;perceptually handicapped; pathology;clinical diagnosis; diseases; neurologicaldefects; teacher role; physicians; parentcounseling; medical treatment: neurolo-gy; individual characteristics; emotionalproblems; physiology; etiology; bioch-emistry; medical evaluation; check lists

In order to help teachers and othersrecognize perceptual -motor-c ,pressivedifficulties early enough to help childrenthrough appropriate remedial tech-niques, the text describes several child-ren who illustrate the broad syndromeand differentiates among these childrenin clinical characteristics, organic signs,and behavior. Also considered are ads.antes in diagnosis, the role of the teach-er, identifying signals which the teachercan discern, emotional complications.and the effects of misunderstanding.

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Endocrine dystunctions and brain andcentral nervous system dysfunctions arediscussed, along with the role of theneurolog,st in diagnosis. clinical facetsof the children, pharmacotherapy aids.parent therapy, early recognition, andpossible breakthroughs. Thirty-eight il-lustrations, a list of 37 books recom-mended for leachers, and a glossary of92 items are provided. (OF)

ABSTRACT 19669EC 01 0669 ED N.A.Publ. Date 66 423p.Money. John. Ed.; Schiffman, Gilbert,Ed.The Disabled Reader; Education ofthe hygexic Child.EDRS not availableThe Johns Hopkins Press, Baltimore.Maryland 21218 ($8.50).

Descriptors: exceptional child educa-tion; learning disabilities; teachingmethods; reading; reading ability; remedial instruction; re medial programs;dyslexia; perceptually handicapped; lat-eral dominance; language handicaps; in-itial teaching alphabet; linguistics; phon-ics; morphophonemics; kinestheticmethods; spelling: behavior theories; ex-perimental psychology; perceptual mo-tor coordination; case studies (educa-tion)

Twenty-two papers consider theories ofreading disability and various teachingmethods. Disorders of spelling, linguis-tics, developmental factors in readingand writing backwardness, reading asoperant behavior. experimental psychol-,gy of learning to read, the epidemiolo-gy of reading retardation and a programfor preventive intervention, and learningand not learr.ing to read are discussed.Teaching methods presented as alterna-tives to the whole word method are theOrton-Gillingham approach. tracing andkinesthetic techniques, the initial Teach-ing Alphabet, the morphologico-al.gebraic approach, the color phonics sys-tem. and the progressive choice readingmethod: mature cc-dent for immatureskills and program administration in aschool system are included. Case histories illustrate space-fri.-m deficit, direc-tional rotation and poor finger localizaLion, conceptual idiosyncrasy, phonem-ic- graphemic matching defect, arrestedliteracy, and the developmental Ger-stmann syndrome. A critique on teach-ing reading is presented. A glossary, abibliography, and a selected bibliogra-phy of tests are included. (1.E)

ABSTRACT 10678FC 01 0678 Li) N.A.Publ. Date 68 408p.Bangs, Tina E.Language and Learning Dio.ordera ofthe Pre,tesdemk (-hild: With Curric-ulum Culde.FURS not availableAppleton-Century-Crofts. 440 Park Av-enue South. New York, New York10016.

Descriptors; exceptional child educa-tion; language: learning; curriculum:preset-1,NA evaluation; language handi-

capped; learning disabilities; languagedevelopment; intelligence; clinical diag-nosis; curriculum guides: grouping tinstructional purposes): parent participa-tion; child development; retarded speechdevelopment; teaching methods; aurallyhandicapped

Parent goals, language. avenues of learn-ing, assessment, and pre-academic train-ing are discussed; communication. orallanguage, speech. written language, andintelligence are operationally defined.Assessment tools are described in gener-al for assessing language skills, avenuesof learning. qualitative interpretations.and diagnostic teaching. The diagnosti-cian's report is summarized and ex-plained. The discus ,. n of developing apre-academic prog. n , siders educa-tional philosophy, school policy, and thecurriculum guide A definition of terms.assessment, training, psychological fac-tors, and labels for class placement aregiven for adapting the pre - academiccurriculum guide for children with hear-ing impairment. A pre - academic curric-ulum guide is presented for the follow-ing levels: from 6 months to 3 years andthen I he beginning. pre-Lindergarten,kindergarten, and readiness levels. Ap-pendixes of assessment and training ma-terials and a 123-item bibliography aregiven. ISNI

ABSTRACT 10718FC 01 0718 FD N.A.Publ. Date 66 I 20p.Rappaport, Sheldon R., Ed.Childhood Aphasia and Brain Dam-age; Volume III, habilitation.Pathway School, Norristown, Pennsyl-vaniaI//(finger- McMahon FoundationEDRS not availableThe Pathway School, Box 181. Norristown. Pennsylvania 19404.

Descriptors: exceptional child educa-tion: learning disabilities: educationalprograms; neurologically handicapped;language handicapped: aphasia; mini-mally brain injured; clinical diagnosis;psychological tests; communication(thought transfer); teaching methods:communication problems; visual percep-tion; visualization; motor development;electroencephalograms; child develop-ment; conceptual schemes; language de-velopment; interdisciplinary approach

The scope. comfilexity, and basic princi-ples of an eflestive habilitation programfor brain injured children are consi-dered. Sheldon R. Rappaport discussesthe adult-child relationship and theadult's responsibility for providing struc-tured learning experiences. 1 he assessmerit of brain damaged children byHomer B.C. Reed includes some psy-chological tests; a language program foraphasic children is presented by LillianF. (Jerald N. Getman describesthe role of the visuornotor complex inlearning, and Daniel, Silverman consi-ders the application of electroence-phalogiaphy to the study of neurologi-cally impaired children. 1 hi-cc discussion of presentations and concluding

1 Ake rt.r..I t hill 4.roct

remarks by Dr. Rappaport are included.(DT)

ABSTRACT 10751EC 01 0751 ED N.A.Publ. Date (67) 59p.Nash, Ralph J.; Pfeffer, JudithA Guide to a Special Class Programfor Children with Learning Disabili-ties.Chicago Association For Children WithLearning Disabilities, Illinois;New Jersey Association For Brain in-jured Children, East Or ageEDRS not availableChicago Association For Children WithLearning Disabilities, PH Child, Box4451, Chicago, Illinois 60680.

Descriptors: exceptional child educalion; learning disabilities; leachingmethods; minimally brain injured; indi-vidualized instruction; teacher role; clin-ical diagnosis; visualization; visual dis-crimination; auditory discrimination;auditory perception; visual perception;kinesthetic perception; motor develop-ment; eye hand coordination; arithme-tic; reading; handwriting; social studies;sciences; special classes

Guidelines are presented for specialclasses enrolling children with learningdisabilities. Descriptions of the popula-tion served, diagnosis, the classroomlearning atmosphere, group and indiv,d-cal teaching, handling of the individualchild, basic skills to be taught, theteacher's role, and integration of thechild's total life experiences are dis-cussed. Al-o considered are the observa-tion of behavior in order to develop anapproach toward remedying the child'sdisability and readiness at two levels.Activities are suggested for developingvisual memory, visual discrimination,auditory memory, auditory discrimina-tion, tactilainesthelic perception, mo-tor training, body knowledge, and eye-motor ability. Special exercises are giv-en for developing skills, visuallauditoryassociation, arithmetic, handwriting, so-cial studies, and science. Appendixesinclude eight anecdotal cases, outline asample weekly lesson plan, and listinstructional materials with publishersand 39 references. (LE}

ABSTRACT 10942EC 01 0842 ED 003 854Publ. Date 64 22p.Lewis, Edward R.Initial Teaching Alphabet (I.T.A.) forinstruction of Reading Disability Carses.San lose State College, CaliforniaOffice Of Education ID11 EW), Washing-ton, D. C.EDRS mf,hcCRP-S-145

Descriptors: exceptional child research;reading; learning disabilities; teachingmethods; instructional materials; 'reme-dial reading clinics; reading materials;methods research; reading failure; read-ing instruction; reading development;comparative analysis; remedial reading;comparative education; foreign coun-

earning Disabilitiei--Programs

tries: orthographic symbols; alphabets;Sari Jose; California; EnglandBritish experimental usage of InitialTeaching Alphabet (1TA) materials andprocedures for instruction of readingdisability cases was studied to determineif [TA methods and materials could besimilarly used in a San Jose readingclinic. The investigator made observa-tions in England of quality, format,concepts, and use of language in the [CAmaterial. Findings were discussed undernine categories: ITA materials, pupilselection for ITA remedial work. reme-dial techniques with [TA. individual orgroup methods for use with ITA, pho-netic o' whole word approaches, diagno-sis in ITA remediation, the use ofsupplementary materials, extent ofteacher training, and ITA and the read-ing clinic, Genera ly If A has had bene-ficial effects with children when a histo-ry of reading failure has existed. it wasconcluded that 1TA materials availablein England could he used in the UnitedSlates with minor modifications in iso-lated bool:s. Howevtr, additional mate-rials which arc not yet available inEngland include high interest, transi-tional, skill building, and supplementarymaterials, as well as ITA reading man-uals. Dal)

ABSTRACT 10923EC 01 0923 ED 026 767Publ Date 68 I 66p.Mattison, RuthEducation as Therapy; Suggestionsfor Work with Neurologically Im-paired Children.EDRS not availableSpecial Child Publications, Seattle,Washington (53.50.1.

Descriptors: exceptional Child educa-tion; learning disabilities: educationaltherapy; educational diagnosis; neurol-ogically handicapped; behavior; program development; home programs;preschool children; individualized in-struction; play the' spy; family (sociolog-ical unit); parent participation; interper-sonal relationship; instructional materi-als; behavior change

Educational therapy and the proceduresfor use with neurologically impairedchildren are discussed. Areas consideredare educational evaluation. includinginformation from parents. the actualevaluation, and interpretation of theresults; and program planning, includinghome training of the preschool child andways in which the child's behavior mayb influenced. A discussion of how andwhen academic work is to be introducedtreats the following topics: adapting fora child with a r rnmunication disorder,reaching a withdrawn child, and influ.encing a child's feelings The role ofimaginative drawings and play in educa-tional therapy are described. Relatedtopics mentioned are carry over of ther-apy to life, implications for older child-ren. interaction with siblings, parents'role in therapy, letter writing. termina-tion of therapy, and definition of educa-tional therapy. A list of 47 selectedreadings is included. (DE)

ABSTRACT 10936EC 01 0936 ED 026 780Publ. Date 28 Oct 68 203p.Cruickshank, William M. And OthersThe Preparation of Teachers ofBrain-Injured Children. SyracuseUniversity Special Education and Re-habilitation Monograph Series R.National Institute Of Mental Health1Di-1EN/a Bethesda, Maryland;Syracuse University, New YorkEDRS not availableM H-7559Syracuse University Press, Box 8, Uni-versity Station, Syracuse, New York13210 (86.50).

Descriptors: exceptional child research;learning disabilities; teacher education;curriculum; teaching methods; cot se

organization; school systems; graduatestudy; teacher improvement; follow upstudies; teacher evaluation; controlledenvironment; minimally brain injured;perceptually handicapped; programevaluation; masters degrees; administra-tor attitudes; demonstration programs

Co prepare teachers to work with braininjured and hyperactive children, a

training progr 'ending to a mask 'sdegree was at 'eloped. Forty-seventeachers, chosen by their school systems,took both foundation and specializationcourses and participated in a seminarwhich included study of theories andmethods, collateral reading. projects,preparation of pre academic materials,and activities related directly to child-ren. Teachers also participated in staffmeetings, the administrators' seminar,and field experiences. A demonstrationclass of eight boys (aged 7 to 13) servedas a focal point for discussion; roommodification and teaching methods fol-lowed the concepts of Strauss and Lehti-nen. Fotlowup studies were done of allteacher graduates: 33 were emploaed toteach brain injured children and sevento teach the emotionally disturbed. Be-yond fam rarity with similar conceptsand knowledge of certain materials andskills, there were major differences inthe way the teachers used their training.Previous training and experience, personalia reasonable disagreement, andattitude of the local school system werefactors influencing adoption of the sug-gested methods. Results indicated thatlocal school systems should he morebasically involved a. the training proc-ess. (RP)

ABSTRACT 11047EC 01 1047 ED N.A.Publ. Date 66 423p.lielimuth, Jerome, Ed.Learning Disorders, Volume 2.EDRS not availableSpecial Child Publications, Seattle Se-guin School, Inc., 71 Columbia Street,Seattle, Washington 98104.

Descriptors: exceptional child educa-tion; learning disabilities; perceptualmotor coordination; leaching methods;learning characteristics; emotionaliy dis-turbed; neurologically handicapped;medical treatment; team teaching; clini-

5

cal diagnosis; osychoeducational clinics;family relationship; self concept; perc:pitem neurological organization; vision:educational therapy; human posture;child development; services; behaviormodification: dyslexia

hirteen papers consider learning disor-ders. Aspects treated include a neurope-diatric approach to the diagnosis andmanagement of school behavioral andlearning disorde ; neurological organi-zation as the basis for learning; physiol-ogic considerations and the tactualmode in learning: developmental influ-ences on the emergence and ameliora-tion of learning disorders; and bodyimage as related to perceptualicogni-lisemotor disabilities. Also discussedare the family relationships of latency-age Nays with emotionally based learn-ing inhibitions; the relationship of hu-man frontal lobe function and learningdisorders and its implications: the lackof the clinical educator as clinic inade-quacy in treating learning disorders;intellectual characteristics of severelyretarded holders and iinplications forteaching techniques; observations onchildren with severe reading problems;medical treatment of behavior disorders.prescriptive team teaching for adoles-cent handicapped students within a pub-lic school; and a preliminary report on astudy of eye preference, certain bodymechanics. and visual problems. UE1

ABSTRACT 11156EC 01 1156 ED N.A.Pilaf Date 67 22p.Frostig. MarianneThe Relationship of Diagnosis to Re.mediation in Learning Problems.Southern California University, Los An-gelesRosenberg Foundation, San Francisco,CaliforniaFORS not availableThe Association For Children WithLearning Disabilities. Inc., 3729 SouthDelaware Place. Tulsa. Oklahoma74105 (Whole. $2.50).Paper Published In international Ap-proach To Learning Disabilities OfChildren And Youth, Third Annual In-ternational Conference (Tulsa. Okla-homa. March 3.5, 19661, Pages 43-66.

Descriptors: exceptional child educa-tion; learning disabilities: identification:perception; tests; perceptually handi-capped; visual perception; auditory per-ception; language; cognitive processes;clinical diagnosis: remedial programs:perceptual motor coordination; teachingmethods; intelligence; Frostig Develop.mental Test of Visual Perception; Illi-nois Test of Psycholinguistic Abilities;Of PA); Wechsler Intelligence Scale forChildren

The diagnosis and remediation of learn-ing problems are considered in .he areasof sensory-motor ability. auditory per-ception, visual perception. language. andthought processes. The use of the follow-ing tests for evaluation is discussed:Wepman Test of Auditory Diseriminalion. Frostig Developmental Test of Visual Perception. Illinois Test Of Psychol-

6

inguistic Abilities. Wechsler IntelligenceScale for Children. and several sensory-motor tests. Training programs for remediation of each area are outlined, andemotional and social development is

treated. A table compares factors of thestructure of the intellect at chronologicalage 6 with the abilities tapped by theIllinois. Frostig. and Wechsler tests. Abibliography cites 35 entries. Appendix-es describe the Frostig and the Illinoistests by providing examples and c tplain-ing functions covered by the tests andtraining procedures which follow. Fac-tors in human movement and physicaleducation programs (with six referencescited) as well as basic results on fourtests toe tabularly arranged. (OF)

ABSTRACT 11199EC 01 1199Publ. Date 31 Mar 69.

ED 027 69:219p.

Rappaport, Sheldon R.Public Education for Children withBrain Dysfunction.EDRS not availableSyracuse University Press. Box 8. Univerity Station. Syt acuse. New fork13210 (S6.50).

Descriptors: exceptional child educa-tion; learning disabilities; educationalprograms: teaching methods; behaviorchange; school community cooperation;administrative policy; patent attitudes;parent counseling, child development:diagnostic teaching; equipment: class-room design; readiness; sensory integra-tion; instructio Sal materials; behaviorproblems: psychotherapy: teacher resetprogram planning

A foreword by William M. Cruickshankintroduces a book designed to provideinformation on the problems of childrenwith brain dysfunction and to furnishguidelines to habilitation. Subjects doscussed are the status of education forthese children, preparing the communityfor a school program selection of schooland preparation of the principal, (cach-ets. and parents. and a conceptual modelincluding child development as a frame-work for cssessrnent and education. Rec-ommendations of D.B. Harmon on envi-ronmental design, an example of educational programing. and tasks for thedevelopment of readiness are presented.Color. form, and utilization of instruc-tional materials are dc scribed; also de-scribed are psychotherapy and the roleof the teacher in behavior management,parent counseling. and the need foreffective habilitation. A glossary ofterms is included. (RP)

ABSTRACT 11247LC 01 1247 FU N.A.Publ. Date 68 272p.Hart, Jane; Jones. BeverlyWhere's Hannah; A Handbook forParents and Teachers of Childrenwith Learning Disorders.[DRS not availableHalt Publishing Company. Inc.. 510 6thAvenue. New 'funk. New York 10009158.501.

