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Jordan, June B., Ed.Effective Schools--Excellence in Urban SpecialEducation. Teaching Exceptional Children. [SpecialIssue).Council for Exceptional Children, Reston, Va.; ERICClearinghouse'on Handicapped and Gifted Children,Reston, Va.National Inst. of Education (ED), Washington, DC.85400-81-003182p.The Council for Exceptional Children, PublicationSales, 1920 Association Dr., Reston, VA ($15.00 year,$4.00 single copy).Journal Articles (080, -- Collected WorksConference Proceedings (021)Teaching Exceptional Children; v17 n2 Win 1985

EDRS PRICE MFO1 /PC04 Plus Postage.Demonstration Programs; *Disabilities; EarlyChildhood-Education; Elementary Setondary Education;Models; Program Development; *Special Education;Staff Devellopment; *Urban Schools

IDENTIFIERS *Excellence in Education '

DESCRIPTORS

ABSTRACTSeven author-contributed papers focus on excellence

in urban special ducation schools. Libby, Goodman reviews the

lit

isolation of spe 1 educatidh teachers and children, in "TheEffective School vement and Special Education," while Dan L.Peterson et al. .trace the implications for-the Seattle SchoolDistrict of the efforts described in "Effective Schools for AllStudents: Current Efforts and Future Directions." Margaret C. Wangal.- describe the Adaptive Learning Environments Model in "StaffDevelopment: A Key Ingredient of Effective Mainstreaming." A programfor gifted students (elementary to secondary level) in Houston isdescribed by Margaret Kress in "Vanguard: Focus on the GiftedLearner." Chicago's efforts are considered by Alejandro Benavides in"Planning Effective Special Education for Exceptio6a1 LanguageMinorities." Project KIDS of the Dallas Independent Schoolk Districtis destribed-by Ruth C. Wilson et al. in "Early ChildhoodIntervention in an Urban Setting." The final article, "One School'sSearch for Excellence"' by John Jewell, details four steps undertakenby an alternative middle/high school. (CO

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UR. IMPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER {ERIC)

Ale document hat been reproduced asreceived from the person or organizationoriginating it

1) Minor changes have been made to improvereproduction Quality

Points of view or opinions stated in this docu-ment do not necessarily rePreSant official MEposition sir policy

, WINTER 1985Volume 17, Number 2

exceptional children

TEACHING Exceptional ChildrenJune B.' Jordan, Editor .'Marcia B. Klafler, Department

'Editor, Off the ShelfCarolyn W. Boyle, Production

Editor

CEC PublicationsDonald-K. Erickson, Director,

Departnient of InformationServices'

June B. Jordan, Editor in ChiefGale S. Adams, Director of

Advertising and Production

CEC Publications CommitteeJudy Smith-Davis, Chairperson, Editor andPublisher of Counterpoint, CounterpointCommunications Company, Reno, Nevada;

1 T. Timothy Crowner, Department ofEducational Administration, San DiegoState University, California; Douglas Fuchs,Assistant Professor, Department of SpecialEducation, Clark University, Worcester,Massachusetts; Pamela Gillet, ExecutiveDirector, Northwest Suburban SpecialEducation Organization, Palantine, Illinois;Verna Hart, University of Pittsburgh,Pennsylvania; John Johnson, University ofthe.Distriet of Columbia, Washington,District of Columbia; Stanley A. Perkins,Professor, Department of EducationalPsychology and Special Education,University of,,BritistitColumbia, Vancouver;Raphael Simches, Anna Maria, Florida.

Field Editc;rsRobert E. Abbott. Willard Abraham, LouAlonso, Nancy Anderson, Steven J. Apttr,Alexinia Y. Baldwin, Catherine Batsche,Alejandro Benavides, Helen Bessant-Byrd,Mary Beth Branston-McLean. Vera E.Burley, Carolyn M. Callahan, Eunice T.Carter, Patricia T. Cegelka, Joyce S. Choate,Rene-Christensen, Henry V. Colella, 'WhittyCuninggim, Bruno J. D'4Ionzo, James R.Delisle, Stanley L. Deno, Qonald D.Deshler, John E. Dewey, Beverly L Dexter,Keith A. Dial, Joan Dickerson, NancyDodd, Joyce Evans, Vilma T. Falck. MaryA. Falvey, Preston D. Aden. Vincent J.Feudo, Karen K. Ford. Charles Francescani,

Mary M. Frasier, Gerald G. Freeman, GregH. Frith, Janet B. Fudala, Gay e H. Gear,Caroline K. Gialas, Bea Gold; byGoodman, Sister Marie Grant, John G.Greer, Lynn Grimes, Jeffery N.,Grotsky,Audrey Grupe, Eleanor Guetzloe, MargaretG. Hallau; Leone E. Hanson, Tracy L.

f Harris, Susan Hasazi, Alice H. Hayden,' Donald L. Herbert, Frank M. Hewett, J.

Howard Hinesloy, Francine, Holland,.Clarissa Hug, Elouise Jackson, John P.Jewell, David W. Johnson, Laura J. Jordan,Merle B. Karnes; Felice Kaufmann, MargieK. Kitano, Marcia B. Klafter, Carol Knight,Mary Ann Lang, Carl W. Lappin, MarilynLichtman, Susan Linnemeyer, Kathryn A,Lund, C. June Maker, Geraldine Malice!,Glenda Martin, Larry J. Masat, Geoffrey C.McCarthy-Miller, Robert W. McCauley, IvaDene McCleary, Susan D. McDonough,Gary D. Meers, Aquilla A, Mims, MarlysM. Mitchell, Deborah A. Murphy, AnnNevin, Barbara J. Nicholson, LaDelle Olion,Myrna R. Olson, Alba A. Ortiz, Reece L.Peterson, Maxithino Plata, Lillie Pope, SallyM. Reis, Evelyn J. Rex, June Robinson.Esther P. Roihman, Marilyn K. Rousseau,Harold A. Lippert, Susanne B. Ryan,Spencer J. Salend, Jane Scandary, PatriciaSchindler, Rex E. Schmid, Paula L. Scott,Louis P. Semrau, Allan Shwedel, 'BarbaraSirvis, Susan Stainback, William Stainback,Allen R. Sullivan, Evelyn Syfrett, Jo

Thomason, Riith M.'Turner, Donna D.Tynan, Richard G. Umsted, M. CarleneVanEtten, Lisbeth J. Vincent, William G.Vassar, Jak-queline Walker, Maureen White,Jiidy Wilson, Diane Wimmer, IdajeanWindell, Mary M. Wood, Rhonda S. Work,Lyn Zimmerman.

To Submit ManuscriptsManuscripts are invited and received withthe understanding that they have not beenpublished previbusly and are not beingconsidered presently by another journal or.magazine. Each manuscript undergoes afield review process that takes a minimumof three months. Receipt of manuscripts isacknowledged promptly. An original andfive xerox copies must be submitted.- For acomplete set of author guidelines, includingformat and style requirements, writeTEACHING Exceptional Children.Publications Department, The Council forExceptional Children, 1920 AssociationDrive, Reston VA 22091-1589,

Statement of PurposeTEACHING Exceptional Children, publishedby The Council,for Exceptional Children, isa journal designed specifically for teachersof handicapped and gifted children. Articleswhich deal with practical methods andmaterials for classroom use are featured.While not research-oriented, this journalwelcomes those data-based descriptionswhich specify techniques, equipment, andprocedures for teacher application in classeswith handicapped 'and/or gifted students.

TEACHING Exceptional Children, Vol, 17,No. 2,' Winter 1985. Copyright 1984 by TheCouncil for Exceptional Children. Anysigned article is the personal expression ofthe author; likewise, any advertisement isthe responsibility of the advertiser. Neithernecessarily carries Council endorsementunless specifically set forth by adoptedresolution. -

TEACHING Exceptional Children is ab-stracted and indexed in Education Index.Child Development Abstracts, Exceptional ChildEducation Resources, and indexed in Ulrich'sGuide to PeriodicalS, Ayer's Guide to Period-icals, and Current Index to Journals in Educa-

`Or n. The Council for Exceptional Children*Mks literary property rights on copyright-ed itticles. Up to 100 copies of the articlesin this journal may be reproduced for non-profit distribution without permission fromthe publisher. All other forms of reproduc-tion require permission from the publisher.

TEACHING Exceptional Children, (ISSN0040-0599) is published quarterly in Fall(September), Winter (December), Spring(March), and Summer (May) by TheCouncil for Exceptional Children. 1920Association Drive, Reston, VA 22091-1589. Members' dues to The Council forExceptional Children include $11 forannual subscription to ExceptionalChildren and $7,50 for. TEACHINGExceptional Children. Subscription toTEACHING Exceptional Children isavailable without membership; U.S.,$15, Canada, PUAS, and all othercountries, $17.50 per year. Single copyprice is 54.00. U.S. second class postageis paid at Herndon, Virginia 22070 andadditional mailing offices. Canadianpostage is paid at Niagara Falls, Ontario.under second class permit No. 9331,POSTMASTER: Send address changesto TEC, 1920 Association Drive, Reston,VA 22091-4589.

IER CI

Contents102 The Effective Schools Movement and Special Education

Libby Goodman

106 Effective Schools for All Students: Current Efforts and FutureDirectionsDan L. Peteron, Susan C. All rt, Anita M. Foxworth, Linda S.Cox, and Bill K. Tilley

112 Staff Development: A Key Ingredient of Effective

Staff Development p. 112

The gifted p. 122

Early Childhood p. 134

MainstreamingMargaret C. Wang, Eva D. Vaughan, and Joan A.-Dytman

122 Vanguard: Focus on the Gifted LearnerMargaret Kress

127 Planning Effective Special Education for Exceptional Language'MinoritiesAlejandro Benavides

134 Early Childhood Intervention in an Urban Setting.Ruth C. Wilson, Marilyn Mulligan, and Ruth M. Turner

140 One School's Search for ExcellenceJohn Jewell

Departments,

79 UPDATE

147 Off the Shelf

Other Features

85 National Conference. on Secondary, Transitional, and Post-seondary Education for Exceptional Youth

94 Annual Convention Update

132 Previews

149 Advertisers' Index

150 Dates to Remember

151 Professional Opportunities

Effectiye SchoolsExcellence in,Urban Special Education

Special Education and the effective schools movement is the fo'cus ofthis special issue of TEACHING Exceptional Children. ConsultingEditors were Alejandro Benavides, Gladys Clark-Johnson, JohnJewell, and Margaret C. Wang:

This topical publication was developed as a product of the ERICClearinghouse on Handicapped and Gifted Children pursuant tocontract number 400-81-0031 with the National Institute of EdUcation,U.S. Department of Education. .