Descriptors: exceptional child educa'ion, learning disabilities; teaching

8

methods: behavior problems; behaviorchange: case studies teducal'oit); mini'mally brain injured; parent participa-tion, etiology; clinical diagnosis; testing,psychomotor skills: perceptual motorlearning; +pace orientation; child dev,-I.opment; learning characteristics; inch-vi:!aal characteristics; perceptuallyhandicapped; learning activities; selfconcept; Movigenics

The story of a mother and a teacherrelates the experiences of Hannah. abrain.injured. II 1(2 year-old girl. Thehistory of her characteristics, developmenu and training is interlaccd withexplanations of her behavior, of thecharacteristics of other children withteaming disorders. and of training objec-tives based on the Movigenio theory ofRay 11 Barsch which stresses acquisi-tion of position in space. Activities aredescribed for structuring the environ-ment to control stress factors of space,time. language, and task multiplicityand level. Also described are the devel-opmental process, testing and evalua-tion, teaching methods. behavior man-agement. buil iing self concept. andcauses of bran. injury. Thc role of theparent in hc%ving the chill and a sched-ule of lessons for one week are included.Also included arc a chart of experiencesfrom infancy to 8 years and a list of 15national organizations which aid handi-capped children. 11.E1

ABSTRACT 11263EC 01 1263 ED N.A.Pohl. Date 65 282p.A Profile...The Eli Child...And HisNeeds,Contra Costa County Department OfEducation, Pleasant Hill, CaliforniaFORS not availableContra Costa Department Of Education.75 Santa Barbara Road. Pleasant Hill.California 94523.

Descriptors: exceptional child educa-tion; learning disabilities; teachingmethods; instructional materials; educa-tional needs: neurologically handi-capped; hyperactivity; perception: Ian.guage arts; perceptual motor coordina-tion; language development; mathemati-cal concepts; mental ietardation; neurol-ogical development: emotionally dis.turbed, epilepsy: dyslexia

The educationally handicapped childand his needs are discussed. lecturestreat mental retardation, function andmalfunction of the nervous system, epi-lepsy', the education of the hyperactivechild. perception, visual motor coordi-nation and teaching materials, trainingperception, sensory motor training. spe-cial help in specific areas, and dyslexia.Student committee reports considermethods and materials encouraging thesequential development of quantitativeconcepts; eight authorities on visua' per-ception and fine motor coordination:methods and materials for teachingreading. spelling, and writing; teachingmethods and techniques for auditoryperception and language development:and gross motor development materialsand teaching and evaluation methods.

I ,(rtinnal xy ld Bil,1111,1artv, SAT!,

An additional report discusses psychol-ogical services for emotionally handi-capped children. The appendixes prov-ide a diagnostic test to be administeredby teachers to discover potential learn-ing diftieulti:s of children and outlinethe regulations relating special educa-tion programs for emotionally handi-capped minors; a general bibliographycites 101 items. it.F.)

ABSTRACT 11384EC 01 13114 ED N.A.Publ, Date 11 Oct 68 175p.Smith, Bert ".augerYour Non learning Child: Ilis Worldof Upside Down.EDRS not availableBeacon Press. 25 Beacon Street, Boston,Alassachusetti 02108 1$4,951.

Descriptors: exceptional child services;perception: learning disabilities: educa-tional needs; minimally brain injured;dyslexia; aphasia: neurologically handi-capped; clinical diagnosis: clinics; selfconcept: case studies (education): familyproblems; educations) programs; educa-tional planning; child rearing: specialschools, educational legislation; studentteacher relationship: parent child rela-tionship

Directed to teachers. volunteers. andparents working with the unlearningchild, the text describes the child withspecific learning disabilities in terms ofperception. thought dssclopment, lan-guage. and symptoms. The damagedchild's view of himself as a failure isdiscussed; case histories are pro-- ided.causes staled; and parent and teacherviews of the child are presented. Guide-lines for parents are provided whichdescribe a study period, discipline, andindependence training; guidelines forteachers describe sources of help includ-ing the Houston Speech and HaringCenter, the Instiidte for I anguage Dixorders in Evanston, Illinois. the Path-way School in Morristown. Pennsylvan-ia. and the slenninger Foundation inTopeka. Kansas. 'the responsibility forthese children is examined in light oflegislative programs. recommendationsfrom Associations for Child; en ailh1 earning Disabilities. the Bureau ofEducation fist the Ilandicapped. currentresearch. and activities and informationsources. :(11 E.1

ABSTRACT 11870EC 01 1870 ED N.A.Publ. Date 6.1 25Sp.Roswell, tiksrenee, Natchez, GladysMrading ffiogno4,, andTreatment.['DRS not asadableBasic Books, Inc., Publishers, 401 ParkAvenue South. New York 10016($5.501.

Descriptors: exceptional child educa-tion; learning disahilitics: reading,IcacOing methods: dyslexia; reading in-struction; reading improvement: instruc-tional materials; reading materials;reading comprehension; sending skills;ward recognition; vocalsulaiy develop-ment; remedial leading: psychotherapy;

case studio (education); educational di-agnosis: etiology: identification; and -(a-chievers

The causes. diagnosis. and treatment tillreading disability are examined; thenature of reading disability is defined:and the diverse characteristics of stu-dents with reading disability are consi-dered A multidisciplinary approach totreati,,ent is advanced. and the variedcauses and their interfunctioning arcanalyzed. Diagnosis is approached fromtwo angles: the contributions and meansof investigation of both the teacher andthe psychologist. Aspects of treatmentdescribed include psychotherapeuticprinciples as applied to remedial readinginstruction, the major methods of teach-ing word recognition, and the applica.lion of its techniques within a group orindividual setting. Basic componentsand remedial methods connected withdeveloping comprehension, study skills.and vocabulary are also explained. Thescope of the discussion is extended byapplying principles to pupils of widelydiffering ages and stages of achievementand describing remedial techniques forolder pupils with severe reading disability as well as methods for helping thebright high school student who is notachieving up to capacity. Case historiesillustrating various facets of the problemare presented. The appendixes offer rep-resentative tests; listings of seicciedbooks by grade level: &sr:60;0ns ofgames. devices, and a Li-kbooks; andword lists. 1151)

ABSTRACT 11968EC- 01 1968 D 071206(5d pt.l'ubl. Date 69Crotty, Bryant J.Perceptual -Motor 1kihasior and Edu-cational Processes.FDR S not available

Charles C -Thomas, Publisher-, 301-27East Lawrence Avenue. Springfield, Illi-nois 6270S IS9.507.

Descriptors: exceptional child educason: handicapped children: teachingmethods; perceptual motor learning:physical education; visually handi-capped; orthopedically h and icappedilearning theories: social intmenccsi vis-ual perception; minimally brain injured:mentally handicapped: perceptual devel-opment; visually baridicanped mobility;

peractivity: psychomotor skill,: per-ceptual motor coordinallon: lateraldominanceAddressed to elementary school andspecial class leachers. the text presentsresearch-based information on percep-tual-motor behavior and education. in-cluding movement and the human per-sonality, research guidelines. and move-ment activities in general education.Special education is considered and per-ceptual motor abilities are discussedwith reference to the blind. the clumsychild with minimal neurological handi-caps. the mentally retarded, and theorthopedically. handicapped. An :Trio--ins pros ides a screening test for evaluat-ing perceptual (nowt attributes of neu-rologically and mentally handicapped

9

children as well as a [nobility orienta-tion test for the ISIS!

ABSTRACT 11984EC lel 1984 bp N.A.Publ. Date 2.1 Dee ES 296p.Dechant, EmeraldDiagnosis and ffern,diation of Read-ingEDRS not availableParker Publishing Company, Inc., Vil-lage Square Building. West Nyack, New'York 10994 158.951.

Deseriptorsi exceptional child educa-tion: learning vi isahil dins: reading,tencLing methods. indrc:rional materi-als: dyslexia: reading difficulty; testing:;cmcdiai reading. clinical diagnosis; in-structional material-. identification; pre-'cation; remedial leading programs:reading instruction. program planning;individualized instinit ,11

Intended for the da,1,,,,nt teacher, thetext presents methods for preventing.diagnosing. and mini:dialing readingproblems, Areas toosidered includeidentifi 'ation of (Lc Jolts:oily, diagnostictesting, investigadi s ref causes. and or-ganization and imp:cm-dilation of re me-diatior. A survey if reading methods isprovided, along with a discussion ofmeeting the individual needs of childrenwhose readi rig problems are compound-ed by other haialica^ping conditionsVarious remedial procedures arc de-scribeo. auidelines are offered and mate-rials listed in the areas of skill improve-ment materials, aediosiisu al nu:genial,:mechanical des ices, and pi-etc.:clonalbooks. Information is appended regard-ing the following. tests of intelligenceand reading readiness a, dell as re ad rigsurvey. diagnostic reading, and oralreading tests; the role of the wadingspecialist; and 4:1 Lest and DI hookpublishers. 11 El

ABSTRACT 20165EC 02 014.5 I -I)r't SPubl. Date 69Valett. Robert E.l'eogramming LearningFORS not availableteAron Publishers. 2166 Park Boule-vard, Palo Alto, California 9-006,Descriptors: ci,ceptional child educa-tion:learningdisahilities: program plan-ning: psychoeducational processes: eval-uation methods: psychological evalua-tion; diagnostic teaehing: reinfoieignent,sensory integration: perceptual motorcoordination: administrative policy:identification: records Ifistmsl. teachingmethods: instructional materials: classorganization; classroom design: ancil-lary services: clinical diagnosis

Written primarily for use by pctsonsconcerned with the establishment andoperation of learning disability pro-grams, the text presents a rationale forprograming. definitions,. examples. andeducational rationales for basic learningabilities, and a model school districtpolicy statement. Preliminary set ccn intpsyshological esaluatior., a de selisprocn-tat lack approach to education. the (.; g-

nostic-prescriptive teacher. and the de-selopment of sensory-motor and percep-tual skills arc discussed. Suggestions aremade for prescriptive programing andprogram organization; the rationale andmethods for behavior -modification andsupporting programs and services areconsidered. Sample letters. form;, andrecords, behavior raring scales. evatha-lion sheets, schedules. lists of equipmentand supplies, and lesson plans are prov-ided. IRJ)

ABSTRACT 20210EC 02 0210 ED N.A.Publ. Date 66 109p.

ahler, DonaldIntroduction to Programs for Edurationally Handicapped Pupil.; Emptia,sis,-Minimal Cerebral 13, ifunelion.California Association For Newoloei-cally Ilandicapped Children, Sacramen-to, Education And Information Com-mittee[DRS not availableCalifornia Association For Neurologi-cally Handicapped Children. Education-al And Information Committee, 5954Spruce Avenue, Sacramento, California95M I.

Descriptors: exceptional child educa-tion; learning disabilities; minimallybrain injured: incidence; neurologicallyhandicapped; identification; indisidualcharacteristics; clinical diagnosis; educa-tional diagnosis; learning characteris-tics; professional personnel; programplanning; educational adminaiation;student placement; teacher selection:teacher education; teaching methods;student evaluation; program costs; classroom design

-1 he emerging concern for educationallyhandicapped is described in terms of itsgeneral background, the nature and ex.lent of the problem. t,nduinology. itsimportance to curriculum planners, andthe responsibility of administration. Re-lated research from before World War IIto the present is reviewed, includingthree studies done in California: direc-tions for future research efforts arethdicared. Diagnostic appraisal is dis-cussed, ss ill, nine factors specified and asummary form provided. Appraisalmethods are detailed for minimal cere-bra! dysfunction and emotional handi-caps including a frame of reference fireducational. psychological. medical. ar;oche; needs. Operational planningcons dcred for the following areas: adnrinistrative, leacher. curricular,preglir,tat. evaluation, fiscal. and physical. Abibil3graph., includes 197 entries, roan:of them an lotated. (J Di

ABSTRACT 20240EC 02 0240 1-1) N.A.Publ. Date Apr 69 310p.Strang, RuthDiagnostic Teaching of Reading.EDRS not avail able

Book company, 110 West42nd Street, New York, Nev IHrk100361$8.50).

Descriptors: c.ccptiorhil child cduca-

lion: reading; teaching methods; readingdiagnosis; remedial reading: readingtests; interviews; case studies (educa-tion); reading instruction; diagnostictests; classroom observation techniques;reading skills; diagnostic teaching; eval-uation methods; learning disabilities;teacher role; oral reading; reading interests; dyslexia

Designed for a first course in the diagno-sis of reading difficulties or for a majorpart of a comprehensive course in theteaching of reading, the text clarifiesdiagnostic theory, develops applications,and suggests specific ways to carry outthe procedures described. Specific exam-ples and cases illustrate the use ofvarious diagnostic and remedial proce-dures at both elementary and secondaryschool levels. Excerpts from recordedinterviews form ihe basis of a study ofinterview techniques. Discussions ofgroup methods include the role of theteacher in diagnosis. observation in theclassroom, oral reading as a diagnostictechnique, introspective-retrospectivereports. ascertaining interests. and thecontribution of tests. Individual methodsfeatured are physical factors in readingdiagnosis. reading rests administered in-dividually. indicators of ,eading poten-tial. interview techniques, projectivemethods, and interpretation, synthesis.and treatment. Each chapter includesreferences and suggested readings. (11.E-1

ABSTRACT 20249VC 02 0239 El) N.A.Publ. Date Jan 67 564p.Bond, Guy linker, Miles A.Reading Difficulties: Their Diagnosisand Correction.FORS not availableAppleton-Century-Crofts. 440 Park Av-enue South, New York, New York100:6157 501.

Descriptors; exceptional child educa-tion: reading: reading- instruction; read-ing diagnosis: remedial instruction;learning disabilities; dyslexia; individualdifferences; leaching methods; indivi-dualized instruction; etiology, physicalfitness: adjustment Ito environment); di-agnost is tests: reading tests: word recog-nition; reading comprehension; readingspeed, case studies (education); readingdifficulties

the principles of reading instructionand the nature and causes of readingdifficulties are discussed, and the diag-nosis of reading difficulties is describedn tcrins of general principles. analysis,and specific approaches. Remedial treat-ment techniques considered are basicprinciples. development of comprehen-sion abilities- correcting word-recogni-tion difficulties. treating orientationproblems. overcoming specific defects.and improving reading for content andcomprehension. Also treated are specialreading problems. Appendixes list read-ing rests. teaching and remedial readingresources, monographs, patuphl eonference reports. selected sources of grad-ed book list'. "rCrtrit!CS of materials. andbibliographic, of literature. I ISNI

ABSTRACT 20407EC 02 0407 ED N.A.Publ. Date Apr 67 260p.Wilson, RobertDiagnostic and Remedial Reading forClaszroom and Clinic.FORS not availableCharles E. Merrill Books. Inc., 1300Alum Creek Drive, Columbus, Ohio43216155.95).

Descriptors: exceptional child educa-tion; teaching methods; reading; identi-fication; student characteristics; educa-tional diagnosis; clinical diagnosis; remedial reading; reading comprehension;vocabulary; parent role; special programs: instructional materials; special-ists; dyslexia; teacher role; testing: ad-ministrator responsibility; learning disa-bilities

Providing a communication link be-tween the classroom teacher and thereading therapist. the text providesguidelines and specific, tested methodswhich will give success and satisfactionto the problem reader. Chapters dealwith the following topics: characteristictraits and reactions of problem readers;basic. noneducational, and educationaldiagnosis; principles of remediatior andremedial techniques for orientation, so-cabalary, and comprehension diffieul-ties; evaluation in remedial reading;parents' role in diagnosis, rcmediation,and prevention; and professional respon-sibilities and ograms. Suggested read-ings are lisle.: at the chose of eachchapter. Appended charts describe 38diagnostic instruments and 59 remedialmaterials and provide as:tresses of pub-lish:is of instructional materials. IJI)l

ABSTRACT 20471EC 02 0471 1.;=D N.A.Publ, Date 69 151p.Spache, George 0., Ed.Reading Disability and Perception,Volume 1.3, Part 3.ir:t.;r national Reading Assoe at on.Newark, Delays areFORS nor availableInternational Reading Association, 6Tyre Avenue, Newark. Delaware19711.Proceedings Of The Annual ConventionOf The International Reading Associa-tion i13th. Boston. ltdassachusetts, April23 -27. 19681.