The Council for Exceptional Children

EXECUTIVE COMMITTEE

Joseph P. Gaughan PresidentMichael Grimes President-ElectJudy Ashmore First Vice PresidentLyndal M. Bullock Past PresidentAlba Ortiz Governor at LargeArthurlene Towner Governor at LargeLester L. Martisko US Governor at LargeDavid C, Roels US Governor at LargeWilliam R. Littlejohn Governor at LargeGladys Clark-Johnson US Governor at LargeHarry Dahl Canadian Governor at Large.

Canadian Executive Committee

Ray Meiklejohn . . ... .. PresidentEarl Campbell President, ElectKathy Swenson Vice PresidentKathryn Ross .Past PresidentDonald Warren Treasurer and Executive Secretary

Student Executive Committee

Robert Hitt PresidentMary Beutz Vice President, CommitteesLynette Richter Vice President, ProgramsSherri Kreiser Vice President, .CommunicationsErma Jean Gates Vice President, PublicationsRandal'Bowles Executive Vice President

4 HEADQUARTERS STAFF

Administration

Jeptha V. Greer Executive DirectorVacant Special Assistant to the Executive

Director for Minority andHandicapped Concerns andDevelopment

Brenda E. Tillman Office Manager

Department of Business Services

Laura Lee Myers .....-.,ControllerDouglas Falke Unit Manager, Materials

HandlingDemos Georganas Unit Manager,'Data Processing

Department of Professional Development

Herbert Prehm Assistant Executive Director- (Acting)

Thelma Watkins ..... .. . Director of Conventions andMeetings

Elsa Glassman Program Specialist'Elizabeth McClellan .. Coordinator, Project RETOOL

Department of Governmental Relations

Frederick J. Weintraub... ...A'Ssistarit Executive DirectorB. Joseph Ballard ..Associate DirectorBruce A. Ramirel Assistant birector

DIVISION PRESIDENTS

Gary Best Division forPhysically ,Handicapped .

Department of Information. Services

Edward J. Cain, Jr. Technology and Media Division Donald K. Erickson. .Assistant Executive DirectorBrian Enright Council for EducatRinal Gale Adams' Director of Advertising and

Diagnostic Services ProductionGeorge Fair Division on Career Development Doryhy Beling Director of Database OperationsPamela Gillet . Division on, Mental Retardation June B. Jordan Director of PublicationsSister Marie Grant Division foil...earning Disabilities ,Editor-in-ChiefJ. Howard-Hinesley... Council of Administrators of Jean Nazzaro ........ .Director of Marketing and Sales

Special Education Lynn Smarte Director of Public InformationJohn McLauglin . .....

velyn Rex. ... Teacher Education Division

_, DiviSion for the VisuallyHandicapped

Carl Smith - Council for Children withBehaviciral Disorders Department of Member and Unit Services

Warren Umarisky ....... .. . Division for Early ChildhoodJoanne Whitmore ... . The Association for the Gifted Susan Gorin Assistant Executive DirectorRhonda Work ,. Division for Children with Mary Kemper Program Specialist, Student CEC

Communication Disorders Trudy Kerr Program Specialist, Divisions

78 5 Winter 1985

ERIC Contract)oContinuefor Five Years

CEC has been awarded &contract bythe National Institute of Education tocontinue operation of the ERIC Clear-inghouse on Handicapped and GiftedChildren through August 31, 1989.Since the initial funding in 1966, thisClearinghouse has been housed atCEC.

Major functions of the Clearing-house are: abstracting and indexingspecial education literature; contribut-ing to the ERIC publicationsR/Eand Cl/E; conducting computersearches; answering information re-quests; and developing publica-tion&Digests, CEC division journaleoliumns, state of the art papers,bookS, and monographs.

In addition to the regular ERIC ac-tivities, a special project, funded by

(Continued on p. 84)

1/4-J

Minority SymposiaScheduled

Three symposia on the special needsof exceptional minority children,havebeen scheduled for 1985:

, Symposium on Exceptional Ameri-can ,Indian Children and Youth,Clarion Four Seasons Hotel, Albu-querque, New Mexico, February 6-8, 1985.Symposium on Exceptional AsianChildren and Youth, AnaheimIlit-ton, Anaheim, California; .April 12-13; 1985.Symposium on Exceptional Bilin-gual Children and Youth, Boulder,Colorado, June 1985. (Details willbe announced in Spring Update.)

For more information, contact the Of-fice of Minority Concerns, CEC, 1920Association Drive, Reston, Virginia22091.

TEACHING Exceptional Children

CEC Continues Its Leadershipi RoleTechnology for Special Education

CEC has become a recognized leaderin the support of technological appli-cations in special education. In thepast two years, CEC has sponsorednational conferences and workshopson technology, published a number,of resource books on microcomputersand software, welcomed a new spe-cial interest division on technology(TAM), and co-sponsored a nationalcompetition to find quality specialeducation computer programs.

CEC is-currently participating intwo federally funded projects in thearea of technology, both of which arefunded by the Special Education Pro-.

First MembershipCertificates-Distributed

The first personalized CEC member-ship certificates were,distributed, andenthusiastically received, in late Oc-tober 1984.

These personalized certificates areone of the new benefits available toprofessional ?non-student) CEC mem-bers. Each certificate is printed on aparchment-like paper with a promi-nent CEC logo, the member's namehand-set in script, the current year,and signatures of both the CEC Presi-dent and Executive Director. Certifi-cates are 8 x 10 inches, suitable forframing and displaying in classroom,home, or office.

Every non-student member is of-fered a certificate at the time of re-

newal. There is a $1.00 charge to cov-er handling Costs. If you would likeyour certificate looner than your re-,newal date, send a $1.00 check ormoney order with your CEC identifi-cation number to CEC at 1920 Associ-ation Drive, Reston, VA 22091. Be-cause every certificate is personal-ized, an 8-week delivery time isexpected.

n

grams (SEP) office of the U.S. Depart-ment of Education.

Special Education Software Center

CEC has joined with SRI Internation-al and LINC Resources, Inc., in theformation of a special education soft-ware center. The primary goal of thiscenter is to improve the developmentand disOmination of quality softwarefor special needs students.

As the prime contractor, SRI is cre-ating a technical assistance networkto help 'software developers improvemicrocomputer programs designedfor special education instruction andadministration. LINC Resources iscreating .a clearinghouse that wiU pro-vide information to teachers, parentS,

(ContinUed on p. 84)

Software ConferencePlanned for May

The Special Education Software Cen-ter will host a National Conferenceon Special Education Software, May273, 1985, in Washington, D.C, Theconference will bring together leadersin the software industry and the spe-cial education community to learn ofnew developments, share experienceswith products, and identify needs.Conference presentation formatshave been selected to enhance groupparticipation and to maximize inputfrom attendees. An exhibit show willgive attendees the opportunity to dis-cover the latest commercially avail-able software and will facilitateldia-logue between users and producers..

For more information on the con-ference, contact Elsa Glassman, Con-ference Manager, Department of Pro-fessional Development, CEC, 1920Association Drive, Reston, Virginia22091 or call 703-620-3660.

79

Up Front with the President

In this issue, TEACHING ExceptionalChildren presents various special edu-cators' response to the EffectiveSchools Movement. Needless to say,educational intervention strategiesoutlined in the effective schools--ob-jective based instructional manage-ment, mastery learning, and outcomebased education programsall holdgreat promise for the improvement ofinstruction for all students.

We-are encouraged by thesethrusts, for they address issues thatrelate to the individualization of in-struction and the coordination of in-structional activities across education-al disciplines. Our field's'participa-tion in these initiatives is imperativeto the educational progress of excep-

Joseph P. Gaughan

tional children and youth. We alsopossess a level of expertise in thisarea that will greatly assist our peers,for the foundation on which these

programs is based is similar to whatwe have affectionately labeled The In-dividualized Education Plan. Specifi-cally, the Effective Schools conceptholds. fundamental: a) stated educa-tional goals and objectives, b) empha-sis on basic skill development alcr ascope and sequence of instructionalstrategies, c) instructional coordina-tion, d) environmental control, and e)evaluation.

We are veryfamiliar with the ap-proach and I, for one, believe thateffectiVe schools are what we havebeen all about for sometime. We _

hope that you enjoy this issue and.take pride in the fact that special edu-cators continue to be in the forefrontof emerging trends in 'education.

A \. , New CEC /ERIC Text

Special People Communicate through SpecialNet Available for Spring'85 Courses

Computers are not just for kids. Spe-cial education professionals through-out the U.S. and Canada are using

,micros and moderns to communicatewith each other on the SpecialNetelectronic system. SpecialNet is acommunication network designed toprovide up-to-the-minute informationand instant communications for per-sons concerned with services andprograms for handicapped individ,uals. Subscribers can send and revceive messages to each other and cankeep abreast of special interest topicsby reading messages-posted on themany SpecialNet bulletin boards.Over 25 bulletin boards are currentlyavailable, including multihandi-capped, RFP, Policy, Practices, Feder-al, Litigation, Early Childhood, Com-puter, Employment, Gifted, andCEC.NEWS.

In a recent survey 77% of the Spe-cialNet users who responded indicat-ed that they check the CEC.NEWSbulletin board regularly. This makesCEC.NEWS the third most "popular"

t

80

bulletin board, with Federal andComputer filling the first two dots.Although this is not a competitiveevent, we are pleased that SpecialNetusers look to CEC.NEWS as a valu-able source of information on legisla-tive issues, new publications andprofessional events. CEC membersare using SpecialNet to communicatewith headquarters staff and othermembers about division, federation,and standing Com(nittee activities. Agroup of Teacher Education- Divisionmembers, interested in technologyhave their own bulletin board,known as TEDtech, which is coordi-nated by the RETOOL project staff.

If you are a subscriber to Special-Net and want to contact CEC head-quarters, send your message to the

_user name, CEC.RESTON.To join this rapidly expanding'riet-

work, contact the National Associa-tion of State Directors of Special Edu-cation, 1201 16th Street N.W.; Suite

'404E, Washington D.C. 20036, 202-822-'7933.

7

The School Psychologist and the Excep-tional child, edited by GeraldineScholl, will be a major contender for"textbook of choice" in courses deal-ing with this topic. The book is divid-ed into two sections: General Consid-erations and Areas of Exceptionality.The General section includes discus:sions of the role and function of theschool psychologist, the process ofassessment, and nonstandard ap-proathes. Chapters Oft specific excep-tionalities include: Gifted and' Talent-ed; Mental Retardation; Learning Dis-abilities; Emotionally Impaired;Physically and Multiply Handi-capped; Hearing Impaired; VisuallyImpaired; and Communication Disor-,.dered. Appendices include SampleReferral Form; Common Behaviorsand Attitudes During Assessment;Helpful Hints in Writing Reports;Suggested Format for Interview WithParents; and Suggested Format forInterview with Child.

Stock No. 297, ISBN 0-86586-153-6.Available Janury, 1985.

.Winter 1985

St. Louis Chapter: OfferingExemplary Programs

One year ago they weighed in at 140members. Today, there are 214 pro-fessionals who have direct access totheir well-planned chapter programs.

The St. Louis Chapter #103 will re-ceive its first CEC Award for Excel-lence in Anaheim this Spring. Thereis little doubt that the chapter is de-serving of CEC's highest unit award;and there's evidence to show that ithas plans to go for it again.duringthe current year.

Examples of its hard work are theeffective programs already sponsoredthis Fall: "Services to Children andYouth: Exemplary Practices in Pro-gramming for BD/ED Children andYouth" and "Professional Guidelinesfor Special Educators: CounselingParents of Exceptional Children."This Winter it will conduct a specialmini-conference, and in Spring mem-bers can attend "Interchange: A Ge-neticist Talks with Special Educa-tors."

Thanks to the efforts of Chapter,Past President Karen Ford, -PresidentBetty Schultze, and their hard-work-ing executive committees, membersin St. Louis are able to participate inthe activities which give CEC its finereputation for grass roots activismand professional development.

Local chapters throughout the U.S.and Canada are offering equally fineprograms to their members. If youare Snot certain whether you are or%the mailing list of a local CEC chap-ter, contact the Department of Mem-ber and Unit Services to inquire. Res-ton staff will see that your name is

-placed on the mailing list of the mostconveniently located chapter and cantell you who to contact to learn moreabout local activities.

Karen Ford and Betty Schultze'shard work is a direct service to theSt. Louis community. As volunteerleaders, they exemplify the efforts ofall regular and student officers inCEC . . working on behalf of ourfield and the students we serve.

TEACHING Exceptional Children

'TAM Membership GroWing

The new Technology and Media Divi-sion (TAM) is growing by severalmembers a day, making it one ofCEC's fastest growing divisions. Anincreased need for information lead-ing to the use of technology with ex-ceptional students for educational ad-vancement is seen as the key to thisgrowth. Says TAM President EdwardCain, "Our conferences, conventionsessions planned for April, journalsand newslettersall for $10aremaking TAM a division from whichany GEC member can get his or hermoney's worth. Join us!"

For more information about TAM'or any of CEC's other 12 divisions,contact CEC Headquarters.

Congratulations toWinners of Awards forExcellence-

Five CEC chapters met all the rigor-ous criteria during the 1982-83 pro-gram year and achieved CEC's presti-gious "Award for Excellence,".awarded at the D.C. Convention inApril 1984. Congratulations are ex-tended to each of the members of thefolloWing chapters:

Kentucky Derby Chapter #5, Ken-tucky; Sherry Howard, PresidentAtlanta. Area Chapter #77, Geor-gia; Thelma Mumford, President.Charlotte-Mecklenburg Chapter#147, North Carolina; Martie Grif-fin, President:University of British ColumbiaChapter #666, British Columbia;Lila Gaudry, President.Trident Chapter #936, South Caro-lina;,Cynthia flarbeson, President.

To receive this award, chapters hadto demonsttate ongoing activities andgrowth in, embership development;professional program planning anddelivery; public relations; communi-cations with unit members andCouncil staff; and involvement inCEC decision-making processes'

PAN Workshop Held

The nationwide CEC PolitiCal ActionNetwork (PAN) met for a four-dayintensive workshop in Washington,D.C. on September 22-25, 1984. Ac-tivities of the workshop included:

An intensive briefing on currentfederal legislative issues.A review of the recently revisedPAN A'Ction Handbook. .

A review of current Federal regula-tory and administrative issues.A briefing from top staff of theU.S. Office of Special Education.An extensive discussion of state-level activities.A izreakfast with key members ofthe Congress.A full day of visits on Capitol Hillwith senators and representatives.The PAN network's presence on

Capitol Hill coincided with the clos-ing days of the 98th Congress whenimportant legislation of concern toCEC was being finalized. Thus, thePAN representatives were able toconvey the views and objectives ofCEC at a critical moment of decision 'making for members of Congress.

CE"%, Financial Status

The audit report on CEC's financialCondition based on the fiscal yearending June 30, 1984 shows that theCouncil continues to improve its fi-nancial stability. The actions taken bythe governance and headquarters.staff, which ultimately affect every .

member and Wilt, have begun to payoff.

We must continue to search forways to increase income and cutcosts, while improving our service tothg membership. We have introducedstrict measures of accountability tomonitor our financial pulse on a con-tinuing basis. Our outside auditorsand the Standing Committee on Fi-nance will assist in accomplishingthis objective.

Jeptha V. Greer

81

CEC Standing Committee Vacancies Filled-

Wit? the start- of CEC's new Over-nance in July 1984, CEC President Jo-seph P. Gaughan filled seven vacan-ties for standing committee chairper-sons.

Richard King was selected chair-person for the Conventions Commit-tee, William E. Johnson for the Cre-dentials and Elections Committee,Joni Alberg for the Finance Commit-tee, Beverly Johns for the Govern-mental Relations Committee, Jean-nette Misaka for the International Re-lations Committee, Marilyn Johnsonfor the Minority Groups Corarnittee,and Maureen Gale for the Unit De-Velopment Committee.

The complete list of CEC standingcommittee members (and expirationdates) follows:

CONVENTIONS COMMITTEERich-ard King, Chairperson (1986); RobertaArrigo (1986); Randy Cranston (1985);Beverly -Joan prohasks (1987); and Mar-deanne WhIen (1987).CREDENTIALS and ELECTIONS COM-MITTEEWilliam E. Johnson, Chair-person (1986); Mary Jean Lambert(1985); Betty Norris (1987); and LaDelleOlion (1987):FINANCE COMMITTEEJoni Alberg,Chairperson (1985); Joseph P. Gaughan,President (1985); Michael Grimes, Presi-dent-Elect (1986); Judy Ashmore, FirstVice President (1987); Nancy Anderson(1986); Randy Bowles (1985); Carrie L.Brodie (1987); Gary 0. Carmen (1185);Parthenia Cogdell (1985).

it GOVERNMENTAL RELATIONS COM-MITTEE Beverly Johns, Chairperson(1987); Katheryn Bush (1985); CatherineA. Donahue (1986); John Jewell (1987);Wilbur T. Walton (1986); and Don Wer-ner (1985).HISTORY COMMITTEEJune PetersonRobinson, Chairperson (1986); RokertAbbott (1985); Lyndal M. BulloCk(1985); Carol Eby (1986); and Bluma B.Weiner (1985).HONORS COMMITTEE- -Edwin W.'Martin, Jr., Chairperson (1986); CarrieBrodie (1987); B. Vaughan George(1986); Eleanor Guetzloe (1985); and Pa-tricia White (1987).INTERNATIONAL RELATIONS COM-MITTEEJeanette Misaka, Chairperson(1987); Mary,Burke (1987); Karol SylcozFerguson (1986); Lyle Lloyd (1985);Rosa Lockwood (1987); Phil Lyon(1986); Phyllis R. Perelman (1985); Mer-rill C. Sitko (1986); and Frank South(1985).

82

4

MINORITY GROUPS COMMITTEEMarilyn Johnson,-Chairperson (1986);Arthur U. Iriarte (1985); Margie K. Ki-tano (1985); James M. Patton (1986); Razmon M. Rocha (1987); and Allen R.-Sullivan (1987).PROFESSIONAL STANDARDS COM-MITTEEJoyce Barnes, Chairperson(1985); Roscoe C. Beach, Jr. (1987);Kayte M. Fearn (1986); Stephen Lilly(1985); Gladine Robertson (1986); Fred-eric Schroeder (1986); and Bill Heller,Past Chairperson.PUBLICATIONS COMMITTEEJudySmith-Davis, Chairperson (1985); T.Timothy Crowner (1986); Doug Fuchs(1985); Pamela Gillet (1985); Verna Hart(1987); John Johnson (1987); StanleyPerkins (1986); and Raphael F. gimches(1987).RESEARCH COMMITTEEMary KayDykes, Chairperson (1985); MichaelHardman (1987); Joseph Justen, III(1985); Frances Karnes (1986); Siditey R.Miller (1986); Robert Rutherford (1985);Richard Sobsey (1987); Sandra K.Squires (1986); and Brenda Williams(1987).UNIT DEVELOPMENT COMMITTEE- -Maureen Gale, Chairperson (1986);Katheryn E. Hargis (1987); Naomi Law(1985); Fro Mensendick (1985); andDorothy Westgarth (1987).

CEC Newsmakers

This Fall Susan Pilgrim, cited for ear-ly competence in her chosen field,won the Outstanding Young Alum-nus (Alumna) Award from Presby-terian College, Clinton, South Caroli-na. She is presently a consultant forthe, behavior disorders program withthe Douglas County Board, of Educa-tion in Georgia, the state'governorfor CEC's Georgia Federation, andmember of GEC Chapter #87.

Orlando Taylor, a graduate profes-sor in the Department of Communi-cation Arts and Sciences, HowardUniversity, received the University'sDistinguished Scholar- Teacher Awardat a ceremony on April 24, 1984. Dr.Taylor (a member of CEC's District ofColumbia Federation) was chosenfrom among nominees from each ofthe University's schools and colleges.

Send your announcements for -CEC:,Newsmakers" to Gale Adams, dc, 1920Association Drive, Reston, VA 22091.

In MemoriamJean Garvin, Special EducationDirector for the Vermont Educa-ti©n Department, and long-termmember of CEC Vermont Branch#167, died June 23, 1984. Born inSt. Johnsbury, Ms. Garvin wentto work forthe Education De-partment in 954 and was madedirector . In all she spent30 years p ting edikation for -the handicapped at the VermontEducation Department. Ms. Gar-vin steered her division of thestate agency through a period ofrapid growth and change. Shealso served on several nationaleducation panels and receivednumerous awards for her work.

,

David Treherne, Canadian gov-eor-at-large on the CEC Execu-

tive Committee during 1977.-1980, died September 5, 1984.Born April 29, 1931, Mr. Tre-herne also represented Saskatch-ewan on the International Boardof Governors for two terms--

.1974-1977 and 1980-1983, servedon the Executive Committee ofCanadian CEC and as its Chair-person in 1976-1977, and servedas the Congress Coordinator forthe Second National Congress ofCanadian CEC hosted in-Sas-katchewan in 1976. His long ca-reer included teacher, education-al psychologist, and special edu-cation consultant.