(descriptors: exceptional child research.learning disabilities: reading; percep-tion; identification: dyslexia, readingdifficulty; clinical diagnosis; sisual per-ception; perceptual motor coordination;perceptual motor learning: remedialreading programs; remedial instruction:research reviews (publications); readingfailure; reading difficulty; lateral domi-nance; neurologically handicapped; psychoedu eat ional processes

Included are ihree papers on interpreta-tions of Llyslekia cis papers mini theidentification of dyslexics. tax o discus-sions of the role of visual perception.1hr" approaches to the treatment ofdyslexia, three methods of implosingperception, and a sat'( ;;.1 forecast of

l3 I so. r- lonal ( hrhl Ith," rr oph,

n

diagnosis and remediation of dyslexia in1980. IAH)

ABSTRACT 20477EC.- 02 0477 ElJ N:A.Publ. Date Slar 69 103p,Bodnar, aliehael 11aviland. David S.The Role of Physical Environment inthe Education of Children WithLearning iThabiliriem. .4 Position Pap.Cr.Rensselaer Polytechnic Institute, Troy,New York, Center For ArchitecturalResearchEducation Facilities Laboratories, Inc.,New York. New YorkEDRS pit availableCenter hor Architectural Research.Rensselaer Polytechnic Institute, Troy.New York 13281.

Descriptors: exceptional child educa-tion; learning disabilities; environmen-tal inluenaes; school design; individualcharacteristics; perceptually handi-cappec; mentally handicapped; psy-chomotor skills, emotionally disturbed:incidence; socially maladjusted; mini-mally brain injured; lighting; color plan-ning. acoustics; design needs: arch lice-lurid programing: self concept; spatialrelationship

Concerned vialh the role of physicalenvironment in the education of excep-tional children. this position paper re-views the general problem and the rolesof architects and educators in it. F. eep-tionatity is discussed: learning disabili-ties are considered as a criterion foreducational grouping instead of medicalclassifications; and Cie exceptiunalitiesof retardation, brain injury, social ma-ladjustment, and emotional disturbancearc categorised as learning disabilities.A portrait of a brain injured child is

provided, and learning disaOilities arefurther classified as perceptual. motorrelated, or psychosocial. Special educa-tion programs and methods are de-scribed: the role of environment is di,cussed. 1 he following are then present-ed: environmental variables. environ-mental characteristics, and program fac-tors. Directions are proposed for futureenvironmental research in special cducalion. (JD}

ABSTRACT 20707ESC o2 0707 ED N.A.Publ. Date 65 246p.Peter. I :IA renee J.Prescript's, Teaching.FORS not available\legraw -Hill Book Company., On West42nJ Street. New Yolk. New Vial.10036.

Descriptors: exceptional child educa-tion: learning disabilities, emotionallydisturbed; handicapped children: educa-tional diagnosis; indixidualated pro-grams: therapeutic environment: inter-disciplinary approach: school personnel:individual deselopment: learning theo.I ice: teaching methods: diagnostic teach-ing: plueat ional strategics

i he book pros isles a methodology fordealing with a wide range of problems

the regular classroom or in special edu-cation. Ways to convert diagnostic End-ings into classroom procedures are ex-plained in an informative manner toreaders who are not specialists in psy-chology. Content includes discussions onthe following: an introduction with adefinition, use of diagnostic resources.principles of guidance, and an overviewof the preseriptioe teaching method; thedevelopment of the principle of a -ue-ture in the learning process; methods foxdiagnosis: ways to translate diagnosticfindings; a discussion on the educationof the exceptional child; three examplesof leaching prescriptions; means of com-munication; a discussion on the leacherand the teaching process: a chapter or-the follow up method for instruction im-provemeidi and conclusions. 111,,',V)

ABSTRACT 20709EC 02 0709 ED N.A.Publ. Date 66 345p.(iillingham, Anna; Stillman. Bessie W.Remedial Training for Children withSpecific Disability in Reading, Speil-;lig, and Penmanship.EDRS not availableEducators Publishing Service. Ire.. 301Vassar Street. Cambridge. Massachu-setts 02139.

Descriptors: exceptional child educa-tion; learning disabilities: language arts;reading: teaching methods: teachingguides; dyslexia; spelling; perceptuallyhandicapped; handwrilir,g; writing; dic-tionaries: case histories (education):phonics; phonetics; remedial instruc-tion. auditory perception: visaal percep-tion

The challenge of specific disabilities ispresented in case histories of nine child-ren with teversals in visual or auditorymemory of words or other material.After factors affecting student perform-acre in remedial work are considered,equipment and materials are listed. Thefollowing areas are detailed: reading andspelling with phonetic words; wordsphonetic for reading bat not for spelling.,remedial training for upper grade andhigh school pupils; acquiring familiaritywith sound symbols; expressing ideas inwriting. certain spelling situations et ystalliaed into rules; spelling generalira-lions based on phonies: handm riling:and dictionary technique. 1 he append isillustrates 27 drills. IDE)

ABSTRACT 20721EC 02 0721 I I) N. VPubl. Date 98 99p.Arena. Joh 'Id.Building Sp. ding in IlyslexieChildren.EDRS not asaitableAcademic I hcrapy Publications. 1539Sth Street. San Raphael. ,alifornia94901 ($2.951.

Descriptors. exceptional child cduciihow. (coining disabilities: spelling ristruetion. dyslexia. leashing methods:parent leacher conferences; usual dis-crimination: sensory trairmig. diagnosticteaching. [medial instroctioa: visualperception: educational gams,: lingiisi-

11

tics: kinesthetic perception: handwriting; phonics; phonemes; initial leachingalphabet

Remedial approaches to spelling defi-ciencies specifically geared for the learn-ing disabled are presented both in newarticles and from some of the bestarticles of the Fall 1967 issue of Academi,: Therapy Quarterly. They werecomniled with emphasis on creativemethods and materials which utilizesensory modalities. Two unusual meth-ods (writing, self-dictating method cen-tered around a tape recorder and a

num. isual technique involving sensorytracing) are explained. Other articlesdeal with discussions on spelling testswith suggestions for specific tests to usein a formal diagnostic evaluation. atechnique for developing Corm constan-cy w ith suggestions for classroom games,characteristics and needs of a learningdisabled child, a suggestion for an inter-mediate stage between motor- percep-tual - visualisation training and spellingcompetency, and criteria to he appliedin judging improvement in spelling. Atechnique to determine auditory abilitiesas a method to develop visual-auralcompetencies, a discussion on the theoryand practices of the i.t.a. and spelling,suggestions for diagnosis and remcdia-lion of spelling disabilities, and a tech-nique which utilizes the sensory ap-proach to spelling are detailed. Otherarticles present a discussion of the visualskill of spelling, a method for leachingwelling in a splash of color, an integra-tional approach to spelling, suggestionsfor none-onventional was of administer-ing and scoring spelling tests, a defini-tion of the linguistic approach, a deviceal help teach memory for design. shapesand forms, a discussion of developmen-tal teaching, suggestions for associativememory for spelling. remediation tech-niques for indixiduat letter resersal re-ductions, a discussion of a technique ofusing three-dime asianal texture for let-ter acquisition. ideas on auditory fusionand word forms as spelling techniques,and suggestions for time charts fur poorspellers. Interspersed with the main :at iIles art: short creative ideas for possi1 . e

classroom c my:ewer-1 tation. (WVO

ABSTRACT 20927LC 02082' FD (12269:Pohl. Date 2S .\ug 69 195p.Ashlock, PatrickTeaching Reading to Individual. withLearning Difficultica.EDRS not available(hacks C I homas, Publisher. 301 -327Fast I au renee Avenue. Springfield. Illi-nois 62703 ($ I 0.751.

Descriptors: exceptional child cduca-tion: learning disabilities; dyslexia, read-ing I/tows:hon.: teaching meth,u1s; in.so Actional materials; historicaltests: perception tests; intelligence tests:readin tests; educational therapy: reme-dial reading; administration: programplanning: bibliographiesIntended to encompass Mal isiduals inneed of special treatment, teachers. and:Lies. of knowledge relaxant to other or

9

both groups. the text discusses the fol-toys ing subjects: the natal c of reading:Me nature of learning i Tunilties: thedevelopment of reading instruction irtthe llnited States; the development ofinstruction for children with learningdifficulties in the United States: andeducational therapy for persons 1A

reading problems. Also considered areinstructional approaches anal materialsfor the reading disabled and the organi-zation. implementation. and administra-tion Of reading programs- NOurces ofprofessional information for teachers ofthose ss ith reading difficulties and a listof publishers' addresses are included.Wineva S1. Grey rikowict and Richard I..Deryln author three chapters. (Hit

ABSTRACT 20831EC 02 0811 ED 032 698Publ. Date 69 fi I p.Smith. Carl B. And OthersTreating Heading Disabilities: TheSpecialist's Role.Indiana University. BloomingtonOffice Of Education 101-1ENV1, Washing-ton, D. C'.. Bureau Of ResearchFORS milicDescriptors: exceptional child eiluca-tion; learning disabilities; dyslexia:teaching methods: reading, remedialreading: reading difficulty: educational

diagnosis: testing: reading tests: instruc-tional materials; remedial teachers; tu-toring; reading programs: personnelneeds; classroom:: st dent evaluation;inservice teas-her education; individual-ized Instruction

One of four books directed to readingspecialists. the text provides informationon methods for identifying problemsthat can be efficiently treated in a reme-dial reading group and on methods forhandling these problems. Considerationis given to the scope of the problem andto three categories of disabilities. I evelsof diagnosis, types of tests, environmen-tal factors, and the use of tests arediscussed. Also discussed are the follow-ing: selection of children, remedial class-es, special equipment, and guidelines foreffeetise programs: the role of the read-ing crxrrdinator. tutoring. small groupinstruction, releaching reading. a satinalion program, junior high classes. aork-ing u ith parents. and full use of equip-ment; and the establishment of a reme-dial program. the extent of need, theestablishment of objectives, personnelneeds, the creation of facilities. purchase

of material. schedules of treatment. leg-ular evaluation; reports Of results, andinseis ice programs. Appendixes includediagnostic and correctional proceduresfor specific reading skills and methodsfor individualizing instruction 11,SWI

ABSTRACT 20636EC (12 0836 (02 7o3Kuhl. Date 1693 91ipBurg. glary, Comp.lInnilhook for Teachers of Childrenwith Specific 1,e'arninK DiabilitirsHamilton County Public Schools, OhioFORS mf

ese -pti,iiral child cilltica-

lit

lion: leering disabilities: records(for rns1: program planning: administra-tion, refer ra student placement: behav-ior rating stales: checklists: student re-cords: student evaluation: state St -nd-arils: administrator guides: class organi-zation: instructional materials: tutoring:parent teach.er conferences: parent par-ticipation: reading skills: toucher respon-sibility: Ohl)A forward. an educational philosophy. astatement of beliefs. a list of leachers'addresses, a calendar of events. a state-ment of interdisciplinary relationships,and pi:or:edifies for referr place-ment precede records and forms used byan ()h) county school system for child-ren a th learning disabilities. Informa-tion is prow led on the folios% ing topicsreferral forms and a placement letter:criteria and information needed forplacement: the Ohio State Hoard ofEducation Standards; an administrator'sguide; an explanation of the data proc-essing of records; organization of aclassroo m. program structure, a suggest-ed list of nialcrials, and suggestions foran instructional program, tutoring serv-ices: a checklist for reporting to parents:and forms and suggestions fkll parent-teacher conferences. Also provided areinformation on parent organizations' andon leachers speaking to communitygroups and attending conventions. read-ing skills check lists and rating scales,policies on teacher absences and insetrice trainirig, and procedures for regularclass placement. Recommendations aremade for tie order of use of books andmaterials. and a bibliography is i nc d-ed. 114.1)

ABSTRACT 20843EC 02 0$43 FD 012 139Publ. Date 14 12Sp.Rapp 'port. Sheldon R.. Ed.Childhood 1plhasia and Brain Darn-agedi Definition.I he Pathway School. Norristioan, Penn-

sylvaniaFORS not availableI ivin;ston Publishing ompar,y, Natberth. Pent- sylvania 19072,

1)escriptors1 exceptional child educa-tion: program planning: educationalneeds: learning -disabilities, aphasia,minimally: brain injured: comnumica-firm problems; neurologically handi-capped: case studies (education): lan-guage deli-him-nem; rehabilitation: lan-guage handicapped, aurally handl-capps ut, eduemional programs: teachingmethods; psychotherapy, self concept

1,Poslum for the purpose of estab-lishing %%caking definition% of aphasicand 1,min-injured children is described.the tau topics discussed by panelists.viith quesUons and ansvi et. given. arccharacteristics of aphasia in childrenand the Frain damage s5nthomo, thelatte.'s manifestations in schrsrl and inhid* rical and psychological data aredeli( eated. Conclusions ing edu-calk nrIvog.ams for the tail groups aregive ). Iota care histories and a 35-itemhihl.ograr ht are also pros Wed. 111W t

12

ABSTRACT 20860EC 112 0810 ED 028 556Publ. Date 13 Dee 68 Sfip.Simpson, DorothyLearning to Learn. The Slow LearnerSeries.1-DRS not availableCharks F. Sterrill Publishing Company.1300 Alum ('reek Drive, Columbus.

Ohio 43216 i$1,50).

Descriptors: exceptional child educa-tion: learning disabilities; dyslexia;teaching nwthods; perception: psychom-otor reading; perceptual motorcoordination: instructional materials:eye movements testing: sensory integra-tion; reading readiness; visual discrimi-nation; evaluation techniques: sisualpercept inn: lateral dominance

The author gives an account of het earlyleaching experiences, her awareness thatmany children did not learn to read. herearly investigations of readiness, and herconclusions that difficulty in numbers.copying. or tracing were closely relatedto reading disability. 1 he importance of

coal perception. eye motility. earlybald development. and physical activi-

ii.s to develop coordination and lateral i-iy are discussed. Instructional materials,evaluation methods, criteria for puntselection and time allocation. teachingmethods for group and individual in-struction. and adaptation of pursuittraining to other elas:roorn activities arcdescribed for a program of visual motili-ty. An experiment in perceptual trainingconducted v. ith 24 first grade children..hich indicated that the experimentalchildren made greater gains in reading isreported; also mentioned are the predic-

e validity of tests and an examinationof 20 readiness workbooks, (RI)

ABSTRACT 20875EC 02 0575 ED 028 571Publ. Date 69 31+2p,Otto, Wayne, Ed.; koenke, Karl. EdRemedial Teaching: Research aridComment,FURS not availableHoughton \I ifflin Company. 2 ParkStreet, Boston. SI assach miens 02 07

Descriptors: exceptional child educa-tion: remedial instruction; research re-viess s pablicationsl: underachievers.learning disabilities: dyslexia; tests; stu-dent evaluation; teaching mellusils: caserecords, reading: handAritirg, arithme-tic; spelling: written language

I ollossing suggestions by the editors onhow to es aluate their selections are 49articles on research and on programsand procedures in remedial and cooreclist. education. Papers included treat thelo[lossing topics- problems or undera-chievement, correlates of learning dishhility. approaches to the diagnosis oflearning problems, approaches toiotraMiSi and remedial teaching. the:Ise report. reading. hands, riling. arith.metie, spelling, and written expressionOD)

r1 V

ABSTRACT 20885EC 02 0885 ED 028 583Publ. Date 68 144p.Karnes. Merle B.Helping Young Children flint lopLanguage Skills: A Book GI'Council For Exceptional Children,Washington, D. C.EDRS mfThe Council For Exceptional Children.NEA, 1201 Sixteenth Street, N. W..Washington. D. C. 20036 FIC $2.75).Descriptors: exceptional child educa-tion; psycholinguistics; teaching meth-ods; communication skills: learning ac-tivities; disadvantaged youth; language;listening skills; visual perception; lan-guage development; verbal ability; asso-ciative learning; auditory perception;recall (psychological); perceptual motorlearning; memory: instructional materi-als; mentally handicapped; learning dis-abilities; preschool children

Developed to improve the languageskills of culturally disadvantaged pres-chool children, the activities can headapted for use with the retarded orthose with learning disabilities. Commu-nication processes considered are do-rived from the Illinois Test of Psycholin-guistic Abilities. Activities are describedfor the following areas: listening skills orauditory decoding; understanding mate-rials presented visually or visual decod-ing; verbal expressive abilities or vocalencoding; motor expression or motorencoding: verbal associations or audito-ry vocal association; visual associationsor visual motor association; standardsyntactical constructions and auditoryclosure or auditory vocal automaticprocess: auditory memory or auditoryvocal sequential process; visual memoryor visual motor sequential process; andvisual closure. An appendix contains alit of sources. tR3)

ABSTRACT 20886EC 02 0886 ED 028 584Publ. Date 68 276p.Haywood, H. Carl, Ed.Brain Damage in School Age Child.reit.Council For Exceptional Children.Wash ington, D. C.FURS mfIle Council For Exceptional Children.NEA, 1201 Sixteenth Street, N. W.,Washington, D. C. 20036 (DC $5.50Paper; $6.50 Cloth;,

Descriptors: exceptional child educa-tion. neurology: minimally brain in-jured; identification; teaching methods;learning disabilities; neurologicallyhandicapped: physiology; cerebral domimince; epilepsy; seizures. languagehandicapped; aphasia: clinical diagnosis:resting: psychological tests; case records.motor deselopment; perceptually handi-capped. Donlan Delacato Method

I he product of a professional workshop_10 papers discuss brain Llamas:. Anintroduction to clinical neuropsycholog%is presented by II. Carl Hays nod. Asection on neurological foundarions in-

i,1,-.1!` Sk

eludes papers on the organization of thecentral nervous system by Jack T. 'Tappand Lance L. Simpson. on epilepsy byAngela T. Folsom, and on organic lan-guage disorders in children by KathrynBarth Horton. Aspects of psychologicaldiagnosis considered are the use of psy-chological tests in diagnosis by HomerB.C. Reed, Jr,, and screening childrenthrough the laboratory method by Luci-ano L'Abate. Approaches to treatmentare included in a discussion of educatorsand minimal brain dysfunction by LloydNE Dunn. in a summary of the literatureon behavior disorders in brain injuredchildren by Gary M. Clark, and in areview of the theories and methods ofDoman a,td Delacato by Charles W.McDonald, An annotated bibliographyon anoxia by Harry Lewis is also inclod-ed. (RJ)

ABSTRACT 20906EC 02 0906 ED 020 601Publ. Date 67 Illp.Valett. Robert E.The Remediation of Leaning Disabili-ties, A Handbook of Psychoeduca-tional Resource Programs.E DRS not availableFearon Publishers, 2165 Park Boule-vard, Palo Alto. California 94306($12.00).