Student ParticipationNeeded

The Student CEC Honors Committeeaccepts and reviews nominations forthe Outstanding Student CEC Mem-ber of the Year Award and thenmakes a recommendation to the Stu-dent CEC Executive Committee. Stu-dents interested in helping with thework of this committee should con-tact Mary Beutz, 1865 I I th Avenue,Greeley, CO 80631.

Winter 1985

Goals Established for Student CEC

Student CEC needs the help of all itsmembers and officers to achieve its1984-85 goals. Meeting in July 1984,the Student CEC Executive Commit-tee'established five major goals:

To increase membership in StudentCEC by, sponsoring a MembershipMonth in October 1984, by spon-soring the Student CEC AnnualMembership Contest, and by en-couraging recruitment of freshmen.To increase professional and advi-sor support in Student CEC by diS-tributing TED/Student CEC Certifi-cates of Appreciation to all StudentCEG advisoil, sponsoring the "Re-cruit a PrdfCssor" Campaign andAdvisor Appreciation Day onMarch 4, 1985.To initiate contact with divisions.To increase activities with youth bypromoting Programs for Exception-al Teens (PET) and CEC highschool clubs.

To promote the adoption of CEC'sProfessional Standards by collegesand universities across the UnitedStates and Canada.How can students help achieve

these goals? They can:Promote membership recruitmentand retention throughout the year.Work with CEC Headquarters toidentify.and recruit special educa-tion 'professionals who are poten-tial members.Promote Advisor Appreciation Dayon their campus, March 4, 1985.Explore the possibility of sponsor-ing a high school CEC dub.Notify their department that theysupport the adoption and imple-mentation of CEC Standards forthe Preparation of Special Educa-tion Personnel.

For more information, contact Mary.Kemper at CEC Headquarters.

Student CEC Announces Two Nomipation Deadlines

The Student CEC Executive.Committee is presently accepting.-nominations for the 1985' Susan Phil-lips Gorin Award, initiated in 1981 tohonor' a regular CEC member whohas demonstrated exemplary person-al and professional qualities whilemaking outstanding contributions toStudent CEC and exceptional chil-dren.

To be considered for the award, anindividual must be nominated to theStudent CEC Executive CommitteeThrough written recommendationsfrom at least two persons. Nomina-tions must be postmarked no laterthan February 1, 1985, and sent toMary Kemper, Program Specialist,The Council for Exceptional Children,1920 Association Drill*, Reston, VA22091.

Nominations are also being ac-cepted for the Outstanding StudentCEC Member of the Year Award.The recipient of this award may beany current Student CEC memberwho has exhibited outstanding abili-

TEACHING Exceptional Children

ties and qualities.. Da you know astudent who has gone beyond thecall of duty in serving Student CEC?Soineone who has one the extramile? If so, he or she could receivethis award.

Written nominations should betyped and include the candidate'sname, address, telephone, and CECchapter number, as well as a state-ment of at least one paragraph ex-plaining why you feel this individualis worthy of the award. Nominationsshould have no more than two pagesof supporting material attached.Nominatidns for this award must bepostmarked no later than February 1,1985, and sent to Mary Kemper.

Let's Hear from You

Student CEC chapter presidents, gov-ernors, and members are encouragedto submit chapter and associationnews to Erma Gates, 2614 HowardSt., St. Louis, MO 63106, for possibleinclusion in Update.

10

Student CEC CapturesHistorical Perspectives

Everyone who has taken an introduc-tory course in special education haslearned something about-the mile-stone events in the history of ourfield. But history is not merely asummary of past events; it is the sto-ry of human passions, efforts, and ac-complishments which are seldom re-corded in textbooks.

Student CEC members around thecountry are capturing these personalperspectives by interviewing some ofthe individUals who have made sig-nificant contributions to the field.'

Interviewees are-being asked toshare reminiscences about how andwhy they entered the field, to de-scribe their first teaching situation,and to reflect on the people whomost influenced their careers. Theywill also be asked to share words ofwisdom for new teacher's and to sug-gest wayS that personnel preparationcould be improved. The interviewswill be recorded on tape and tran-scribed for future publication. Theproject is being coordinated by Ran-dy Bowles, Student CEC ExecutiveVice-President.

For more information contact Ran-dy Bowles, do CEC headquarters.

Call for 1985-86 SCECOfficers

The strength of any organization lieswithin its members and leaders. Stu-dent CEC is no exception and is look-ing for bright, enthusiastiC studentsto serve as the 1985-86 InternationalStudent CEC officers. Serving as astudent officer is a wonderful oppor-tunity to learn more about CEC andto sharpen your professional leader-ship skills. If you are a student whois not employed full-time, we encour-age you to consider this opportunity.For more information and further de-tails about these positions, pleasecontact Mary Kemper atoCEC Head-quarters.

83

ERIC Contract to Continue for Five Years(Continued from p. 79)

Special Education Programs, wasmade part of the total contract. It isthe' purpose of this project to assessand disseminate the gains in knowl-edge that have been made in theeducation of exceptional children andin the preparation of teachers and ad-ministrators as a result of SEP fundedresearch.

The following people are servingon the Advisory Board, to the Clear-inghouse: Judy Ashmore, JeffersonCount, KY Public Schools; MichaelBehrmann, George. Mason University;Patricia Cegelka; San Diego StateUniversity; Philip Chinn, 'East TexasState University; Terry Eidell, Appa-

4apthia Educational Laboratory, Inc.;George Fichter, Ohio Department ofEducation; Susan Flowers, NationalRehabilitation Information Center;Leone Hanson, Fairfax County, Vir-ginia Public Schbols; ThomasO'Toole, Montgomery County, Mary-land Public Schools; Roslyn Rosen,Gallaudet College; Win Tillery,School District of Philadelphia, PA;Mary Margaret Wood, University ofGeorgia.

Donald K. Erickson is Director ofthe Clearinghouse and Dorothy Bel-ing, June Jordan, and Lynn C.Smarte are Associate DirectorS. Otherpersonnel include: Jean N. Nazzaro,writer /editor; Carol Lloyd, abstractor;

Nominations Reminder1985 J. E. Wallace Wallin AwardDeadline: January 4, 1985

1985 Clarissa Hug Teacher 9f theYear AwardDeadline: January 21, 1985

For specific information on sub-mitting nominations for the Wal-lin Award, see p. 90 of the Sep-tember issue of. Exceptional Chil-dren: for the Hug Award, see p.263 of the November issue of Ex-ceptional Children.

84

Betty Amos, administrative assistant;Janet.Drill and Pauline Moran, infor-mation specialists; and Joan Flammand Beverley Gardner, secretaries.'

Greer 4Appoints StaffCommittee to identifyProgram Priorities

Executive Director Jeptha V. Greerhas established a staff Program Ad-visory Committee to make recom-mendations to him on priorities fortotal program directions for CEC.

Attivities of the committee include(a) gathering of information andidentifying needs, issues, and con-cerns in the field; (b) discussing andcoming to a consensus on the priorityareas for CEC's programmatic thrust;(c) setting program goals for at least athree-year period; and (d) involvinggovernance, divisions, special educa-tion leaders, and the various,audi-ences of CEC's membership in the in-formation gathering process andidentification of priorities. A series of-telephone interviews is now underway.

It is expected that the results of thecommittee's efforts will be, seen in theannual program budget. The priorityarea(s) should be evident in proposedactivities across departmentsin gov-ernmental relations thrusts, specialpublications, the journals, confer-ences, seminars, works'hops, conven-tion themes, information materials tochapters and federations, and ERICClearinghouse projects and services.Such targeted planning and focusedconcentration in priority, areas shoUlc)clearly make CEC's professional posi-tion more visible, ensure the use ofits resources to the best economic ad-vantage, and create a strong impacton special education programs andservices.

The staff committee members are:June B. Jordan (Chair), .Donald K.Erickson, Susan Gorin, Jeptha V.Greer, Herbert Prehm, and FrederickJ. Weintraub.

11

CEC ContinuesLeadership Role(Continued from p. 79)

and other users about the softwarethat is available.

CEC's role al the three-year projectis to link developers and usersthrough an annual special educationsoftware conference. The first confer-ence is scheduled for May 2-3, 1985,in Washington, D.C. (See "SoftwareConference Planned for May" on p.79 for more details on the confer-ence.)

Center for Special EducationTechnology

On September 30, 1984, CEC beganoperation of the Center for SpecialEducation TeEhnOlogy InformationExchange. Under the direction of Su-san Elting, the Center will address.the needs of special educators, ad-ministrators, and parents for moresystematic awareness, planning, se-lection and use of technology for im-proving the quality of instruction forhandicapped students.

The Cen r is a joint effort amongCEC, JW mational;and LJNCResources:, orking as one unit;these organizations-are promotingthe-systematic collection and transferof information about technology ad-vances and applications among par-ents, educators, and administratorsworking with handicapped childrenand youth.

The Center is organizing a special-ized information base to providesearch and sm.thesis services onemerging technOlogy research, appli-cations, and implementation to users.The Center will also conduct an an:nual symposium on research and de-velopment issues in special educationtechnology and will strengthen themechanisms for transferring informa-tion among special education re-searchers, practitioners, and policymakers. The resources of theCenterwill baccessible to special educatorsby phone, mail, electronic networks,and a telephone hotline and tapedmessage system.

Winter 1985

r

WorkshopsSessionsNetworkingSite VisitsExhibits

A

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Mairlott Copley PlaceBoston, MassachusettsMarch 7-9, 1985

Set aside three days in March to share experiences, exchangeinformation and find successful solutions with other professional

educators. Help your children, your schools, your communities andyourself to an educational experience enhancing your potential withpractical knowh6w. Attend this vital gathering .of teachers, counse-lors, adoinistrators; coordinators and parents dedicated to independ-ence and fulfillment of their children's highest levels of economic,personal, academic and occupational potential.

Sponsoredby The CounCilfor Exceptional ChildrenandThe Northekst RegionalResource Center

12

t-

,Charting the Coursefor Future Independence ,

I

N

_ Who Should Attend

BEST COPY AVAILABLE

Across the country new.in: iatives are being launched tRimprove thequality of programs th prepare exceptional studentror personal

and financial indepeklen in their adult lives.Views on what constitutes appropriate services for tiandiCapped

adolescents and young adults have changed since Ole passage of theRehabilitation Act of 1973 and the Education for All Handicapped Child-ren -Act of 1975. Emphasis has now shifted frorh sepaiate specialeducation work programs to integrating students in vocational educa-tion classes, from sheltered Workshops to competitive eMployment,and from limited employment opportunities to individualized careerdeVelopment plans.

Both The Council for Exceptional Children (CEC) and The Neheast,Regional Resource Center (NERRC) promote the concept that we shouldprovide exceptional students with the knowledge and skills necessaryto attain their -highest Levels of economic, personal, and socialfulfillment.

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Achievement of this goal requires cooperation of an array of educa-tion,, rehabilitation, community, and business partners. frl'his nationalconference wilt serve not only to inform patticipants of existing trends,and options, but will inspire future innovation and creativity.

For your convenience, registration forms are included.

Special education administratorsand teachersVocational education administra-tors and teachersRegular education administratorsand classroom teachersSocial service agency admin-istratorsSpecial needs coordinators

13

Guidance, rehabilitation, andcareer counselorsTeacher educatorsJob training specialistsCurriculum coordinatorsBusiness, labor. and industryrepresentativesParents and disabled individuals

Tax DeductionA n income tax deduction is allowed fo:

education al expenses (including registration fees, cost of travel, meals, and lodging) incurred to maintain or improve professional skills,

CEC and NERRC bring you a combined experience of over 60 years ofprofessionattraining. Freres what-attendees have said about the qualityof our 'conferences: .

"very professional : . . exactly what I needed to knQw"--=local administrator

"best I've been to . . very well organized"

"tremendous variety of session offerings"

=state direclor

'special education teacher

"extremely info motive" teacher educatorix

"outstanding pr. enters" parent

How attendees ra ed CEC's most recent conference . .

9O% rated over I c nference as "good," "outstanding," or "excellent"gave indivi a sessions an overall rating of outstanding" or

"excellent"

Madoleine'C. Wt. Atsistant Secretary for /heOffice of Special Education and RehabilitativeServices (OSERS), is the top U.S. governmentofficial responsible for administration of fed-eral programs in special education. Sheoversees the three components' of OSERS:National Institute of Handicapped Research(NIHR), Rehabilitative Services Administration(RSA), and the. Office of Special EducationPrograms (OSEP). Ms. Will is tentativelyscheduled to address the conference on Fri-day morning. The address will focus on thenew federal priorities, policies and initiativestoward the successful transition of disabledyouth.

ThandsyIamb T, ION

Workshop and SiteVisit Chetkin ,7141110 a m

Training Workshops11:30 .4:00 p m

Site Visits410 a.m.4100 p.m.

Conference Registration.1:304:30 m.

Federally FundedProject Profilts

Exhibit Hail OpeniSti andNetworking Gish Bar4:00430

MetalMNConference Registration7:30 km..5:00 Pm.

Conference Sessions8:30-10:45 &to2:00-510

'General Session1110 a.m.-1210 p,m.

Exhibit Hours9,00-11:000 a".12145110 p.m

Harold Russell. Chairman of the President'sCommittee _,on,, Employment of the Handi-capped, will speak to the conferente Saturdaymorning. Mr. Rtissell, who lost both hands in awar-time accident iii the Army, became anational symbol for courage when he won anAcademy Awar,d for portraying a handlesssailor in the movie, "The Best Years of OurLives." He is active in business aspresidentof Harold. Russell Associates, Inc., a firmwhich counsels contractors on the establish-ment of affirmative action plans for hiring -handicapped workers. Mr. Russell will bringto the conference his personal and profes-siohal perspectives on preparing handicappedstudents to be productive adults.

Saltarky k,Muth It INS 'w

Conference Registration7:30 a.m.12:30 P.m.

Conference Sessions9:00-1t 15 a m.2:00-4-15 p.til

General Session1110 a.m.-12:30 p.m.

Exhibit Hours8:00 a.m,-11:30

14

ExhibitsV ou will want to take full advantIge of this

opportunity to examine the latest books,teaching aids, equipment, and software avail-able to you and your students.

The conference program is designed toallow time without conflict for you to givetotal attention to the exhibits. In addition, a"networking" cash bar will be held adjacent tothe exhibit area Thursday evening from 4:006:30 gm.

100 Conference Se sionsto Stimulate otentialFriday and Saturday

' 1 " 1t 1 1

I

D articipate in stimulating Conference sessions that address a range of topicsU. chosen to meet your need. Here are just a fe04 of the high calibre sessions:

Experience Based Career Educationfor Exceptional Youth

Vocational Assessment for Mildly toModerately liondicapped Students:linking Curriculumeased in,schoolProcesses with CommunitylasedTransitional Processes

Foliow.Up of Postsecondary AteLearning Disabled Dropouts andGraduates

Training Parents as Advocates for -Career Education

Teaching Job-Rotated Social Skills toFacilitalk School-to-Work Transition

Partnerships with Business andIndustry: A Transitional ModelImplemented at the' Local Level

Planning the 'Transition of Studaswith Severe Handicaps front Schoolto Adult Services:)equired Compo-nents at the State Level

Problems and Prospects in Postse-condary Education for Disabled'Students .

Analyzing industry to Improve Voca-tional Curriculum. Vocational Pro-gramming. and increase EffectiVeJob Placement

Environmental Assessment: A Tech-nique to Facilitate the TransitionProcess

Preparing Special Needs Inmates forliving in the "Straight- World

A No-Cost Transition Model for Mul-tiply Disabled Young Adults

Troubleshooling.for Transition: "JobMatching" for Special Populations

Emotional Disturbance and JuvenileDelinquency: Everyone's ProblemWhich Must Be Addressed ThroughInteragency Cooperation

Expanding Vocational Options forHandicapped Youth ThroughCommunityBased Training

A Program for the Gifted SecondarySchool Student

Work idlustment/Employment Skills:A Service Delivery Perspective

Diedre Hayden

The Development and Coordination ofServices for College Students withDisibilities

Cognitive Training Program forYouths/Young Adults Having a Spi-nal Cord Injury -

Teaching Job and Life Skitis to thePhysically Handicapped Adolescent

Utilizing %shirk Samples DevelopingAssessment Methods and ProgramClinton! for Secondary EducationPrograms

Identifying Valued Social Skis inEmployment Settings

A Model Alternative OccupationalProgram Linking Education, Indus-My and Technology

The importance of Transitional Policyin Providing an Effective Continumof Services for Disabled Youth andAdults

Strategies for'Employment: A Sup-ported Work Model

Stephen Chilwood

Sign up for success in 1985 in the key area of transition that con-'cerns you the most:

Choose froin six highly practical one-day workshopsdesigned to provide in-depth information and intensive skilldevelopment. To ensure availability of space, equipment,and handouts. workshop enrollment is by preregislrationonly, and each training session is limited to 45 participants.Workshops will be held on Thursday. March 7' from 8:10a m. to 4:00 pm. Each workshbp participant will receive acertificate for 0.6 Continuing Education Units (CEU) forpartkipationln this intense day of professional develop-ment. Now is the time to reserve your place, so take amoment to read the descriptions and make your choice onthe convenient preregistratidn. form. The workshop leeincluries registration. coffee. participant materials. and the06 CEU

W1 Parents and Professionals:Partners Planning for the Employmentof Severely Handicapped StudentsThe purpose of this workshop will be to provide parents andprofessionals with the knowledge and skills necessary toeffectively advocate for students with severe and profoundhandicaps in order'to ensure a successful transition fromschool to work, The target student population are thoselabeled multi-handicapped. autistic, or profoundly mentallyretarded. Participants will receive information about:

Practical methods for improving the transitionprocess. .

Employment alternatives available, for individualswith severe handicaps. ,

Supported employment options for severelyhandicapped,New roles and competencies for parents.An innovative parent:toarent training program,

Handouts. videotapes, and slides will supplement thecombination lecture/discussion format.

5

Workshop Leaders:

Paul *Amen is the Director of the Virginia CommonwealthUniversity Rehabilitation Research and Training Centerwhich focuses on employment of individuals with mentalretardation. Or Wehman has been an Associate Professorof Special Education at itrginia Commonwealth for nine,years and his main research interests are in transition,employment, and leisure skills of those with severe hand-icaps.Oilers Hayden is the Program Director ol the Parent Educa-tional Advocacy Training Center. Ms. Hayden is a parenttraining specialist with expertise in-the regal aspects ofeducating handicapped children She manages the designand implementation of the Parent Center's team trainingprogramsStephen Chltwood is Professor of Public Administration ofGeorge Washington University. an attorney. and a parent ofa child with special needs His area of legal expertise isadministrative law and education ol handicapped

Networking sessions have been plannedthroughout the conference to give you the

opportunity 'to meet with people in similarpositions to get acquainted, wrestle withcommon problems, and swap experiences'and ideas. You will also have the chance tointeract with individuals from innovativeresearch, demonstration, or personnel prepar-ation projects which were recently federallyfunded.

' 1

Gan insights to help strengthen yourprograms back home by visiting success-

ful transitional programs in the Boston area.Choose one of three tour gitions, based on thetype of program that interests you. Toursinclude examples of both in-school training

...

and post-school support to develop workcompetencies:

Each tour will begin with a general introduc-tion by the staff, followed by visits to classesand work sites. Since fhe,programs will be inprogress, the enrollment for each tour Will belimited to 10 people.

Tourtwill depart from the conference hotelat 8:30 am on Thursday and return by 4:00p.m. Inexpensive-lunchet will be available atthe tour .sites.

For details on tour sites and to reserve yourplace on the tour of your choice, see the Site

isit Form.The deadline for registering for aite visit is February 4,1985. Please note that

workshops and educational site visits areconcurrent.

a

Iva Dean ook

W2 interagency CollabOratiow.Creasing IndMenal Boundaries

Interagency collaboration is necessary to provide acoordinated continuum of service to aid secondary agehandicapped youth in their move from school into thecommunity and the world of work. 11 requires new plan-ning and strategies. administrative _structures, com-munication avenues. andstaff development programs.Presenters have identified keys to effective collaboration.and will provide participants with state of the art informa-tion concerning the planning, implementation. and evalua-tion of. interagency programs. A successful model ofinteragency collaboration wilrbe demonstrated by a teamof local, state. and higher education agency representa-tives from West Virginia. In addition. workshop partici-pants will be given adviccon how to adapt this model toimprove transitional-services in their own pings.