Descriptors: exceptional child educa-tion; learning disabilities: teachingmethods; curriculum; perceptual motorcoordination; language development;perceptual motor learning: concept for-mation; interpersonal competence; mo-tor development; learning activities;physical activities; curriculum guides;psychomotor skills, remedial programs:perceptual development; cognitive de-velopment; physical development; skilldevelopment: resource guides; sensorytraining: sensory integration; social de-velopment; abstract reasoning

Intended for special education teachers.remedial specialists, and psychologists,the handbook presents a series of con-crete activities and exercises for childrenwith learning disabilities. Fifty-threebasic learning abilities or resource pro-grams are grouped under sit majorareasgross motor development. sensorymotor integration, perceptual motorsk ills, language development. conceptualskills, and social skills. Each ability isdefined operationally, illustrated, andprovided with an educational rationale.Also. each activity is considered as adevelopmental task, and beginning. mid-dle. and advanced level program ideasare suggested. A sample program work-sheet. references to related programs.suggestions for instructional materialsand relevant esaluational and diagnosticaids. and supplemeatary readings arepros ided for all 53 programs. Forms forpupil evaluation and pupil progress re-ports are included. I he book, presentedis lane leaf format. is intended formodification iind extension by its users.OD)

r.

ABSTRACT 20907EC 02 0907 ED 020 603Publ. Date Jul 67 389p.Newcomb, Daniel L., Ed.Proceedings, 1967 International Convocation on Children and YoungAdults with Learning Difficulties(Pittsburgh, Pennsylvania, February24, 25, 26, 1967).Home I'm Crippled Children, Pitts-burgh, PennsylvaniaEDRS mitreHome For Crippled Children. 1426Denniston Avenue. Pittsburgh, Pennsyl-vania 15217.

Descriptors: exceptional child educa-tion; learning disabilities; identification:teaching methods: reinforcement; etiolo-gy: language development; educationalmethods; behavior; perception; remedialprograms; program planning; behaviorchange; intervention; special programs;motor development; child clevelopment:rehalllitation; perceptual motor de sielopmeia: cognitive processes

The proceedings include articles in threeareas of learning disabilities: 23 oneitology and identification. 14 on educa-tion. habilitation, and remediation. and11 on rehabilitation and innovation.Topics include language, reading, andcommunication disabilities: behavior:auditory and visual perception; motorfunctions; and evaluation and diagnosis.Consideration is also given to the fol-lowing: the role of the social worker.:eacber. pediatrician, and psychiatristwith reference to particular problems;teaching methods: educational interven-tion, and the application of the therapy.behavior modification, and learningtheories; and children with several sortsof learning disabilities including disad-vantagement, minimal brain injury,mental retardation, and behavior disor-ders. (JD)

ABSTRACT 20912EC 02 0912 f D 020 605Publ. Dale 68 273p.Myklebust, Helmer R.. Ed.Progress In Learning Disabilities. An!.ume I.EDRS not availableGrime Stratton, 381 Park AvenueSouth. New York. New York 10016.

Descriptors: exceptional child educa-tion; learning disabilities; child des clop-meet; identification: language; physi-cians; psychiatrists: electroence-phalography; visual perception; dyslex-ia; neurological organization; ophthal-mology; language ability; educationalneeds; teaching methods; educationalplanning: medical evaluation; percep-tual development: perceptual motor co-ordination; neurologically handicapped;perceptually handicapped; minimallybrain injured; educational diagnosis

1 he first via series dealing wilh learningdisabilities from a psyche/neurologicalstandpoint. the volume Contains currentdiscussions and research reports. Tenauthors from a variety of fields contrib-ute chapters. each with an accompany-ing list of references. 1 he editor. H.R.

11

Myiklibuat, provides the opening articleon Learning Disabilities: Definition andOverview, Also ibc.ucled are PediatricNeurology and l earning Disabilities byU.M. Vuckovich, Learning Disabilities:The Developmental Point of View by1_B. Ames. The Role of Child Psychia-try in Learning Disabilities by Ti. Giffin,and The Pediatrician's Role in LearningDisabilities by B.H. Ong. Additionalarticles presented are Eleetroence-pbalography and Learning by J.R.Hughes. Ophthalmological Factors inLearning Disabilities by L.J. Lawson,Neurological Foundations of Languageby N. Gleschwind, Language Pathologyand Learning Disabilities by H.J. Mc-Grady, and Education for Chadic a withLearning Disabilities by NI. Frostip.IDE)

ABSTRACT 20916EC 02 0916 ED 019 803Publ. Date 67 502p.Frierson, Edward C.. Ed.: Bathe, WalterB., Ed.Educating Children with LearningDisabilities: Selected Headings:EDRS not availableAppletonCentury-Crofts, 440 Park As'.enue South. Nes" York, New York10016 ($6,95).

Descriptors: exceptional child educa-tion: learning disabilities; teachingmethods: perceptually handicapped;minimally brain injured; clinical diagno-sis; taxonomy; language: behavior; edu-cational methods: educational needs;parent counseling; social workers; psy-chological characteristics; medical treat-ment; dyslexia: neurological organiza-tion: neurological defects; testing; evalu-ation; perceptual motor learning; per-esptual motor coordination; perceptualdevelopment; mentally handicapped;spelling; arithmetic; word recognition;reading: remedial instruction

Intended for general educators as well asspecialists, the collection contains select-ed articles by different authors on learn-ing disabilities. An introduction to thefield is provided by an overview (fivearticles) and a consideration of braindysfunctions (four articles). Specializedapproaches to learning disorders areexplained from the viewpoint of special

education, psychology. and sociologyI fis e articles) and from the viewpoint ofneurology, psychology. and pediatrics(three). The following aspects of diagno-sis are discussed: rationale (two articles),educational p, occdures (four), andschool !earning disabilities (four). Alsoconsidered are a rationale for education(in four articles). educational procedures(six), and remediation of school learningdisabilities (five). Each of the four sec-tions is preceded by an introduction bythe editors. A reference list accompanieseach introduction and each article. Aglossary of 74 terms is provided. IM)

ABSTRACT 20941EC 02 0941 ED 032 666Publ. Date 69 389p.Tarnopol. I eater. Ed.Learning Disabilities; Introduction to

12

Educational and Sledical Manage-nt.

EDRS not availableCharles C Thomas, Publisher, 301-27Fast Lawrence Avenue, Springfield. Illi-nois 62703 ($16.7 5).

Descriptors: exceptional child educalion; learning disabilities; identification;behavior problems; parent role: visualperception; auditory perception; mini-mally brain injured; medical evaluation;psychological evaluation; testing: clini-cal diagnosis; dyslexia; psycholinguis-tics; reading instruction; delinquency;teaching methods; program administraLion: rehabilitation; community pro-grams

Designed to assist in the development orimprovement of programs for childrenwith learning disabilities, the text in-cludes the following discussions: an in-troduction to children with these disabil-ities; a new look at learning disabilities;parent and professional relations; thenational problem of learning disabilities;the rote of the physician in early diagno-sis and management: psychiatric disabil-ity and learning problems; rehabilitationand community programs: the psycholo-gist and case finding; testing: auditoryprdecases; visual perception and earlyeducation; a psychoeducational and phy-siological approach to the dyslexias: theIllinois Test of Psycholinguistic Abili-ties; a controversial view of reading;delinquency and learning disabilities:case finding, treatment, and the teacher:program administration; and Michigan'sperceptual development program. Par-ent organizations are listed. IRJ)

ABSTRACT 20986EC 02 0986 FD N.A.Publ. Date 69 137p.Arena. John I.Teaching Through Sensory Motor Ex-periences.EDRS not availableAcademic Therapy Publications, 1539Fourth Street, San Rafael. California94901.

Descriptors: exceptional hild educa-tion; learning disabilities; perceptualmotor learning: teaching methods; sen-sory training; body image: space orien-tation; lateral dominance; kinestheticperception; retention; eye hand coordi-nation; factual perception: visualization:visual perception: auditory perception;sequential approach

Included in the collection are articles onsensorym.tor sequencing experiencesin learning by R.G. llockelman, inter-grating form perception by FloriaCoon-Teters, building patterns of reten-tion by Harold Helms. hand-eye coordi-nation by Shirley (.inn. laterality anddirectionality by Sheila Benyon, bodyimage and body awareness by GracePetiticlere. tactile-kinesthetic approaches to learning by Lena Citter. andrelating body awareness and effortlessmotion to visual training by C.V. Lyonsand Emily Lyons. Also discussed arevisual perception and discriminationt Donald Hardy and Beverly Caschcert.

14

auditory perception (Martha Serio andMartha FaelchteI, perceptual distortion(Jack Wahl), arithmetic and languageskills developed through emphasis oncourting sequences (Florence A. Sharp).and errors in visual perception (Mary1.0 Kost). LIND

ABSTRACT 21092EC 02 1092 ED N.A.Publ. Date Aug 69 186p.lymchuk, Alexander J.; Knights. Rob-ert hi.A Two Thousand Item Bibliography:The Description, Etiology, Diagnosis.and Treatment of Children withLearning Disabilities or Brain Damage.Children's Psychiatric Research Insti-tute, London. Ontario, CanadaOntario Mental Health Foundation,London, Ontario, CanadaEDRS not availableChildren's Psychiatric Research Insti-tute. London, Ontario. Canada.

Descriptors-. learning disabilities; mini-mally brain injured; etiology; clinicaldiagnosis; bibliographies; aphasia; dys-lexia, hyperactivity; cerebral palsy; per-ceptually handicapped; elect roence-phalography; psychological evaluation;drug therapy; behavior change; motordevelopment: perceptual motor coordi-nation: teaching methods; follow upstudies; testing; identification

This 2,000-item bibliography was pre-pared in order to provide a single com-prehensive reference list for individualsinterested in the classification, etiology.diagnosis, and treatment of childrenwho are considered to have learningproblems or brain damage. Articlesdealing with adults and animals, andarticles dealing with normal children arenot included. The articles have beenclassified under various headings andarranged alphabetically within the fol-lowing sub-headings: children withlearning minimal brain inju-ry. aphasia. ds -,tesi,a, hyperactivity, andcerebral palsy: etiology (neurologicaland educational;; eleetroence-phatogiaphy and psychological and educatioral diagnosis; drug therapy andeducational treatment: and follow upstudies. If there are differences in opinion about classification an Author Indexis provided to assist in locating a partic-ular article. Approximately 30 articlesarc listed twice in the bibliography; thisrepetition was permitted :f an outstand-ing article was cited frequently in thelearning problem literature, <Author1R11

ABSTRACT 21206EC 02 1205 ED 025 377Publ. Date Apr 68 41 p.Gold. I ass renceThe Implementation of a RegionalLearning Disability Center for theTreatment of Pupils C, ho Manifestthe I), Oeic Syndrome.[-DRS nifhePaper Presented At International Read-ing Association Conference. Rocklin.Massachusetts. Apr 24-21. 1968.

Descriptors. exceptional child educa-

1 'IA tosiia ass, so,

lion: dyslexia; elementary education:evaluation methods, federal programs,reading diagnosis; reading difficulty; re-gional cooperation: remedial reading;remedial reading clinics; learning disa-bilities; Gilmore Oral Reading 'Jests;Metropolitan Achievement Tests

The Learning Disability Center inBinghamton, New York. was establishedunder the 1965 Elementary and Second-ary Education Act. Specialized instruc-tion is offered to all children reading 2or more years below grade level ingrades 3 through 6 and ! year belowgrade level in grades I and 2. At thecenter, efforts arc made to maintaincommunication with the classroomteachers. A comprehensive diagnosticreport is developed and returned to thedistricts upon the child's entry, and aprogress report is compiled every 1months. The ratio of boys needing helpin comparison to girls is eight to one,while 60'4 of all pupils enrolled in theclinic have repeated at least unc schoolyear. Instruction techniques used at thecenter are eclectic, although there is atendency to use a linguistic approach.-Typewriters, tape recorders, record play-ers, overhead projectors, and the Lan-guage Master (Bell and Hoy-yell) are usedto aid remedial reading instruction.(13/1.1

ABSTRACT 21291EC 02 1291 ED 027 950Publ. Date Ds.: 67 27p.Blom, Gaston E.The Psy choeducational Approach toLearning Disabilities.Colorado University, Denver, MedicalCenterGrant Foundation. New York, NewYorkEDRS mf,hcPaper Presented At The Geigy Sympos-ium On Clinical Aspects Of LearningDisabilities (Indiana University SchoolOf Medicine. December 6. 1967).

Descriptors: exceptional child educa-tion: behavior problems; clinical diagno-sis; educational therapy; environmentalinfluences; learning disabilities; malad-justment; mentally handicapped: psy-choeducational processes; psychologicalpatterns; student teacher relationship;parent counseling., re mediation: psy-chotherapy; teaching techniques; under-achievers

The belief that children vs ho have learn-ing disateliC which prevent achieve-ment in skill subjects or behavioraldifficulties which interfere with learningcan be helped to learn to substitute moreadaptive patterns for maladaptive onesis discussed. Learning disabilities aresaid to be part of a disordered develop-mental process in a child, and clinicalcompetence theory and practice are re-portedly integrated in the psychoeduca-iionai approach to evaluation and modi-fication of the developmental disorder.Dilution and fragmentation of effort isconsidered as occurring in certain set-ting,. but the idea that basic principlesand specific techniques of the psychoe-

I earning (1,11111,cs Pri-letarns

ducational approach are general y appl-icable is suggested. The basic principlesare concerned s ith the following: struc-ture, predictability, and clarity; manage-ment of environmental and intrapsychicstimulation; the success-failure dimension; the student-teacher relationship;the utilization of therapy for a child andhis parents; and biological factors. Adiscussion of instruction for remedialefforts is presented, and includes thesetopics: the basic skill subjects, cognitivetraining, motor skill training, and theuse of special media, content, slitl pro-grams, arid methods. A bibliography isalso included. I SAS)

ABSTRACT 21320EC 02 1320 ED 027 167Publ. Date Dec 68 60p.Svagr, Virginia

Teaching Upper Elementary Studentswith Severe Learning Disabilities.Oakland Unified School District, Cali-forniaEDRS mf.hc

Descriptors: arithmetic: attention con-trol: behavior development; dyslexia;group dynamics; instructional programs:intermediate grades; learning disabili-ties; logical thinking; operant condition-ing; reading skills; social studies; teach-ing methods; writing skills

A program for inter mediate-grade child-ren (4, 5, and 6) with severe learningdisabilities is described. The typical stu-dent involved in the program has beenunsuccessful in a regular classroom, andhas had special help with reading, doesnot ft the criteria for any special educa-tion program, and has average orabove-average intelligence. The pro-gram objectives, the skills taught, andthe teaching methodology are described.Also described are the materials em-ployed, the archilu.tual requirements,and the backup services. A multidiscipli-nary analysis of the program and evalua-tion ct each student are emphasized.Charts, tables, and a bibliography areincluded. (RT)

ABSTRACT 21447EC 02 1447 ED 014 326Publ. Date 69 178p.Thomas. Evan W.; LeWer.n, Edward B.Brailnjured Children; With SpecialReferences lo Doman-Delacato Nlethode of Treatment.EDRS not availableCharles C Thomas, Publisher, 101-327East Laurence Avenue. Springfield. Illi-nois 62703.