Workshop Loaders:

On Dun Cook is Associate Professor 'of Special Education.West Virginia College of Graduate Studies. Institute. WestVirginia. Dr. Cook has had extensive experience in transi-tional programming for handicapped, youth. both in thepublic schools and in higher education. She is a pastpresident of CEO Division on Career Development,

N. Sondra Sanity is Director of Special EduCation. KanawkaCounty Board of Education. Charleston, West Virginia.Mary Lou Misch is Coordigator of Special Education andEarly Childhood; Wood County Board of Education. Par-kersburg, West Virginia.Jun Cary Deals is Supervisor of Disadvantaged. Handi-capped. and Work Study. West Virginia Department of Edu-cation. Bureau of Vocational, Technial and Adult Education.William Philips is Chief of School Services. West VirginiaDivision of Vocational Rehabilitation,Midge V$1111111110 is Director of StudentSupport Services,Texas School for the Deaf, Austin. Texas.nerds Ward is Special Needs Coordinator, Gabel County.West Virginia. Vocational Technical Center. 16

TOUR A: Business/industry partnershipsc that provide program-and community-based

training to handicapped adults. Tour in-cludes: Greater Boston Rehabilitative Servi-ces, W. E. Fernald State School, and SouthShore Rehabilitation Center.

TOUR B: On-site programs for adolescentsand adults. Tour includes: Boston CollegeCampus School, Children's Hospital Sup-ported Work Program, and Joseph P. KeefeTechnical High School.

TOUR C: Programs for .adolescents andadults that feature community based train-ing for competitive employment. Tourincludes: Transitional' Employment Enter-prises, Minuteman Vocational TechnicalHigh School and LABB Vocational ToiningProgram.

atricia itlingion n y

W3 interactive Vocational Assessment:integrating Assessmentwith Transitional ProgrammingThe emphasis of this workshop is on gathering informal,

assessment data during all phases of the vocational prepa-ration process and on applying the results of this assess-ment directly to programming decisions for exceptionalyouth/adults. The specific goals of the workshop include:

1. To provide instruction and practice in the develop:.,ment of checklists. rating scales. interview forms. andother informal ihstruments relevant to vocationalassessment.

2. To provide a framework for and hands-on experiencein translating assessment results into programmingrecommendations,

3: To present an overview and demonstration 'of rele-vant uses of microcomputers in the vocationalassessment process.

Workshop Leaders;

Patricia ?Minton is an Associate Professor in the Depart--ments of Special Education and Adult and OccupationalEducation at Indiana University. She has written numer-ous articles and conducted a number, of inservke work-shops in the area of vocational assessment. She is cur-rently chairperson of the Ad Hoc Comtnittee ori Car-eer/Vocational Assessment of the Division on CareerDevelopment within CEC.Cindy Mt* is a Research Associate at the Center for Innova-tion in Teaching the Handicapped at Indiana University.She has been involved in several major research projectswith secondary school special educators and students. andis eurrently involved in a federally funded research projectto examine the use of microcomputers with mildly handi-capped adolescents.

Boston is at once a state capital, a universitytown, a great shopping city, a center of hightechnology, a place of varied entertainment.and a tourist attraction.

Whether it's the pas-lit streets of BeaconHill. the churches around Copley Square or thefamous Boston Common, the heritage of morethan 350 years of hisfory enriches life here asin no other American city. History puffs willwant to walk the Freedom Trail that startsdowntown and includes the Old State House,the Paul Revere' House, and the Bunker 'HillMonument.Boston is the home of internationally known

institutions such as the BoSton Public Library,the Museum of Fine. Arts; and the BostonSymphony. And only Boston has the BostonPops.

Shoppers love the Fineuil Hall Market-place, 'the Back Bay, and Harvard Square.Hundreds of restaurants feature seafood anddelightful New England specialties as well asinternational cuisine. You can experience somuch on even a brief trip. Most of Boston'streasures are within walking distance of eachother, and its subway system is one of thecountry's most convenient and economical.

ave money and reserve -your place at this valuable, professional event when0 you preregister by February it 1985. Just use the Preregistration Formenclosed, check the workshop that will benefit you most and mail it to CEC. Allpreregistrants will receive written confirmation and a schedule of conferencesessionund events. And, to help you plan ahead to enjoy the sights and soundsof Boston. all preregistrants will receive a list Qf symphonic, theatrical, and otherspecial events happening while you're there.

Sally E. Pfsarehltk

W4 Nigh Touch Management Strategiesfor Transitional Professionals

The locus of this workshop will be to acquaint profes-sionals in transition with high touch management strate-gies that can be immediately put to work in any setting.Workshop participants will learn to'

Accommodate critical change.Recognize stress signals.Evaluate and resolve conflict.Analyze communication and improve listening.Build team spirit and stimulate cooperation.Mt wasted time and boost productivity.

At the conclusion of this self-improvement workshop,participants will be able to achieve more of themselves.their clients, their bosses, and their staff.

Workshop loader:

Sally E. Pisarchick is currently the Associate Director forCuyahoga Special Education Service Center. She has beenan instructor at ken, State University. a Consultant Super-visor of Special Education in Columbiana County. Ohio anda secondary teacher of students in classes for the educablementally retarded, learning disabled gifted: and EnglishHonors at Springfield Local High School. Mahoning County,Ohio. She has become well known as a lecturer oh StressManagement

Barbara Berkovich

W5 From Remediation to integration:,.Postsecondary Programsfor Learning Disabled College Students

This will be an intensive workshop dedicated to creatingan in-depth level of understanding concerning what a post-secondary program should offer the learning disabled stu-'dent, The intent of the workshop will be to dovetail theefforts of the high school guidance counselor and parentsin their selection of college programs for the learning dis-abled student who has had special education sujiport.Workshop participants will learn:

How to select the appropriate postsecondary program.What baseline information to collect for diagnosticpurposes.Who are the support personnel in college,How to gain access to tutoring and counselthg servi-ces in college.What information the prospective college studentrequires.How to evaluate student progress in college.When to make a recommendation that the student isready for transition to a regular college program.

There will be ample time to answer questions aswell asrent to the lecture. handouts, and media material that willbe part of the day's experience.

Workshop Leaders:

Barbara Berkovich is the Director of the Individual LearningProgram at the University of New England in Biddeford,Maine. She is also the Director of the Learning Develop-ment Clinic, a private agency that evaluates and planscurriculum for school aged students.Vernon Owen Crumbling is the Director of the LearningAssistance Center at the University of New England inBiddeford. Maine, and he is Assistant Professor in the Div-ision of Liberal Learning.Clayton Pined', is an Associate Prolessor for DevelopmentalStudies at Bangor Community College, Bangor, Maine.

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John R. Philipp

W6 Alliances That Work:. Ways to Link industry. Education, and Technology

This workshop wilt provide participants, with practicalstrategies for developing cooperative ventures betweenindustry, education, and technology in order to producemore effective school-to-work transitional programs forexceptional youth. Case study analyses and handouts willillustrate specific:

Strategies for developing alliances between the publicand private sector.Procedures for assessing needs and' evaluatingOutcomes,.Training program components and their subsequentbenefits,Program costs and potential funding sources.

in additiOn, a panel of representatives from industry andsocial service organizations will discuss their roles in suc-cessful training partnerships as well as react to the issues'raised by workshop participants.

Workshop Leaders:

John R. Phillip°. the former Director of Project COFFEE(Cooperative Federation for Education Experiences) con-sults with school districts. educational service centers, anddepartments of education on the design of transitionalprograms *Mich integrate education, industry, andtechnology,Wendy Hanson is director of Project COAP (Center for Occu-pational Awareness and Placement), a state validatedschool-to-work transition program for special needs youngadults 15 to 22 years of age.Michael Odom is Manager of Educational Relations for DigitalEquipment Corporation.

WI COPY AVAILABLE

PREREGISTRATION APPLICATIONCEC/NERRC NATIONAL CONFERENCE ON SECONDARY. TRANSITIONAL

AND POSTSECONDARY EDUCATION FOR EXCEPTIONAL YOUTH

Save time and money by preregistering by February 4,1985. Preregistrations postmarked after February 4 will not be accepted. On-site conferenceregistration, single-day tickets, and exhibits-only passes will be available for'purchase, on a space available basis. beginning at 1:30p.m. onThursday, March 7, in the conference registration area on the 4th floor of the Marriott. Written requests for refunds, minus 20% administrativecosts, will be honorgd only if postmarked no later than March 9. 1985. To preregister,-mail the completed form below, along with your check,credit- card information, purchase or money order, payable to CEC, to Department of Professional Development. The Council for ExceptionalChildren, 1920 Association Drive. Reston. VA 22091.

First Name !st Name

Please charge by bankcard account for preregistration

Visa Card N or Master Card #

Expiration OdleEmploying Agency

Street

,City State/Province Zip/Postal Code Area Code/Phone

If a CEC member. please fill in membership ID

APPLICATION FOR HOUSING ACCOMMGATIONSCEC/NERRC NATIONAL CONFERENCE ON SECONDARY. TRANSITIONAL,

AND POSTSECONDARY EDUCATION FOR EXCEPTIONAL YOUTH

Mail to: Boston Marriott Copley Place Hotel110 Huntington AvenueP.O. Box 791Boston. Massachusetts 02117-0791

Signature

Canadian .credit card transactions wig be-billed at the current rate of exchange.

Confirm reservations to: (Only one confirmation will be sent for each reservation)Reservations must be received by February 14. 1985. to be assured of a room.

Name

OVER

\ ON,

C pecial low conference rates ii.ave beenQ arranged at the Boston Marriqtt CopleyPlace, located, in the heart Of the faAhiohableBack Bay. The hotel features five fin* restau-rants and lounges and is within easykwalkingdistance of fine shops, art galleries. theatersand famous landmarks. To reserve yourroom, just send the Hotel Reservation Formdirectly-to the Marriott with one night's deposit..

For your convenience, all conference andworkshop sessions are housed under oneroof.

Street or Box

City State Zip

NOTE: In order to obtain CEC rates, use thisofficial form and send directly to the Boston Marriott Copley Plice-Hotel at the above address.Changes or cancellations must be made through the hotel, telephone 1-800-228-9290. If the reservation is not honored by 6:00 pm on theday of arrival, the room will be billed for one hight and the reservation will be cancelled.

Y.

March Mk 1985 EDUCATIONAL SITE VISIT REGISTRATIONCEC/NERRC NATIONAL CONFERENCE ON SECONDARY. TRANSITIONAL.

AND POSTSECONDARY EDUCATION FOR EXCEPTIONAL YOUTH

OVER

11110.

Boston. Massachusetts

To reserve your place on the tour of your choice. send this form with a check for $7.50, payable to Trinity College, to:Karen FoxNERRCTrinity CollegeColchester AvenueBurlington, VT 05401

The deadline for registering for a site visit is February 4. NW No on-site registration is available for tours.

Name

Str4et or Box

City

Remember, Workshops and site visits are he tAlialametime. If you are signing up for a workshop you will be unable to attend a site tour. Theenrollment for each tour is limited to 10 p e r . Sign up early to reserve yoUr place.

State Zip

18 OVER

Training Workshop SelectionWorkshops have limited enrollments. Since they last 6 hours and run concurrently, you can be enrolled in1, ONLY ONE. Please indicate your first and second choice by workshop number:

1st Choice 2nd Choice

Training Workshop Fees Preregistration (Only)- 1. CEC Regular Member c,120.00____

2. CEC Student Member: 75.003. Regular Non-Member 145.004. Student Non - Member' 90.00....._Total enclosed for Workshop

Conference Fees5. CEC Regular Member6. CEC Student Member7. Regular Non-Member8. Student Non-Mimber*

Total enclosed for Conference

Preregistration$70.00

35.95.0050.00_$

Total enclosed for Workshop and Conference ..

NOTE: Disabled? For special assistance, pleaie inform CECHeadquarters as far in advance as possible. Services availa-ble include escorts/readers for the visually impaired, inter-preters and TTY for the deaf, and wheelchairs for the physi-cally handicapped. Please attach requirements to this form.

On-Site Registration$100.00

50.00125.0065.00

*Stient Advisor's Signatuie Required

TheSe rates will be in effectduring Conference week.

Present PositiOn/Rolels)AdministratorTeacherTeacher Trainer

CEC USE ONLY:

Curriculum DeveloperRehabilitation Specialist

a Related Service Provider

'Single or Double Occupancy 563*

0 Single 0 Double

115.00 per additional person after 2

Researcher , Parent EvaluatorCounselor

O Other (specify)

4

All rooms subject to 5.7% tax (subject to change) Suite rides available en request from the hotel.

Arrival Date Approx. Arrival Time Departure Oats

Include $50 first night's deposit to confirm your reservation.'Make your check or money order payable to the Boston Marriott Copley Place Hotel,or charge to your American Express or Diners Club Card.

American Express Diners Club Card Number Expiration Date

Signature.

Name(si of occupants for each room requested. Please bracket names of those sharing room.

If disabled, please specify the special housing accommodations needed:

. re-

SITE VISIT CHOICE (Please number in order of preference):O .,.... Tour ABusiness/Industry partnerships that Outdo program- and community-based training hi handicapped adults:

Greater Boston Rehabilitative ServiceiA. group-supported worksite at Lotus. Inc...where clients referred from both schools and public agencies package and assemble compute,software programs.W. k. Fernald Slate SchoolA state facility for adults which offers transitional training both on the grounds and in the community in horticoliture, food. and janitorial services. (Lunchsite)

...

South Shore Rehabilitation CenterA vocational, residential, and educational program serving 300 mild to moderate) y handicapped clients with a continuum of services includingevaluation,. sheltered workshop. activity Centers. work crews and cOmpetitive placeMents. The centeroperates its own business which contracts with government agencies aridprivate industry.

Tour BOn-site programs for adolescents and adults:

Beaten College Campus SehoolThis school tor the multiply handicapped offers a continuum of vocational services ranging irom prebenchwork activities in a sheltered workshop tocompetitive rob training on a university campus in places such as the library, radio station, and cgmputer center.Joseph P. Keefe Technical MO SchoolNationally recognized as one of the ten best vocational techriftal schools, this program provides student; in grades 9-12 with vocationaltraining and citizenship skills through experiential learning; independent work opportunitiet and individualized instruction, (Lunch site).Children: Hospital Supported Work ProgramThis supported work program prov s training opportunities in food services for maritally retarded persons 18 years of age or olderincluding on-site supervision, graduated expectations, weekly counseling, an ividual support in adjusting to the world of work.

Tour CPrograms for adolescents and adults that WWI community -based training for competitive empfeyment:

Trot:Wool Employment EntwineEstablished since 1979, this training program in hotel services for mentally retarded clients features intensive on-site supervision,interdisciplinary networking. crisis intervention. and a variety of support groups for clierots, This flagship program with a 70% placement rate has been written up inthe WallStreet Journal and the Boston Globe.MInutemenVicalimial Technical Iligh SchedA fully-integrated, highly equipped and well staffed program serving students in grades 9.12 which evidences a strong commitment tohigh technology through extensive use of microcomputers. (Lunch site).LABS Vocational Training Program A program for students between 16 and 22 years of age consisting of academic, prevocational. and vocational components that are bothin-school and community based. Approximately 70% of its graduates are placed in competitive positions: 30% in sheltered workshops,or transitional employment.

se scomputer Isn'tiF

Microcomputers are helping handi-capped children overcome obstaclesthat once severely limited thir abilityto interact with the world Around them.Effectively harnessed. the power ofthe microcomputer can directlybenefit their lives.

But quality software is essential.

At Laureate Learning Systems, wekrtiw that a microcomputer is onlyas good as the software that runs it.That's why we develop quality pro-grams for Special Education andCommunication Disorders. Our* award-winning programs are designedby experts in the field to meet the needsof handicapped individuals. Andthey don't just offer exciting animation .

and colorful pictures. They help buildessential communication skills.

Very special features.

Our programs have several levels ofinstruction to maximize learning andeasy to use menus to provide flexibility

and control. Natural sounding speechserves to motivate and guide thelearner, making them completely ap-propriate for non-readers. And thesingle switch option insures that indi-viduals with a wide range of handi-capping conditions have access tothe programs.

*The Council for Exceptional Children's National Software Search.

TEACHING Exceptional Children

51-T.9001

Send for your free booklet.

You can help your students improvebasic communication skills. Ouraudible programs offer exciting, effec-tive language remediation. To learnmore, send for your free copy of ourbooklet, "Audible Software for SpecialEducation and CommunicationDisorders."

2,0

Laureate Learning SystemsOne Mill StreetBurlington, vi" 05401

(802) 862 -7355

e4

93

ANNUAL CONVENTION UPDATE

,/ ` +1.

; .; .$ I

Make a.41110 jilagio

CEO's 63rd Annuai ConventionApril 15-49, 1985

Anaheim, California

Collie Find the Magicat special education's largesiannual get-together. Here's your chance to keepcurrent in your profeSsion, shareideas, make new friends, renew oldacquaintances. The CEC AnnUal Con-vention is the place where teachers,administrators, teacher educators,students, parents, and support per-sonnel meet to explore the issues,learn new skills, and examine the lat-est technology and curriculum mate-rialsall in an effort to improve thequality of education for handicappedand gifted students. The sparkleyou'll take home with you will list allyear long!

The Magic Partnership"Parents, Schools, CommunityPart-ners Together" is the emphasis ofthis year's convention sessions.

Over 600 professional sessionshighlight such topics as transitionof secondary handicapped youthinto competitive employment; par-entft4Leducators as partners ineducating gifted and talentedyouth; improving special educationservices for adolescents with learn-ing disabilities; rural special educa-tion service delivery; and more.

94

Division Identity Day features ses-sions selected by CEC's 13 divi-skins on administration, behavioraldisorders, mental retardation, edu-cational diagnostic services, com-munication disorders, career devel-opment, learning disabilities, earlychildhood education, physicallyhandicapped, teacher education,technology and media, gifted and ,

talented, and visually handi-capped.

Multifaceted Strands, a series ofintensive workshops, focus ontopics such as the hearing impairedchild' and language learning; par-ents of exceptional children; homeand school education; research;and seriously emotionally dis-turbed children.

Crackerbarrel Sessions featureroundtable discussions where youcan meet and talk with outstandingleaders in special education Maud-

' ing Leo Cain, Samuel Kirk, EdwinMartin and Merle Karnes.

Tutorials offer a personalized, in-formal setting where you can inter-act directly with presenters.

CEC's Exhibit Show and GrandOpening provide a unique oppor-tunity to examine at your leisure,

2.1

the latest special education instruc-tional materials, textbooks, tests,and software. New this yeai.: Youwon'ti want.to miss th-e ExhibitGrand Openinga special bit ofmagic designed to get ybur con-vention week-off-4p great start.Tuesday, April 16, from 4:00 to8:00 p.m. is the time, and theNorth Exhibition Hall of the Ana-heim Convention Center is theplace. If you preregistered for theconvention (or if you register on-site before 8:00 p.m.) you'll receivea ticket for a' free drink at the cashbar. If you made your conventionair travel arrangements throughCEC's official travel agent, AirTravel Service, be sure to be therebetween 5:00 and 7:00 p.m. for thegrand drawing for two free airlinetickets! Registration, product dem-onstrations, and the Personnel Re-cruitment Center will all be in fullswing during this grand event,

The Personnel Recruitment Centeroffers on -site interviews for specialeducation employment positionsthroughout the country. Whileyou're there, tap into SpecialNet'son-line electronic bulletin board tofind out about more special educa-tion job opportunities.

Winter 1985

Continuing Education Units(CE s) provide official inservicecredik for the educational experi-ences you'll encounter at the con-vention.

The CEC Film Theater is the spotwhere you can view the newestprofessional films.,

Very Special Arts Festival (VSAF)performances take place aleduringthe convention week, and a specialgala event is planned for Fridayevening, April 19, with celebritiesand VSAF performers (at the Ana -heim Hilton).

Convenience: The MagicWord

All convention sessions and activitiesare lot'ated at the Anaheim Conven-tion Center and the adjacent Ana-heim Hilton (the headquarters hotel).Billed as the West Coast's largest con-vention facility, the Convention Cen-ter is located within walking distanceof world-famous Disneyland. Hotelsare located within a)tglf-mile radius,of the Convention Center (see mapon p. 99).

The Magic of Anaheim

Bring the whole family to share thejoys of Disneyland, Lion Country Sa-fari, 4nd much more. Anaheim, thelargest city in Orange County, is theperfect base for a Southern Californiavacation. Explore miles of breathtak-ing Pacific coastline, outstandingbeaches, charming shopping villages,excellent restaurants, and spectacularfamily entertainment attractions. Planahead to sign up for CEC's speciallyarranged tours (see p. 100), includingUniversal Studios, Beverly Hills,Knotts, Berry; Farm, the Queen Mary/Sprtice Goose, and others.

Orange County has an extraordi-nary selection of shopping facilities,ranging from ultra-modern, enclosedshopping malls to waterfront shop-ping or quaint villages with specialtyshops. With 80% of the days filledwith sunshine, outdoor activities arealways in season. The average April

TEACHING Exceptional Children

temperature ranges from a low of 50degrees to a high of 70 degreesclearand sunny with plenty of flowers inbloom.