Descriptors: exceptional child educa-tion; learning disabilities; neurcloglcalorganization; sensory training; cerebralpalsy; n.urological defects; epilepsy;minimally brain injured; dyslexic,: envi-ronmet tal influences; therapy; behaviorproblems: medical evaluation; programevaluation; mentally handicapped; cere-bral dominance; etiology

Contents include a definition of braininjury. cerebral palsy. discussions of thepathology of cerebral palsy. incidenceand prevalence of cerebral patsy, mental

retardation, epilepsy, behavioral disor-ders. dyslexia. and a summary and con-clusions on the problem of brain injury.Attention is also given to the controver-sy over brain injury as a diagnosis, thebackground and interpretation of neu-rological organization, an evaluation ofneurological functions, the principlesand methods of Doman-Delacato thera-peutic programs, and evaluation of theresults of treatment of brain injury inchildren. There are 218 references. ILE)

ABSTRACT 21503EC 02 1503 ED N.A.Publ. Date 68 24Ip.Special Education CurriculumGuides.Shelby County Schools. Memphis, Ten-nesseeEDRS not availableShelby County Schools, 160 South Hol-lywood Street. Memphis. Tennessee38112.

Descriptors: exceptional child educa-tion; learning disabilities; perceptually'handicapped; curriculum guides: identification; class organization; instructionalmaterials; teaching methods; grouping:instructional purposes); perceptual de-velopment; studeht rehabilitation; regu-lar class placement; learning activities:Memphis: Tennessee

The curriculum guide for perceptuallyhandicapped children discusses identifcation of the child and class organiza-tion, specific materials and methods todevelop perception, and preparation ofthe child for return to a regular class.Also presented is a resource unit tocorrelate language arts skills. Extensiveline drawings of materials accompanythe texts, and activities are indicatedthroughout. I LEi

ABSTRACT 21525EC 02 1525 ED N.A.Publ. Date 60 148p.Lewis, Richard S. And OthersThe Other Child; The Brain-InjuredChild.EDRS not availableGrune And Stratton. Inc.. 381 ParkAvenue South. New York, New York10016.

Descriptors: exceptional child educa-tion: learning disabilities; minimallybrain injured; perception; cognitiveprocesses; language development: be-havior; parent child relationship; educational needs; parent ed .cation

Written for both parents and profession.al workers the text in nontechnicallanguage defines and discusses the bre ininjured child. Areas of concern arepercep, on, conception, language, behavior. management at home, and edu-cation in the school. Each section describes situations and suggests solutionsfor remedial ion of problems. (JM)

ABSTRACT 21780EC 02 1780 ED 035 1159Publ. Date 69 492p.\Vold, Robert M., Ed.Visual and Perceptual Aspects for the

13

Achieving and Cncleraehieving Child.EDRS not availableSpecial Child Publications, Inc.. 4535Union Bay Place N. E., Seattle, Wash-ington 98105.

Descriptors: exceptional child educa-tion; visual perception; perceptuallyhandicapped; learning disabilities; iden-tification; underachievers; interdiscipli-nary approach; optometrists; dyslexia;eye hand coordination; eye movements;lateral dominance; drug therapy; teach-ing methods; perception tests; percep-tual motor coordination

Twenty-five articles, grouped as eithertheory, interprofessional coordinationand cooperation. or testing and remcdia-lion. consider perception and achieve-ment. Discussions of the following top-ics are included: why children don't readbetter, the myth or reality of dyslexia.visual development, developmental test-ing and training, the role of vision inachievement and learning disabilities,dyschriesopia, near binocular perfot m-ance, dominance, interprofessional rela-tionships, school vision programs.school screening, optometry, the role ofthe optometrist, and the role of theNational Society for Vision and Percep-tion Training. Also considered are theWinter Haven Program and the teamapproach, eye movements and eye-handcoordination, phrase reading. the per-ception of phrases, visual memory, thedevelopment of directionality and per-ception, the treatment of sirephosymbol-ia, a perceptual r:otor program, percep-tual training, drug therapy in minimalbrain dysfunction, and disability termi-nology. IR])

ABSTRACT 21605EC 02 1805 ED N.A.Publ. Date 69 93p.;Vanes, Lucius; Cox, Aylett R.Developmental Language Disability... Basic Training ... Remedial Lan-guage Training ...Texas Scottish Rite Hospital For Crip-pled Children, Dallas, TexasEDRS not availableEducators Publishing Sec ice, Inc., 75kloulton Street, Cambridge, NI aivachu-setts 02138 (52.25).

Descriptors: exceptional child educa-tion; learning disabilities; dyslexia: per-ception; language handicapped: instruc-tional materials; reference materials;remedial programs; teacher education

Information on Learning disabilities andthe programs supported by Scottish Riteare discussed in 19, o parts. Part I con-cerns perceptual-cognitive difficulty andlanguage disability in children. the lan-guage research and training program ofthe Texas Scottish Rite Hospital. medi-cal references. teaching and referencematerial for language therapists. andreferences for parents. The philosophyand background of the Scottish Riteprograms arc given in Part 2. as is adetailed description of a remedial lan-guage training program for classroomteachers and language therapists. Otheraspects of the program are considered:

14

remedial language training and a pre-ventive program, additional needs ofstudents, therapists, and the community.ultimate goals. and a list of materialsdeveloped in the language- unit. OW

ABSTRACT 21960EC 02 1960 ED 036 939Publ. Date Jan 70 570p.Harris, Albert J.How to Increase Reading Ability; AGuide to Developmental and Remedi-al Methods.EDRS not availableDavid McKay Company, Inc.. 750Third Avenue, New York, New York10017 (58.50).

Descriptors: reading; reading instruc-tion; teaching methods; reading diagno-sis; remedial instruction; reading diffi-culty; remedial reading; reading readi-ness; dyslexia; individual needs; groupinstruction; student evaluation; learningdisabilities; word recognition; readingcomprehension; reading interests; read-ing speed

Intended for beginning students con-cerned with reading instruction as wellas for graduate students. reading teach-ers, or remedial specialists, the text dealswith the overall classroom program,methods for evaluating and diagnosinggroup and individual needs, and devel-opmental and remedial teaching of spe-cific skills. Chapters explore the follow-ing subjects: reading and reading disa-bility, readiness, how children start toread, continuing reading growth, meet-ing individual needs, group instruction,evaluating performance, causes of read-ing disabilities, principles of remedialreading, developing word recognitionskills, overcoming difficulties in wordrecognition, developing understanding.fostering reading interests and tastes,and improving reading rate. Appendixesinclude an alphabetical list of tests. agraded list of books for remedial read-ing. a list of publishers and addresses,and Stone's revision of the Dale List of769 Easy Words. IR-I)

ABSTRACT 21997EC 02 1997 ED 036 010Publ. Date 68 174p.Guidelines for Program Development,Special Edueation, Volume III.Texas Education Agency. AustinEDRS mf,hc13-673

Descriptors: exceptional child educa-tion; learning disabilities; curriculum:state programs: minimally brain injured:program administration; vocational edu-cation; language arts; mathematics; sci-ences; social studies; creative activities;motor development: perceptual develop.ment; language development: individualdevelopment; educational methods; par-ent teacher conferences: behavior pat-terns; student evaluation. re xas

1 he Texas public school program for theminimally brain injured is outlined;guidelines are provided for screening.identifying, and evaluating the braininjured. I he development of interper-

sonal relationships is described, withsuggestions given for establishing behav-ioral controls and for conducting parentconferences and counseling; the struc-turing of the classroom is explained.Over one half of the document detailsthe curriculum for the following: devel-opmental areas, including motor, per-ception, language, and social and emo-tional development; academic areas, in-cluding five communicative arts, arith-metic, science, and social studies; andcreative areas, including arts and crafts,dramatics and creative play, and music.The vocational program is also sur-veyed. Evaluation of the guidelines isdiscussed; 128 professional references,including tests and reading programs,are listed. Appendixes provide defini-tions of the brain injured child. formsused in the Texas program. and lists ofsuggested equipment, materials. andsupplies. (3D)

ABSTRACT 22045EC 02 2045 ED N.A.Publ. Date 69 447p.Kaluger, George; Kolson, Clifford J.Reading and Learning Disabilities.EDRS not availableCharles E. Merrill Publishing Company.1300 Alum Creek Drive, Columbus,Ohio 43216.

Descriptors: exceptional child educa-tion: learning disabilities; reading diffi-culty; educational diagnosis; learningprocesses; remedial reading; remedialinstruction; language skills: study skills

The detailed manual deals with diagnos-tic techniques and program suggestionsfor learning disabilities. Areas discussedare the reading and learning process,determinants of learning patterns, thenature of reading and learning disabili-ties, the learner and symptoms of disa-bilities, informal diagnosis of abilities,spec;h:: diagnosis of disabilities, andprograming r.n teaching reading. Othertopics considered are remcdiation ofreading skills and tactile, aural-verbal,and visual skills, remediat ion of percep-tual motor and cognitive abilities, severelearning disorders, understanding phon-ics, the visual approach to word recogni-tion skills. comprehension and contentareas, vocabulary building. and studyskills and interest. (3N1)

ABSTRACT 22147EC 02 2147 ED N.A.Publ. Date 69 44p.Slingerland. Beth H. And OthersMeeting the seeds of Ilks desk Child.ren, and Others, Reprint CollectionNo. 2.EDRS not availableAcademic Therapy Publications. 1543Fifth Avenue, San Rafael, California9,4901.

Descriptors: exceptional child educa-tion: learning disabilities, dyslexia: vo-cabulary development: reading insu uc-lion; psychomotor skills; auditory dis-crimination: perceptual motor coordinalionArticles focusing on learning disabilities

(1,41 !lit..., wh.

concern meeting needs of dysls sic child-ren, approaches to overcome readingreversals, vocabulary enrichment, basicmotor activities, and the use of rhythmicpatterning. Making words meaningful,the acquisition of listening skills, theneurological- impress reading technique,inaccurate readers, and perceptual tech-niques and materials are also discussed.AU articles arc reprinted from out ofprint issues of Academic Therapy Quart-erly. (RD

ABSTRACT 22148EC 02 2148 ED N.A.Publ. Date 70 132p.Johnson. Marjorie Seddon. Ed.; Kress,Roy A.. FAReading Difficulties, Classroom andClinic. Proceedings of the 1968 An-nual Reading Institute (Temple Uni-versity, Philadelphia, Penns) lyania,Jan 22-26, [968).EDRS not availableDepartment Of Psychology. TempleUniversity, Broad Street And Montgo-mery Avenue, Philadelphia. Pennsyl-vania 19122184.001.

Descriptor,: exceptional child educa-tion; dyslexia; learning disabilities; read-ing instruction; identification; languagedevelopment: cognitive processes; per-ception; cultural factors; prevention;emotional problems

An attempt to put into perspective theproblems involved in mastering reading.the text contain, a compilation of paperspresented at a rcading institute. Topicscovered are the following: identifyingproblem readers in the classroom. fac-tors in reading difficulties, perceptualbases of language learning. perceptionand reading. the cognitive domain inlanguage learning Lind readingrind experiential sociological bases forlanguage learning. Also discussed arccultural factors in reading disability,reading disabilities in various countries.prevention and correction. developmentof a comprehensive preventive program,;lnd emotional influences in learningdisability.. flexibility in reading. a newapproach to reading for institutionaliseddelinquents, and reading difficulties areexplored. (Rd)

ABSTRACT 22183EC 02 2183 ED 037 835Publ. l)ate 69 182p.Perceptual -Motor Foundation.: AMultidisciplinary (camcern. Proceed.ings of the Perceptual-Motor Sympos-ium (Washington. D.C., May 8.10.1 968 ).American Aswveiation for I lealth. Phys-ical Education. And Recreation. Wash-ington. I). C.FDRS nifAmerican Association For Health. Phys-ical I:due:Ilion. And Recreation. 1201Sixteenth Street. N. %V.. Washington. I).C.20036 (33.001.

Descriptors: exceptional child educa-tion; perceptual motor !calming; molardevelopment. perceptual development:child development; learning: perception;physical education; prewhool children.

wry: 1l..0,11T1s, Art,

research needs; perceptual motor coor-dination; interdisciplinary approach;learning disabilities; environmental in-fluences; individualized programs

The proceedings include addresses byLogan Wright on highlights of humandevelopment from birth to age II. Leon-ard A. Cohen on development and func-tion of the mechanisms of perception,Eric Denhoff on motor development asa function of perception, and Alan Heinon exposure history in spatial-motordevelopment. Also provided are reportsby William T. Braley on the Daytonprogram for developing sensory andmotor skills in 3, 4, and 5 year-oldchildren, by Alice D. Coffman on personalizing early education, and by LouisBowers on a program of motor develop-merit activities. A multidisciplinary ex-change on perceptual motor develop-ment, group discussions on learning andon future needs, and a conference sum-mary are includes]. Appendixes list con-ference leaders, organizational represen-tation, participants and observers, andquestions raised by participants. ILFI

ABSTRACT 22192EC 02 2192 ED 037 844Publ. Date 69 244p.The Area Learning Center; CrandRapids, Michigan. Final Report.Kent Intermediate School District,Grand Rapids, MichiganOffice Of Education Washing-ton, D. C.. Bureau Of Elementary AndSecondary EducationEDRS mf,hc0EG-3-6-001343-1476BR-1343

Descriptors! exceptional child educa-tion; learning disabilities; learning proc-esses; educational methods; supplemen-tary educational centers; educational di-agnosis; interdisciplinary approach: di-agnostic teaching; program evaluation;inserviee teacher education: instruction-al materials; instructional materials cen-ters; resource centers: Michigan; AreaI earning Center (Michigan)

The final report of 3 years activity in theArea learning Center of Kent Intermedime School District in Michigan pre-sents its proposed design and objectives,operations, statistics on referrals, and anoverall evaluation of its programs. In-cluded are discussions of interdiscipli-nary approaches to educational diagno-sis. prescriptive educational programs,materials and resources, inservice leas:11-er educational programs, and supple-mentary services for children with learning disabilities. All facet, of the Centerarc reported with sample questionnaires,charts. and graphs used extensively toillustrate each factor. 0311

ABSTRACT 22207EC 02 2207 (-1) 037 859Publ. Date 68 43p.Suggested 1etiilies to C.c. ithC1d1c1ren Rho Present Ss mptom ofShwa' Perception Problems,. Herten.Mary 1,elel.Washington ( num> Board Of (loca-tion. Washington. Pennsylvania

17

EDRS mf,hc

Descriptors: exceptional child educa-tion; learning disabilities; perceptualmotor learning; visual perception; learn-ing activities; perceptually handicapped:body image; visual discrimination; sen-sory training; list uctional materials;teaching methods; teacher developedmaterials; puzzles; educational games;screening tests; manipulative materials;identification; individual characteristics

Symptoms displayed by primary agedchildren with learning disabilities arelisted; perceptual handicaps are ex-plained. Activities are suggested for de-veloping visual perception and percep-tion involving miror activities. Alsosuggested are activities to develop bodyconcept, visual discrimination and atten-tiveness, visual memory, and figureground perception. Body concept WI.-ties are recommended for developingvisual motor integration; cutting. past-ing, and sorting activities are described;and specific visual motor activities, in-cluding walking bean, are detailed. Alsoprovided are sc,eening test examplesand bibliographic s of teaching materialsand of texts and periodicals. (JD)

ABSTRACT 22222EC' 02 2222 ED 037 874Publ. Date Oct 69 302p.Bush, Wilma Jo: Giles, Marian TaylorAids to Psycholi aglalstie Teaching.FDRS not availableCharles E. 'Merrill Publishing Company,1300 Alum Creek Drive, Columbus,Ohio 43209 07.95).

Descriptors: exceptional child educa-tion; learning disabilities: language de.velopment; psyc volinguistics; teachingmethods; learning activities; slow learn-ers; visual learning; aural learning; per-ceptual motor learning; remedial in-struction; developmental tasks; gram-mar; expressive language

Designed for the teacher in training aswell as the class!oom teacher, the textpresents step-by-stcp remedial tech-niques for developmental training of theslow learner or the child with learningdisabilities. Presented are activities, in-structional materials, and teaching tech-niques for grades I through 8. Develop-mental areas included arc auditory andvisual reception. auditory and visualassociation, verbil and manual expres-sion, grammatic closure, auditory andvisual sequentia' memory. perceptualmotor activities, remedial recreation,and visual, auditery, tactile, and kinesth-etic teehniques.(.1311

ABSTRACT 22234EC-0222s1 ED 032 111

Date 67 114p.Optometric Ch Id Vision Care andGuidance. .1 Series of Papers Re-leased by the thitometrie ExtensionI'wgram to its Membership 1966-67,Optometric Ettinf)ii Program, Dun-can. OklahomaVDRS not availableOptometric Extensit n Program foundalion. Inc.. Duncav, Oklahoma 73533.

15

Descriptors: behavior problems; childcare; educational problems; learning dis-abilities; perception tests; perceptual de-velopment; therapy; vision; vision tests;visualization; visually handicapped; vis-ual perception

The diagnosis and treatment of earlylearning problems and their relation tovisual development is the subject of aseries of 12 articles. The optometricviewpoint expressed is that vision islearned. A child's method of organizinghis world, and manifestations of hisdisorganized behavior, including poorearly academic achievement, probablyresult in learning to see. Vision isviewed as an emergent from four under-lying subsystems: anti-gravity (Wheream I in space ?); centering (Where is it inspace ?): identification (What is it?); andspeech auditory (communicates his vis-ual impressions). Poor development inany of these subsystems has disruptiveeffects on the remaining subsystems andon the child's behavior as a whole,particularly on his performance in earlyeducation, Proper development, on theother hand, whether achieved normallyor through the methods of remedialtherapy outlined in the series, leads tointegral functioning of the subsystemsand ultimately to visualization, which isdescribed as the supreme process ofunconsciously using the sensing modesthat bring information to the child forsynthesis. 17.1)1)

ABSTRACT 22262EC 02 2262 ED N A.Publ. Date 69 55p.Smith, Carl B. And OthersEstablishing Central Reading Clinics:The Administrator's Role. Target Se-ries Book Two- -The Administrator,Indiana University, BloomingtonOffice Of Education (DHEW), Washing-ton, D. C., Bureau Of ResearchEDIIS not available'International Reading Association. 6Tyre Avenue, Newark, Delaware 19711.

Descriptors: exceptional child educa-tion; educational diagnosis; learning dis-abilities: reading: reading difficulty;reading programs; reading research;program planning; ease studies (eduen-lion); administrator guides; administra-tor role; remedial reading; reading clin-ics

Designed for superintendents and othertop-level administrators, the monographidentifies severe reading disabilities, de-scribes types of clinics or diagnosticcenters, and provides helpful data con-cerning establishment of reading clinics.Characteristics of severely disabledreaders are described. The work of bothuniversity clinics and public school clin-ics is discussed and sketch( of somesshool clinics arc provided. Considera-tions in setting up a clinic program arediscussed including selection of children,testing, staffing and training. services,cost. facilities. and coordination. Stepsfor setting up a clinic are listed. Appen-dices include a sample book list for areading clinic, a listing of university

16

reading clinics that treat severe readingdisabilities, and a sumrnars, of researchon overcoming reading problems. Othermonographs in this series on readingdisabilities arc directed toward theteacher, the reading specialist, and theprincipal. (MS)

ABSTRACT 22263EC 02 2263 ED N.A.Publ. Date 69 72p.Smith, Carl B.Correcting Reading Problems in theClassroom. Target Series Rook Four- -The Classroom Teacher.Indiana University. BloomingtonOffice Of Education (DIA E13/1. Washing-ton, D. C., Bureau Of ResearchEDRS not availableInternational Reading Association. 6

Tyre Avenue, Newark. Delaware 19711.

Descriptors: exceptional child educa-tion; reading; reading difficulty; readingprograms; program planning; remedialreading; reading diagnosis; classroomtechniques; remedial instruction: teach-ing methods; learning disabilities

Designed to aid the classroom leacher inpreventing and overcoming reading dif-ficulties, the monograph discusses iden-tification of skill deficiencies, treatmenttechniques, and classroom organizationto achieve more effective treatment.Information is provided on the diagnosisof reading problems in the classroom.Methods of working with groups andindividuals to correct reading problemsare described. Classroom techniques forcorrecting specific problems arc out-lined. The appendices include tech-niques for classroom diagnosis of read-ing problems. Other monographs in thisseries on reading disabilities are directedtoward the principal, the reading spe-cialist, and the administrator. (MS1

ABSTRACT 22286EC 02 2286 ED N.A.Publ, Date 69 322p.Arena, John I.. Ed.Successful ProgramingMany Pointsof View. Selected Papers Presented atthe Fifth Annual International Con-ference of the Association for Child-ren with Learning Disabilities (110s.ton, Massachusetts, February 1.3.1968).Assoc iation For Children With learn-ing Disabilities. Pittsburgh, Penrs)lsaniaFORS not availableAcademic l herapy Publications. 1343Fifth Avenue. San Raphael. California94901.

Descriptors: exceptional child educa-tion: learning disabilitic,; nrogramingprogram planning; program deseripCons; programed instruction; parentrole; teacher education: educational di-agnosis; preschool children; adolescents,intermediate grades: summer programs.educational research: educational meth--cads

Papers presented at the Fifth AnnualInternational Conference-of the Associa-tion for Children with I earning Disabil-

ities include areas of discussion on therole of parents, teacher preparation andtraining, screening and diagnosis forlearning disabilities. programing foryoung children through adolescents, andsummer programs. Additional urea-, ofconcern are formulating directions, re-search and exploration, and develop-ments in allied fields. 1.1 M)

ABSTRACT 22288EC 02 2288 Fr) N.A.Publ. Date 69 284p.International Approach to LearningDisabilities of Children and Youth.Selected Papers Presented at theThird Annual International Confer.once of the Association for Childrenwith Learning Disabilities Crulsa,Oklahoma, March 3-5, 1966).Association For Children With Learn-ing Disabilities, Pittsburgh, Pennsylvan-iaEDRS not availableAcademic 'Therapy Publications, 1543Fifth Avenue. San Raphael. California94991.

Descriptors: exceptional child educa-tion; learning disabilities; educationaldiagnosis; dyslexia; minim-ally brain in-jured; medical treatment; educationalesperi nicht,. educational legislation;young adults. adolescerns; vocationaleducation; learning processes; interna-tional programs

Papers included are concerned with anintroduction to learning disabilities, ascreening scale for neurological impair-ment, the outlook of learning disabilitiesresearch. the problems of classification.diagnosis and remeMation, the etiologyof dyslexia and the color phonics system,the laws of constancy and reading, andthe minimal brain damage hypothesis.Other articles discuss medication andthe role of the occupational therapist.his role in learning disorders. and treat-ment of disorders through medication;the diagnostic teacher, plans for educa-tion in the preschool years, and in theelementary years; the needs of the youngadult with learning disabilities. vocational training for adolescents, and forbrain injured at the Vanguard school. Anlan of therapeutic management. cperi.mental psychological and psycholinguis-tr. studies of reading disability, ap-proaches to infromation processing. acase study of learning disability. legisla-non for learning disabilities Ind financ-ing. and panel discussions on implica-tions for living are also presented. 11\11

ABSTRACT 22289EC 02 2289 ED N.A.Publ. Dale 69 334p.Arena. John Ed.Progress in Parent Information, Pro.fessional !Growth, and Public. Policy.Selected Papers Presented at theShit, Annual international Confer.(MCC ,1 the A...0( lotion for Childrenwith Learning Disabilities 1FortWorth, Thies.. If arch 6-8, 19691.Association I ot Children With I earn-ing laistbalrtics. Pitishurgh. Pe nnIs an-ia

1 5,10 FilhIgH2r.lph,

EDRS not availableAcademic Therapy Publications, 1541Fifth Avenue, San Raphael. California94901.

Descriptors; exceptional child educa-tion; learning disabilities: diagnosticteaching; legislation; evaluation tech-niques; parent rolet parer.t education;adolescents; teacher education; dyslexia;camping: educational innovation

Presented are papers from the SixthAnnual Conference of the Associationfor Children with Learning Disabilities,Included are fire general introductoryspeeches, three papers dealing with theinitiation and implementation of legisla-tion, and eight discussions of prescriplive teaching. Other topics covered arefive papers on evaluation, seven con-cerning parents, three on the adolescent,three describing innovations, three de-tailing teacher training, six consideringspecific problem areas, two on dyslexia,two on camping, and one indicatingfuture endeavors. IJ NI)

ABSTRACT 22290EC 02 2290 El) N.A.Publ. Date 69 281p.Arena, John I., Ed.Management of the Child with Learn-ing Disabilities: An InterdisciplinaryChallenge. Selected Papers Presentedat the Fourth Annual InternationalConfers-nee of the Association forChildren with Learning Disabilities(New York. New York. March 9.111,1967 ).Association For Children With Learn-ing Disabilities, Pittsburgh, PennsylvanisEDRS not availableAcademic Therapy Publications, 1543Fifth Asenue, San Raphael, California94901.

Descriptors: exceptional child educa-tion; learning disabilities; screeningtests: educational diagnosis; teacher edu-cation; remedial programs; programplanning; family counseling; adoles-cents; young adults; interdisciplinary ap-proach; educational research

Papers are presented from the FourthAnnual International Conference of theAssociation for Children with LearningDisabilities. Approached from a remediation and management point of view,short articles are included on a broadapproach to screening. the interdiscipli-nary approach in diagnosis, teacherpi eparation and training. the role of thefamily and professional workers inlearning disabilities. and the planningand des-eloping of active remedial pro-grams. Discussions also involve innova-tions in educational thinking. the n edsof the adolescent and young adults. andinterdisciplinary research and s less

point,. 13 MI

ABSTRACT 22313FT 02 2313 FD N.A.Pohl, Date 70 276pDurr. WilliamReading Difficulties; Diagnosis,Correction. and Remedialior.. Select-

I ninF

ed Convention Papers.International Reading Association,Newark, DelawareEDRS not availab'eInternational Reading Association, 6Tyre Avenue, Newark, Delaware 19711.Descriptors: exceptional child educa-tion; conference reports; reading; reme-dial reading; reading difficulty; readinginstruction; reading programs; readingresearch; informal reading inventory;disa&antaged youth; reading materials;summer programs; reading diagnosis;test validity; teachi ng methods; dyslexia

Papers selected from a convention of theInternational Reading Association arepresented. topics of the 28 papers in-clude various factors associated withreading difficulties, informal diagnosticprocedures. correction of reading prob-lems in the classroom (including prob-lems of the inner city schools), andremedial programs of the reading spe-cialist.

ABSTRACT 22324EC 02 2324 ED N.A.Publ. Date Mar 70 16p.Stillwell, Robert J. And OthersEducationally handicapped and theEngineered Classroom: An Educa-tional Solution.EDRS not availableFocus On Exceptional Children. V2 NIPI-16 Mar 1970

Descriptors: exceptional child educa-tion; learning disabilities; classroom ar-rangement; reinforcement; behaviorchange; educational programs; teachingmethods: engineered classroom

The engineered classroom designed byFrank M. Hewett is described beginningwith the developmental sequence of edu-cational goals. The physical environ-ment is diagrammed for both elementa-ry and junior high school students. Theuse of reinforcement is discussedthrough the check mark system, and alist is presented of interventions to beused by leachers to maintain studentroles, Also considered are materials andtopics for the daily instructional pro-gram including scheduling of curricu-lum activities. I ICH

ABSTRACT 22410EC 02 2410 En N.A.Publ. Date 69 178p.Thomas. Evan W.Brain-Injured Children.FORS not availableCharles C. Thomas. Publisher, T01.327Fast I roarence Avenue, Springfield, Illi-nois 62703 ($7.00).

Descriptors: exceptional child research;minimally brain injured; neurologicaldefects; neurology; medical evaluation;medical treatment; cerebral palsy; dys-lexia; mentally handicapped; epilepsy;neurological organization; behavior

problems; Delacato Method

Past practices, functional diagnosis,management tech niques, and treatmentmethods concerning brain injured child-ren are discussed. T he problems with oldapproaches and the need for new tech-

19

niques are presented for brain injury,cerebral palsy, the pathology of cerebralpalsy, its incidence and prevalence, men-tal retardation, epilepsy. behavioral dis-orders, and dyslexia. The advantages ofa functional approach are included indescriptions of the controversy overbrain injury as a diagnosis, the back-ground and interpretation of neurologi-cal organization, the evaluation of neu-rological functions, and the principlesand methods of Doman-Delacato thera-peutic programs. Also included is anarticle by Edward B. 1 eWinn on evalu-ating the results of treatment of braininjury in children. (J M)

ABSTRACT 22578EC 02 2178 ED OMS 818Publ. Date 69 64p.Stock, Claudette, Comp.Minimal Brain Dysfunction Child:Some Clinical Manifestations, Defini-tions, Descriptions and RemediationApproaches.EDRS not availablePruett Publishing Company, P. D. Box1560, Boulder, Colorado 803D2 (52.95).

Descriptors: exceptional child educa-tion; learning disabilities; behavior pat-terns; intervention; teaching methods;instructional materials; psychologicalpatterns; perception; perceptual motorlearning; dyslexia; learning characteris-tics

Remediation of learning disabilities isdiscussed and a table of teaching materi-als related to psychological and motorfunctions is provided. Guides on 11

behavioral manifestations and three spe-cific learning disabilities furnish defini-tions and description as well as tech-niques for training and management.Behavioral manifestations consideredinclude disorganiration, distractability,perseveration, dissociation, figureground confusion, impulsivity. disinhibi-lion, hyperactivity, catastrophic reac-tion. concrete behavior, and attentionspan. Specific disabilities include dyslex-ia, agraphia. and acalculia.(11)1

ABSTRACT 22581EC 02 2581 1:D 038 826Publ. Date 69 228p.Guist, Charlotte A.; Schulman, Jerome

Toys and 'Games for Educationallyhandicapped Children.EDRS not availableCharles C Thomas. Publisher, 301.327East Lawrence Avenue. Springfield, Illi-nois 62703 ($9.50).

Descriptors: esceptional child educa-tion; mentally handicapped; learningdisabilities; instructional materials; bib-,iographies; toys: educational games;manipulative materials; visual percep-tion; auditory perception: sensory train-ing; memory; concept formation; motordevelopment; psychomotor skills: verbaldevelopment; annotated bibliographies;intellectual development; language de-velopment; perceptual motor learning

Commercially available toys and gamesfor children with educational handicaps,

117

Born general retardation to disabilitiesin limited areas of functioning are listed.For each toy, the name, manufacturer,and sex and age interest are stated; adescription of the toy is given. All toysare classified according to the intellec-tual fur 'lions involved. 'These includevisual perception (like-different, partwhole, spatial relations, figure-ground)and auditory perception Bike-different,figure-ground). Additional categories areretention and recall (visual memory,auditory memory), conceptualization,and expression (fine motor, gross motor,verbal). (ID)

ABSTRACT 22744(C. 02 2744 ED 039 686Publ. Dale 69 138p.McCarthy, James J.; McCarthy, Joan F.Learning Disabilities.EDRS not availableAllyn And Bacon, Inc.. 470 AtlanticAvenue, Boston, Massachusetts 02210.

Descriptors: exceptional child csiuca-tion; learning disabilities; educationalmethods; etiology; identification; educa-tional diagnosis; teacher education; edu-cational research; legislation; parentparticipation; classroom techniques

An attempt to collate basic knowledgeconcerning Learning disabilities, the textdiscusses the background and definitionof learning disabilities, and its identifi-cation, etiology, and epidemiology.Guidelines for diagnostic evaluation arepresented as are approaches from per-ceptual motor, developmental, visual,neurophysiological, linguistic, and diag-nostic-remedial points of view. Addi-tional topics considered are illustrativeclassroom programs. teacher prepara-tion, educational research, parentgroups, special educationand future prospects. (1S11

ABSTRACT 22750EC 02 2750 ED 039 692Publ. Date 70 41p.Del Tufo, Anthony F.The Bole of the Learning DisabilityTeacher-Conyullant.MRS not availableDirector, Learning Disability Center. 87West Oakwood Avenue, 1 ivingston,New Jersey 07039152.00).

Descriptors: exceptional child educa-tion; learning disabilities; teacher role:educational diagnosis; interdisciplinaryapproach; consultants; teacher qualificalions; instructional materials: evaluationmethods

The booklet discusses the history oflearning disabilities ILK the role of l heI.D tea-her consultant as educationaldiagnostician, as a member of the inter-disciplinary seam, and in the schoolsystem, and guidelines for qualificationsof 1 D t.acliter consultants. Also includedare lists of educational tests. remedialmaterials, a glossary of terms. a bibliography. a tablzr of diagnosis and rented ia-tion of functicaos. and a case study datato, m. um)

18

ABSTRACT 23093EC 02 3093 ED N.A.Publ. Date 68 48p.Garten, Muriel Kathryn, Comp.A Resource Booklet of InstructionalMaterials: An Annotated Bibliogra-phy of Resources for the Teaching ofReading with Special Applicability toStudents with Learning Disabilities.EDRS not availableCenter For Educational Services AndResearch, 845 Fox Meadow Road,Yorktown Heights. New York 10598(53.00).

Descriptors: exceptional child educa-tion; instructional materials; reading;learning disabilities; annotated biblio-graphies: bibliographies; tests

Annotations are provided for instruc-tional materials useful in leaching read-ing to children with learning disabilities.from the readiness level through seniorhigh school. 'Vest and measurement in-struments are also cited and annotatedas are professional resources. 1101

ABSTRACT 23134EC 02 3134 ED N.A.Publ. D_te 66 468p.Hell mu th. Jerome, Ed.Educational Therapy Volume 1.EDRS not availableSpecial Child Publications, Inc., 4535Union Bay Place, Northeast, Seattle.Washington 98105 1514.40 Ile, 56.10Pb).

Descriptors: exceptional child educa-tion; learning disabilities, emotionallydisturbed; educational therapy; educa-tional psychology; community pro-grams; curriculum; preschool programs:psychotherapy: educational methods;behavioral sciences; perceptual develop-ment; mentally handicapped; languagehandicapped; professional pcusonnel,physicians; researchers

A collection of papers discuss forms,concepts, techniques. and processes re-lated to educational therapy. Topicsinclude: an introduction to educationaltherapy: the training attic physician inevaluation and management of the edu-cationally handicapped child. observa-tions on the education of researchers;therapeutic teachers of exceptionalchildren; clinical principles of curricu-lum selection, an action oriented process of special education; therapeuticpreschool: psycho-educational ap-proaches for seriously disturbed childrenin she classroom; therapeutic behavioralmanagement; initiating a public schoolprogram for perceptual development;project re-ed- educational intervention inemotional disturbance; perceputal train-ing as a bridge to conceptual ability; adiversified elementary school programfor the emotionally disturbed; ap-proaches to educational therapy in statesuppored institutions for the mentallyretarded; public scho..1 programs for theprevention of specific language disabilityin children; theory and practice of thera-peutic education in a residential treat-merit center for emotionally disturbedadolescents, corn' mum ity of ganization on

20

behalf of the retarded in a large metro-politan area; a coordinated approach tothe correction of learning disabilities inpublic school children. (1 El

ABSTRACT 23157EC 02 3157 ED 039 384Publ. Date Apr 70 41p.Medical intervention and the Prob-lem of Drugs. Papers Presented at theAnnual International Convention ofthe Council for Exceptional Children(48th, Chicago, Illinois, April 19.25.1970).Council For Exceptional Children. Ar-lington, VirginiaEDRS mf.hc

Descriptors: exceptional child educa-tion; handicapped children; medicaltreatment; minimally brain injured; be-havior problems: learning disabilities:drug addiction; intervention

Speeches presented at the internationalconvention of the Council for Excep-tional Children in Chicago, 1970 arereported. Papers are concerned withmedical views of children with minimalbrain dysfunction by C. Arden Miller.medical intervention in maladaptiveclassroom behavior by Kenneth Zike,medical intervention and the pcsiiatriclan's role in the behavior of learningdisabled children by Roger V. Cadol,and the evolution of the drug problemby F. Gerald St. Souver (JM)

ABSTRACT 23292FD 034 904EC 02 3292

Pahl_ Date fan 70 67.p.State Legislation for Children withLearning Disabilities, CEC State-Fed.real Information Clearinghouse forExceptional Children Series on Gov-ernment and the Exceptional Child,Volume 1.Council For Exceptional Children, Ar-lington, VitginiaOffice Of Education (DREW). Washing-ton. D.C.EDRS mf.hc

Descriptors: exceptional child education; state legislation: learning disabili-ties; educational programs; state laws;special classes: admission criteria; ad-ministrator responsiblity; school dis-Wets, school district spending; adminis-trative policy; school attendance laws;financial support; definitions. specialser vices

The first in a series of reports on theexceptional child and government. thepublication is compiled from the laws ofthe 50 states and is specifically directedto the child with learning disabilities.Not included are the laws of stairs inwhich the learning disabled receive serv-ices when no specific legal provisions aremade tan umbrella law cosers all excep-tional children) or a hen services hate',teen extended by broadening legal la-bels such as crippled, maladjusted, orhealth impaired. The document is updat-ed through 1969; more current informa-tion will become available from theState -F ederal Information kat inghouse. I aws are cited from the follow ing

I1,13 8 hIpovi `marl,

states: California, Colorado, Connecti-cut. Delaware. Florida. Hawaii. Idaho,Massachusetts, Nevada, New Jersey,New Mexico, Oklahoma, Oregon, Penn-sylvania. South Dakota. Texas, Wash-ington, and West Virginia. (12.11

ABSTRACT 23464EC- 02 3464 FD 041 425l'ubl. Date Nov 69 94p.Intervention Techniques for SpecialChiss Teachers of Emotionally Handi-capped and Brain Injured Children.Proceedings of the Institute on Inter-vention Techniques for Special ClassTeachers of Emotionally liana.capped and Brain Injured Children,Nmember 24.26, 1969.State University Of New York, Albany,State Educational DepartmentEDRS mf,hc

Descriptors: exceptional child educa-tion; neurologically handicapped; emo-tionally disturbed; teaching methods;learning disabilities; language develop-ment; audiovisual aids; educational pro-grams; program planning; student evalu-ation; clinical diagnosis; conference re-ports

The proceedings report papers, discus-sions, and other institute activities. In-cluded are papers by Bonnie Kirkhamon the classroom observation, via film,of emotionally disturbed children; PearlBreslow on the translation of clinicalfindings into everyday classroom plan-ning; and Gerri Bradley on the role oflanguage therapy in the education of thehandicapped. Summaries are given ofCarl Fenichei's papers on the evolutionof the League School for Seriously Dis-turbed Children in New York City, thefading lines between emotionally dis-turbed and neurologically impaired, andteaching disturbed children. Also report-ed are a question and answer session,demonstrations of the overhead projec-tor and the language master, and evalua-tion of the institute. Suggested instruc-tional materials and equipment are list-ed, and a format for teacher reports isappended. 11 13)

ABSTRACT 23477EC 02 3477 ED 041 438Publ. Date Apr 69 60p.CFA: Selected Convention Papers1969: Learning Disabilities. SelectedPapers Presented at the Annual Inter.

I ranrnp (I I 41 1 Iis t'rng ram,

national Convention of the Councilfor Exceptional Children (47th, Den-ver, Colorado, April 6-12, 1969).Council For Exceptional Children, Ar-lington, VirginiaEDRS mf,hc

Descriptors: exceptional child educa-tion; learning disabilities; conference re-ports; research; program descriptions;neurological defects; educational diag-nosis; reading difficulty; cooperativeprograms; perceptual development; pri-vate schools; abstracts

The collection of selected conventionpapers includes discussions of the appli-cation of the ITPA for children withlearning disabilities, applications of psy-choeducational evaluation, factors in se-vere reading disability, and initiatingstatewide programs for the educationallyhandicapped. Articles also deal with thehistory and future education of childrenwith learning disabilities, perceptual be-haviors and reading disabilities, and theprivate school and its practical relation-ship. Abstracts of articles on the follow-ing topics are also provided: hyperactiveand hypoactive children, cooperativeprivate and public school programs, im-mediate materials selectio.i, outpatientdiagnostic and remedial services, per-sonal adjustment training, and languageremediation. (.1

ABSTRACT 23513EC 02 3513 ED N.A.Publ. Date 68 146p.Kolson, Clifford J.; Kaluger, GeorgeClinical Aspects of Remedial Reading.EDRS not availableCharles C Thomas, Publisher, 301-327East Lawrence Avenue, Springfield, Illi-nois 52703 ($5.75).

D:scriptors: exceptional child educa-tion; reading difficulty; remedial read-ii"z, reading clinics; reading diagnosis;reading instruction; teaching methods;reading materials; learning disabilities;reading consultants; program planning

Serving as a textbook and a referencesource, the book describes causes, types,and symptoms of reading disabilitiesand suggests techniques for diagnosisand remediation. Teaching methodsused with the normal achiever are de-scribed. Identification and categorisa-tion of the disabled reader are discussed.Procedures for setting up public school,

21

university, and commercial reading clin-ics are provided including guidelines forstaff, materials, and training programsfor reading clinicians. A glossary is

included. esIS)

ABSTRACT 23564EC 02 3564 ED 042 297Publ. Date (681 296p.End of Project Report. Volume Ill,Staff Reports.Maine Township Diagnostic And Reme-dial Learning Centcr, Park Ridge, Illi-noisOffice Of Education 11711EW), Washing-on, D. C., Bureau Of Elementary And

Secondary EducationEDRS mf,hc

Descriptors: exceptional child educa-tion; learning disabilities; educationaldiagnosis; demonstration centers; re-search reviews (publicatieJ.$); remedialprograms; program descriptions; evalua-tion techniques; educational methods-elementary grades; secondary grades;curriculum development; Elementaryand Secondary Education Act 1 itle III;Illinois

A collection of monographs concerninglearning disabilities is presented. Sub-jects include a high school learningdisabilities program, English curriculumdevelopment, evaluation philosophy, atraditional program, teacher createdlearning exercises, reading disability,student discussion, and language devel-opment. Discussions also concern pres-chool screening, first grade developmen-tal techniques, inservice activities, in-structional materials, teaching ma-chines, writing, reading problems, infor-mation transfer, listening skills, self con-cept, audiometry, and peer teaching.Information relative to learning disabili-ties is also provided for screening pro-grams, supplementary reading in3triiction, visual motor training, the juniorhigh student, phonics, the LanguageMaster, vision screening, parent discus-sion groups, rapport, student discussiongroups, auditory and visual approaches,informal assessment, and a spelling pro-gram. All papers were written by staffmembers of the insersice demonstrationcenter. Volume IV relating to centerinstructional material is available as EC006 136. LIM>

19

Arena, John 1 20986.Arena. John 1, Ed 20721, 72286. 22289-

22290.Arena, John I. Ed And Others 10549.Ash lock. Patrick 20827,Bangs. Tina E 10678.Barsch, Ray 11 10220,Bodnar, Michael J 20477.Benyon. Sheila Doran 10649,Bernstein, Retie 10292.Birch, Herbert 0, Ed 10180.Brom, Gaston E 21291.Bond, Guy 1, 20249.Bortner, Morton, E 10624.Buist, Charlotte A 22581.Burg, Mary, Comp 20836.Bush, WilmaJa 22222.Chaney, Clara M 10533.Cratty, Bryant .1 11968.Crawford. John E 10663.Cruickshank, William 11 10240.Cruickshank, William M And Others

10936.Dechant, Emerald 11984.Del Tufo, Anthony F 22759.Durr, William K, Ed 22313.

Abstract Reasoning 10519, 20906Abstracts 23477.Acoustics 20477.Adjustment (To Environment) 20Administration 10297, 20210.

20836, 20941, 21997, 22262,Administrative Policy 11199,

23292.Administrator Attitudes 10936.Administrator Role 20407,

23292.Admission Criteria 23292.Adolescents 10297, 22286,22288Alphabets 10842.Ancillary Services 20165.Annotated Bibliographies 22581.Aphasia 10718. 11384. 20843.

21092.Architectural Programing 20477.Area Learning Center

22192.As'sxiative Learning 20885,Attention Span 21320.Audiovisual Aids 23464.Audiovisual Instruction 10240.Auditory Perception 10220.

AUTHOR INDEX

Ebersole, Marylou And Others 10534.Edgington, Ruth And Others 10521.Ellingson, Careth 10250,Frierson, Edward C. Ed 20916.Frostig, Marianne 11156.Garten, Muriel Kathryn, Comp 23093Gillingham, Anna 20709.Gold, Lawrence 21206.Gordon, Sol 10297.Harris, Albert J 21960.Hart, Jane 11247.Haywood, H Carl, Ed 20886.Hell muth. Jerome, Ed 11047, 23134.Johnson, Doris J 10505.Johnson. Marjorie Seddon, Ed 22148,Kaluger, George 22045.Karns, Merle B 20885.Kephart, Newell C 10519.Kolson, Clifford J 23513.Lewis, Edward K 10842.Lewis, Richard S And Others 21525.Mahler, Donald 20210.Mallison, Ruth 10923.McCarthy, James J 22744.Money, John, Ed 10669.Myklebust, Helmer R, Ed 20912.

SUBJECT INDEX

Behavior 'Theories 10669.Behavioral Sciences 22134.Bibliographies 20827, 21092, 22581,

249. 23093.20827, Piinchemistry 10663.

Body Image 20986, 22207.20165, California 10842.

Camping 22289.Case Records 20875, 20886.

22262, Case Studio. (Education) 10250, 10649,10569. 11247, 11384, 11870, 20240,20249, 20709, 20843, 22262.

22290, Cerebral Dominance 20886. 21447.Cerehral Palsy 21092. 21447. 22410,Check Lists 10662, 20836.

23093. Child Care 22234.20886. Child Development 10180. 10549.

10678. 10718, 11047, 11199, 11247.20907, 20912, 22183,

eh igan) Child Rearing 11384.Class Organisation 20165, 20836.

21503. 22263. 22744.Classroom Arrangement 22324.Classroom Environ meat 11199. 20165,

20210.10505. Classroom Observation Techniques

10751, 11156. 20709. 20885, 20941,20986, 22147. 22581.

Auditory Tra.ning 10521, 10531.Aural I earning 22222.Aurally Handicapped 10624. 10678.

20841.Behavior 10180. 10240, 10250, 10663.

10921. 20907. 20916.21525.Behavior Change 10531, 10549. 10929.

11047. 11199, 11247. 20907, 21092.22324

Behavior Patterns 21997, 22578Behavior Problems 10180. 11199.

11247. 20941, 21291. 21447. 27214.22410. 21157.

Behavior Rating Scales 20836.

20

20240.Classrooms 20831.Clinical Diagnosis 10240. 10250. 10542.

10663, 10678. 10718. 10751. 11047.11156. 11247. 11384. 11984. 20165.20210. 20407. 20471. 20886. 20916,20941,21092.21291,23464.

Clinics 11384.Cognitive Development 10519. 20906.Cognitive Processes 10519. 11156,

20907. 21525. 22148.Color Planning 20477,Communication Problems 10718.

20841.Common, -ation Skills 20885.Communication (I hought Tt 'nfer)

22

Nash, Ralph J 10751.Natchez, Gladys. Ed 10542.Newcomb, Daniel L, Ed 20907.Dtto, Wayne, Ed 20875.Peter, Lawrence J 20707.Rappaport, Sheldon R 11199.Rappaport. Sheldor, R, Ed 10718.

20843.Roswell, Florence 11870,Simpson, Dorothy M 20160.Slingerland, Beth H And Others 22147.Smith, Bert Kruger 11384.Smith, Carl B 22263,Smith, Carl B And Others 20831, 22262.Spache, George D. Ed 20471.Stillwell, Robert 1 And Others 223..4.Stock. Claudette, Comp 22578.Strang, Ruth 20240.Svagr, Virginia 21320.Tarnopol, Lester. Ed 20941.Thomas, Evan W 21447, 22410.Ty mchuk, Alexander J 21092.Valets. Robert E 20165, 20906.Wailes, Lucius 21805.Wilson. Robert SI 20407.\Vold, Robert 5.1, Ed 21780.

10718.Community Programs 20941, 23134.Comparative Analysis 10842.Comparative Education 10842.Concept Formation 10292, 10534,

20906, 22581.Cone. ptual Schemes 10718.Conference Reports 22313. 23464.

23477.Consultation Programs 22750.Controlled Environment 10936.Coopcative Programs 23477.Counseling 10297. 10549.Course Organization 10936.Creative Development 21997.Cultural Factors 22148.Curriculum 10220, 10292. 10549,

10678, 10936, 20906, 21997. 23134.Curriculum Development 10624, 23564.Curriculum Guides 10292, 10678.

20906. 21503.Day Schools 10297,Delinquency 20941.Demonstration Projects 10936. 23564.Design Needs 20177.Developmental Tasks 22222.Diagnostic Teaching 11199, 20165,

20240. 20707. 20721.22192. 22289,Diagnostic Tests 10250. 20240. 20249.Dictionaries 20709.Directories 10750.Disadvantaged Youth 20885, 22311.Discrimination Learning 10533. 10649.Diseases 10663.Doman Delacato Sfelhod 20886. 72410,Drug Addiction 21157,Drug Therapy 21092. 21780.Dyslexia 10250. 10505. 10521. 10542.

10669. 11047. 11263. 11184. 11870.20740. 20249. 20407, 20471. 20709.20'121, 20827, 20831. 20860, 20875.20912. 20916. 20941. 21092, 21206.

,,1.1,71,,a1 6uriilogr41.1 "405s

21120. 2144/. 21780, 21803. 21960.22147 22148. 22288-22289. 22111,22410. 22578_

Educational Diagr.osis 10240. 10923,11870. 20210. 23-107, 20707. 20831,20912, 22045. 22192, 22262. 22286.22288. 22290. 2:744, 22750. 23477,23564.

Edmatis>rial 'Methods 10624. 20707.20907, 20916, 21997. 22192, 22286.22744, 23114. 21564.

Educational Needs 10)80, 10240,10549, 11263, 11384, 20843, 20912,20916, 21525,

Educational Objectives 10250.Educational Planning 10505, 11384.

20912.Educational Programs 10718, 11199.

11384. 20843, 21320, 22324, 23292.23464.

Educational Psychology 23134.Educational Research 22286, 22290,

22744.Educational Therapy 10721. 11047,

201127. 21291. 23134.Educationally Disadvantaged 105."1,Electroeneephalography 10718. 20912,

21092.Elementary And Secondary education

Act Title III 23564.Elementary Education 21206, 23564.Emotional Problems 10663, 22148,Emotionally Disturbed 10519, 11047,

11263, 20477, 20707. 23134, 23464.Engineered Classroom 22324.Environmental Influences 10240. 20477,

21291. 21447. 22183.Epilepsy 11263 '0886. 21447. 22410.Equipment 11140.Etiology 10180, 10240, 10542, 10663,

11247. 11870, 20249, 20907, 21092.21447. 22744.

Evaluation 10624, 20916.Evaluation Methods 10624, 20165.

20240. 20860, 21206, 22289. 22750.21564.

Esccptional Child Education 101:3.10220. 10240. 10250. 10292. 10297.10505. 10519, 10521. 10513-10534,10542. 10549, 10624, 10663, 10669.10678. 10718. 10751, 10923, 11047.11156, 11199. 11247. 11263. 11870.11968, 11984. 20165, 20210. 20240,20249. 20407. 20477, 20707. 20709.20721, 20827. 20831, 20836. 20843.20860. 20875, 20885. 20886. 20406-20907. 20912. 20916. 20941. 20986.21206. 21291. 21447, 21503. 21525.21780. 21805. 21997, 22045. 22147.22148. 22183. 22192. 22207. 22222,22262-22261. 22286, 22288.22290.22313. 22324. 22578. 22381. 22744,22750. 23093, 21134. 23157. 23242,23464. 23477. 11511. 21564.

Fsceptional Child Research 10649.10832. 1091'.. 20471. 22410.

Esceptional Child Services 11184.Fo.perintemal Psychology 10669.Esperimental Schools 22288.Eve Hand Coordination 10521, 111751.

20986, 21750.Use Movements 20860. 21780.I- amity 1. haracteristics 10250.I iimily Counseling 22290.Famth ProHcms 11184.I amily Sociological Unit', 10180.

10923,11047.1 inancial Support 23292.

I c

Folios', up Studies 10936. 21092.Foreign Countries 10842.Frostig Developmental Test (If Visual

Perception 11156.Games 10297, 10633, 20721, 22207,

22581.Gilmore Oral Reading Tests 21206.Graduate Study 10936.Great Britain 10842.Group Dynamics 21320.Grouping (Instructional Purposes)

10678, 21501, 21960.Handicapped Children 11968, 20707,

23157.Handwriting 10751. 20709, 20721,

20875.Hriptic Perception 10220.Hearing 1 oss 10624.Heredity 10180.Historical Reviews 20827.Homebound 10923.Human Posture 11047.Hyperactivity 11263, 11968. 21092.Identification 10542, 10624, 10663,

11156, 11870. 11984. 20165, 20210,20407, 20471. 20886, 20907, 20912,20941, 21092, 21503. 21780, 22148,22207,22744.

Illinois 23564.Illinois Test Of Psycholinguistic Abilii

ties 11156.Incidence 10180. 20210, 20477.Individual Characteristics 10180,10240,

10663, 11247, 20210, 20477, 22207.Individual Differences 20249.Individualized Instruction 10751,

10923, 11984, 20249. 20707, 20831,22183.

Informal Reading Inventory 22311.Initial 'reaching Alphabet 10669. 20721.Innovation 22289.Insery ice Teacher Education 20831,

22192.Instructional Materials 10240, 10521,

10842. 10923. 11199, 11263, 11870,11984. 20165., 20407, 20827. 20831.20836. 20860. 20885, 21503, 21805,22192, 22207, 22578, 22581. 22750.23093.

Instructional Materials Centers 22192.Intellectual Development 22581.Intelligence 10678. 11156.Intelligence Tests 10250. 20827.Interdisciplinary Approach 10718.

20707. 21780. 22183, 22192. 22290,22750.

Intermediate Grades 21320. 22286.International Programs 22288,Interpersonal Competence 20906.Interpersonal Rclaiionship 13923.Intervention 20907, 22578. 21157.[Musics; s 211240.Kinesthetic Methods 10669,Kinesthetic Perception 10521, 10751.

20721. 20986.I anguage Ability 10549. 10678. 11156.

20885. 20912. 20916.1 anguage Arts 11263. 20709, 21997.1 anguage Development 10240. 10678.

107111. 11263. 20843, 20885. 20906-20901. 21525. 21947. 22148, 22222.22381, 21464.

1 anguage Handicapped 10678. 10718.20843. 7.0886,21805. 23134.

1 anguage Handicaps 10669, 22045.1 anguage Skills 22045.1 Metal Dominance 10669. 11968.

20471, 20960. 20986, 21786.

!?,

Learning 10505. 10533, 10678. 22153.1 earning Activities 10240, 10519,

11247, 20885, 20906, 21503. 22207,22222.

Learning On tracteristics 11047. 11247.2_0210,22578.

learning Disabilities 10180, 10220,10240, 10250, 10292, 10297. 10505,10519, 10521, 10513-10534. 10542,10549, 10624, 10649, 10665. 10669,10678, 10718, i0751, 10842, 10923,10936, 11047, 11156, 11199, 11247,11262, 11384, 11870, 11984, 20165,20210, 20240. 20249, 20407. 20471,20477, 20707, 20709. 20721, 20827,20831, 20836. 20843., 20860, 20875,20885-20886, 20906-20907, 20912,209(6, 20941, 20986, 2(092. 21206,21291. 21120, 21447, 21503. 21525,21780, 21805, 21960, 21997, 22045,22147-22148. 22183, 22192, 22207,22222, 22234. 22262. 22263, 22286,22288-22290, 22324, 22578, 22581,22744, 22750, 23093, 23134 23157,23292, 23464, 23477, 21513 23564.

Learning Processes 2204,, 22192,22288.

Learning Theories 10220, 10534, 10542,11968, 20707.

legislation 11384,22288,22289, 22744.Lighting 20477.Linguistics 10669, 20721.Listening Skills 20885.Logical Thinking 21320.Manipulative Materials 22207, 22581.Masters Degrees 10936.Mathematics 10505, 10514, 10549,

10751, 11263, 20872, 20916, 21120.Medical Evaluation 10663, 20912,

20941, 21447, 22410.Medical Treatment 10240, 10663,

11047,20916, 22288, 22410, 23157.Memory 20885, 22581.Mental Retardation 11263.Mental Rigidity 10519.Mentally Handicapped 10533. 11968,

20477, 20885, 20916, 21291, 21447,22410, 22581, 23134.

Metropolitan Achievement Tests 21206.Michigan 22192.Minimally Brain Injured 10180. 10240,

10250, 10297. 10505, 10533-10534,10549, 10624. 10663, 10718, 10751,10936, 11247. 11184, 11968, 20210,20477. 20843, 20886, 20912. 20916,20941, 21092, 21447, 21525. 21997,22288, 22410, 21157.

Morphology (I anguages) 10669.Motivation 10542.Motor Development 10533- 10534.

10649. 10718, 10751, 20886. 2'906-20907, 21092. 21997. 22181, 22581.

51ovigenics 10220, 11247.Neurological Defects 10624, 10661,

20916,21447, 22410. 23477.Neurologically Handicapped 10180,

10220. 10250, 10505. 10519. 10533,10542. 10349, 10718, 10923, 11047,11263, 11384. 20210, 20411, 20643,20886. 20912. 23464.

Neurology 10519. 10534. 10665. 11047,11263. 20886. 20912, 20916, 21447,22410.

Nonverbal Learning 10505.Ohio 20836.Operant Conditioning 21320.Ophthalmology 10297. 20912.Optometrists 21780.

21

Oral Communication 10624.Oral Reading 20240.Orthographic Symbols 10842.Orthopedically Handicapped. See Physi-

cally Handicapped.Parent All it0des 10297. 13199.

arent Child Relationship I 1384, 21525.Parent Counseling 10297. 10663. 11199.

20916,21291.Parent Education 21525, 22289.Parent Role 10240, 10678, 10923,

11247. 20407, 20836, 20941, 22286,22289,22744.

Parent Teacher Conferences 2072!.20836,21997.

Pathology 10663Perception 10180, 10220, 10519, 10533.

10649, 11047, 11156, 11263, 11384.20471, 20860. 20907. 21525. 21805.22148, 22183, 22578.

Perception Tests 10649, 20827. 21780.22234.

Perceptual Development 10180, 10220,10297, 11968, 20906, 20912. 20916.21503, 21997, 22183, 22234, 23134,23477.

Perceptual Motor Coordination 10180.10220, 10297, 10519, 10533-10534,10624, 10649. 10663, 10669, 11047.11156, 11263, 11968, 20165. 20471,20860, 20906, 20907, 20912, 20916,21092. 21780, 22(47, 22183.

Perceptual Motor Learning 10220,10519, 10549. 10649, 11247, 11968,20471. 20885, 20906, 20916. 20986,22183, 22207. 22222, 2257S, 22581.

Perceptually Handicapped 10180.10220. 10250, 10505, 10549. 10649,10663, 10669, 10936, 11156. 11247.20477. 20709. 20886. 20912, 20916,21092, 21503, 21780, 22207.

Personality Theories 10542.Personnel Policy 20831.Phonemes 20721.Phonetics 20709.Phonics 10521, 10669, 20709. 20721.Physical Activities 20906.Physical Development 20906.Physical Education 11968, 22183.Physically Handicapped 11968.Physicians 10663, 20912, 23134.Physiology 10663. 20886.Play Therapy 10923.Preschool Children 10534. 10923.

201015, 22183, 22286, 23134.Preschool Evaluation 10678.Prevention 11984. 22148.Primary Grades 10297.Private Schools 23477,Problem Solving 10292.Professional Personnel 20210. 23134,Program Budgeting 20210.Program Descriptions 22286. 23477.

23564.Program Deselopment 10923.Program }-'valuation 10240. 10936.

21447. 22192.Program Planning 10297, 11199. 11984.

20165. 20210. 20827, 20816. 20841.20907. 2226222263, 22286. 22290.23464.23511.

Programed Instrection 22286.Programing 22286.Projective Tests 10649.Psychiatrists 20912.Psychiatry 10624.Psychoeducation..1Clinics 11047.

22

Psychoedue Mon al Processes 10542,20105, 20471. 21291.

Psycholinguistics 20885, 20941. 22222.Psychological Characteristics 10624,

209,6,21291, 22578.Psyche logical Evaluation 10180. 20165.

20941. 21092.Psychological Tests 10718. 20886.Psyche motor Skills 10220, 10533-10534,

11247, 11968, 20477, 20860, 20906,22147. 2258E

Psychotherapy 10240. 11199, 11870,20843.21291.23134.

Puzzles 222C'7.Reading 10250, 10521, 10334, 10342,

10669, 10751, 10842. 11870, 11984,20240, 20249, 20407, 20471, 20709.20831. 20860, 20875, 20916, 21960.22262-22263. 22313. 23093.

Read ir g Ability 10669. 10842.Reading Clinics 22262. 23513.Readirg Comprehension 11870, 20249.

20407, 21960.Reading Diagnosis 20240. 20249, 2(206,

21960,22263.22313.23513.Readirg Difficulty 10250, 10842, 11984,

2029, 20471, 20831, 21206. 21960,220c5, 22262-22263, 22311, 23477,235;3.

Reading Instruction 10842, 11870,11984, 20240. 2024). 20827. 20941.21960.221.47-22148, 22313.23513.

Reading Materials 10842, 11870, 22313,23513.

Reading Programs 20831, 2226222263,22313.

Reading Readiness 20860, 21960.Reading gills 10542. 11870, 20240.

20836. 21320.Re ad i lg Speed 20249. 21960.Readirg Tests 20240, 20249, 20827.

20831.Recall (Psychological) 20885.Records For rns) 20165. 20836.Recreation 10297.Recre itional Programs 10297.Reference Books 21805,Referral 20336.Regional Cooperation 21206.Regular Class Placement 21503.Rehabilitation 20843. 20907. 20941.Reinfarceirent 20165. 20907, 22324.Remedial instruction 10250. 10505.

10669, 20249, 20471, 20709, 20721.20675. 20916, 21960. 22045. 22222.22263.

Remedial Programs 10624. 10669.11156. 20906-20907. 21805. 22290,23564.

Remedial }leading (0842. 11870. 11984,20240. :0407. 20471. 20827, 20831.21206. 21960. 22045. 22262.22263.22313.23511.

Remedial1 eachers 20831.Re mediation 21291.Research Methodology 10842.Research Needs 22183.Research Reviews (Publicationsl 10542.

20471, 20875. 23564.Resoirce Guides 10542, 20906.22192Retarded 5peech Des elopinent 10678.Retention 20986.Schosl Attendance I as 23292.Schesol Community Relationship 11199.Scho31 Districts 23292.Scierces 10151. 21997.Sere( ring rests 22207. 22290.

24

Secondary Schools 23564,Seizures 20886.Self Actualization 10649.Self Care Skills 10292.Self Concept 10533. 10549. 10649.

11047, 11247. 11384. 20477. 20843.Sensory Aids 10649.Sensory Experience 10220.Sensory Integration 10649. 11199.

20165, 20860, 20900.Sensory Training 20721. 20906. 20986.

21447, 22207. 22581.Sequential Approach 20986.Services 11047.Skill Development 20906.Slow Learners 22222.Social Environment 10180.Social Experie ree 10180.Social Influences 10180. 11968.Social Studies 10751, 21320, 21997.Social Workers 20916.Socialization 10180. 10297.Socially Deviant Behavior 10180.Socially Maladjusted 20477.Socioeconomic Influences 10542.Space Orientation 10220. 10240, 10534.

10649, 11247. 20986.Spatial Relationship 20477.Special Classes 10751. !3.:12.Special Schools 10240. 10250. 113114,

20407, 20907. 23292.Speech Skills 10533.Spelling 10521. 10669, 20709. 20721.

20875,20916.State Legislation 23292.State Programs 21997,State Standards 20836.Stimulus Generalization 10519. 10533.Student Evaluation 20210. 20831.

20836, 20875, 21960, 21997. 23464.Student Placement 202110, 20836,Student Records 20836.Student Teacher Relationship 11384.

21291.Study Habits 22045.Summer Programs 10297. 22286, 22313.Supplementary Educational Centers

22192.Symbolic learning 10519.Tactual Perception 10220. 20986.Taxonomy 20916.Teacher Developed Materials 22207,Teacher Education 10916. 20210.

21805, 22286, 22289.22290. 22744.Teacher Evaluation 10936.reacher Qualifications 20210. 22750.Teacher Role 10663. 10751. 11199.

20240. 20407. 20836. 22750.'reaching Guides 20709.Teaching Methods 10240. 10250, 10292.

10505. 10519. 10521, 10533-10534.10542, 10549. 10624. 10649, 10669.10678, 10718. 10751. 10842. 10936,11047, 11156. 11199. 11247, 11263,11870. 11968. 11984. 20165, 20210,20240. 20249. 20407.20707, 20709.20721, 20827. 20831. 20841. 20860,20875, 20885-20886. 20906-20907.20912, 20916. 20941. 20986. 21092.21290, 21320. 21503. 21780, 21960.22207, 72222. 22263, 22111. 22324.22578. 23464. 23511.

ream reaching 11047.Tennessee 21503.rest Valk! ity 10649. 22313.rging 10250. 11156. 11247, 11984,20407, 20827. 20831. 20860. 20875.

,,kr11.4,11 1 hl,c1 paphy Scttcs

20886, 20916, 20941, 21092, 23093.Texas 21997.Therapeutic Environment 20707.Therapy 21447, 22234.Thought Processes 10519.Toys 22581.Tutoring 20831, 20836.Underachievers 11870, 20875, 21291,

21780.Verbal Ability 20885, 22581.

learning Disabilities--Prcitarns

Vision 11047, 22234.Vision Tests 22234.Visual Learning 10533, 22222.Visual Perception 10220, 10505, 10718,

10751, 11156, 11968, 20471, 20709,20721, 20860, 20885, 20912, 20941.20986, 21780, 22207, 22234, 22581.

Visualization 10718, 10751, 20986,

22234.Visually Handicapped 11968, 22234.

Visually Handicapped Mobility 11968.Vocabulary 20407.Vocabulary Development 11870. 22147.Vocation.' Education 21997, 22288.Wechsler Intelligence Scale For Child-

ren 11156.Word Recognition 11870, 20249, 20916,

21960.Writing Skills 10521, 10534, 20709,

21320.Young Adults 22288, 22290.

23