Local. Sightseeing Tours

Make the Most of your visit to South-ern California by, signing up for oneor more of these sightseeing tours ar-ranged just for you at excellent rates.For gour convenience, all tours (ex-cept Tour 9) depart the Anaheim

'Convention Center. Just send in,theSightseeing Tours PreregistrationForm (see p. 100) and let CreativeDestinations do the rest!

Win a Trip_ ! Use Air TravelService

Make your convention air travelplans through CEC's official travelagent, Air Travel Service, for twogood reasons!

You'll get the lowest possible air-fare.You'll qualify to win a drawing for

22

two FREE -ROUNDTRIPAIRLINE TICK- 'ETS and SEVEN NIGHTSHOTEL. ACCOMMODATIONSanywhere in the U.S.

Just call toll-free 800:241-5644. (Seedetails on p. 97).

Be Part of the CEC Magic

The preregistration deadline forCEC's 63rd Annual Convention isMarch .18; 1985. Use the preregistration form (p. 101) arid save money,Let's all meet in Anaheim and takehome a little sparkle!

On TO Hawaii!

Join jour felltrw CEC members for anunforgettable postconvention trip toHawaii. Read all about it on page96it's an experience you won'twant to miss! Call 202-293-1113 to re-serve your place.

95

plus77\____;),.._,:k&&?$ 579 00 Alrfare-------.

__

JOIN THE FUN WITH OTHER ac MEMBERS APRIL 19-.16FOR AN UNFORGETTABLE ONE WEEK/2 ISLAND POST CONVENTION

TRIP TO HAWAII!!!

OAHU The sun & surf of world famous Waikiki Beach is only the beginning. Honolulu, rich in *historical sites,easy living with golf and tennis and vibrant' Th nightlife. The intriguing combination of old and new make Honolulua memorable city.

MAUI A magnificent combination of 33 miles of glorious sunny beaches, excellent shopping and superior dining& nightlife. Enjoy some*of the finest golf; many water recreational activities or simply relax under the palmsby the sea.

TOTAL PRICEONLY ***S579**. per perSon double occupancy for thistwo island 8 days /7nights dream vacation!!! One lowprice includes three (3) nights hotel accommodationsat the Hyatt Waikiki on the Island of Oahu from April19-22 and four (4) nights hotel accommodations at the!Maui Marriott on the Island of Maui from April 22-26.

TOUR FEATURES INCLUDEThree (3) ,nights' accommodations Hyatt WaikikiFour (4) nights accommodations Maui MarriottFlowered Hawaiian Lei Greeting upoh arrivalAll hotel and airport round trip transfersLuggage In and out of each hotelLuggage transfers between all hotels and airports

Travel documents

Interisland Jet Service between OahU and MauiAll airport state taxes

Experienced travel staff to assist on site at eachhotel with sightseeing and recreational activitiesHawaii travel desk provided at the conventio regis-tration area in Anaheim.

CONVENTION/HAWAII AIRFAREThe post convention trip offered on this page ex-cludes round trip airfare. To ensure the best possibleairfare package for you to attend the convention andcontinue oiTto Honolulu, please call Air Travel Servicegroup department (202) 293-1113. Special round tripairfares are obtainable from your home city airport

IGENERAL INFORMATION TELEPHONE NUMBER

to Honolulu which will allow you to stop in Anaheimfor the CEC Conventiorf.

RESERVATION & DEPOSIT INFORMATIONAll post conventicin trip reservations should be madeprior to January 13, 1985 by completing the attachedreservation form. All initial reservation forms must beaccompanied by a 50% deposit. Upon receipt, a tourconfirmation will be mailed to each participant:IMPORTANT: Reservations made after January 13,1985 are subject to availability and an additional ser-vice fee of 550 per person. Please make yOurreserva-tions as soon as possible to ensure availability duringthis high volume period of Hawaii vacationers.FINAL PAYMENT INFORMATION I

Full payment is required in advance and must bereceived no later than March 13, 1985. UpOn receiptof final payment, your tickets and travel documentswill be forwarded along with helpful information onthe post convention program.CANCELLATION & REFUND INFORMATIONFull refund if cancellation is received in writing priorto March 13, 1985. Cancellations received after thisdate may be subject to charges levied by hotels,airlines or other suppliers and a service fee on hand-ling any charges for administration and communica-tion expenses.

s-

(202) 293-1113ASK FOR THE GROUP DEPARTMENT

Please call to ask any questions you may have about the post convention trip.

REGISTRATION. FORM

Name

Address

City/State/Zip

Telephone (0)

Number persons

Total due S

Deposit S

Balance due S

Make checks payable and mail to AIR TRAVEL SERVICE1850 K Street, N.W.Suite 360Washington, D.C. 20006 23

110 MI MI INMN nia

A AIRFARES TO ANAHEIM63rd ANNUAL \CONVENTION

APRIL 1549, 1985 -

CEC has made an effort to ensure that you will have a one-call hassle-free experience when planning your trip to Anaheim, California!AIRFARES

Discounted Airfare Through Major CarriersNo Advance Purchase RequirementNo Minim'um Stay RequirementNot Available to the General PublicObtainable Only Through the Toll Free -"800"NUmber

FARE GUARANTEEThere may be a promotional fare to LosAngeles. The reservation sales agent will pro-vide a fare quote offering the lowest fareavailable.

RESERVATIONSTo obtain disCounted airfares, you MUST makereservations through the toll free number listedon this page. DO NOT call the airlines or thdassocia-tiori national headquarters for discount airfarereservations.

Be prepared: _before calling, please have thefollowing information ready for the reservationagent:

Your home city airport.Dates and times of departures and arrivals.Number of persons traveling (adults/children).Form of payment: check, money order or creditcard (have credit card inforrnation ready).

.

Win a Trip!!GOOD NEWS! Make your convention air travelplans through CEC's official travel agent, AIRTRAVEL SERVICE, prior to April 1, 1985 and youqualify to win a drawing for TWO FREE ROUND-TRIP AIRLINE TICKETS and seven nights hotelaccommodations (domestic travel). The draw-ing will be held during the Exhibit Grand Open-ing, Anaheim Convention Center, Tuesday,Aprii16,1985 between the hours of 5:00 p.m.-7:00 p.m. Winner need not be present, how-ever, the winner will receive an additional $100cash bonus if they are present .at the time ofdrawing. .

immommillIrer

PAYMENT INFORMATIONAirline ticket payment may be made bvx check,

money order or major credit card. All checks andmoney orders must be made payable and mailedto:

1850 K Street, N.W.Suite 360

Washington, D.C. 20006

Air Travel Service

A computerized itinerary, airline tickets andcomplete instructions will be mailed to you viafirst class mall.

We've made it simple!!Call Monday thru,Friday 9:00 a.m. -5:00 p.m. Eastern Time

. .. . ake TOLL FREE NATIONWIDE

. 800 -241-NC

a Li1110

Except in Hawaii and Alaska call cone983 . 202-293-1113

Exclusive travel arr*Rod and provided by Air Travel Service, Washington, D.

24

CEC's 63rd Annual ConventionMake Anaheim, California

a Utile April 15-19, 1985

magicAnaheim,1985

Official Housing Rattiest Form

Mail completed form to:

CEC Housing BureauP.O. Box 4270Ariaheim, CA 92803 Do not mail' to CEC Headquarters Office.

'This will only delay processing.

Phone requests will not be honored.A deposit of $50 is required (per room) to guarantee reservations; make checks payable to CEO'Housing Bureau.

HOTEL PREFERENCE: See other side for list of hotels and rates. If your choices are filled,comparable accommodations will be assigned.

Please check preference:1 0 Proximity to convention

0 Rate (hotel) preference2.

Name of Occupant(s)(Please bracket those sharing)

RoomType

RateRange

DATESArrival

..

Mail confirmations to:

Name

Company

Phone # )

Street Address

City State Zip

NOTE: Reservations cannot be guaranteed unless received by March 15.1985,Please Note: If disabled, please describe what special housing accommodations are needed. or call CEC Headquarters for further information

before making reservations.

98

25Winter 1985

Anaheiin Housing Map,

Lincoln Ave.

Ball Rd.

$449%4,4 co

4r.

Cerritos Ave.

3

Katella Ave.

Chapman Ave.

a.4

3

DISNEYLAND

CONVENTIONCENTER FA

Way0(4Conven 10

11

lawmswasam

ORANGEORANGE COUNTYAIRPORT

Name oIHotel$69($88 Towers only)

pouble/Twin$82($98 Towers only)

Triple$94

Quads$106

Suites$25046251. Anaheim Hilton & Towers

Headquarters Hotel2. Anaheim Hilton at the Park $66 $76, $86 $96 $17043053. Anaheim Marriott Hotel $66 $74 $80 $15046674. Anaheim Travel Lodge international $36

$60$40$68

$46

$68 $1205. Apollo Inn6. Grand $73-$81

-$79487 $183-$197

7. Hyatt Anaheim $65 $70.

$1443008. Jolly Roger Inn $52 $54 '$65 -$1759. Ma: is Caret et Motel $28 $30 $34 $38

10. Quality Inn $55 $65 $75 $15011. Zaby. s Motor Lodge $36 $38442 $44 $44

All rates listed above subject to 8% room tax.

//Hotel offers rooms designed for-the disabled.

TEACHING Exceptional Children 26 99

SIGHTSEEING TOURS PREREGISTRATION FORMThe Council for Exceptional Children

AM tours (but Tour 9) 'le art the Anaheim ConventionCenter, Sunday, April 14, through Friday, April 19, 1985. If'disabled, please indicate your needs on this form.

OUR HOWNUMBER NAME OF TOUR WHEN MANY

1. Combination Universal/Beverly Hills TourSunday 8:20 a.m.-6:Q0 p.m.See many of the popular landmarks of the Los Angeles area, including:Hollywood Bowl, Mann's Chinese Theatre, Beverly Hills and Downtowndistrict, along wish an extensive tour of the world's largest workingMovieand T.V. studiosUniversal Studios.

2. Queen Mary/Spruce GooseSunday 1:00 -6:00 p.m.Wed. 11;00 a.m.-500 p.m.Explore the acclaimed Queen Mary and the Sprucaciose at their perma-nent homes in the Long. Beach area with lunch on own and shopping at theseaside village of Port's of Call.

3._ . La Garment/Olvera StreetMonday 9:00 a.m.-3:00 p.m.Wed. 12:00 noon-6:00 p.m.Shop Los Angeles' largest wholesale garment center, with a Mexican stylelunch included at Olvera Streetthe birthplace of L A.

4. UniVersal StudiosMonday 1:00-6:00 p.m.Friday 9:00 a.m.-3:t10 p.m.Tour the world's largest working movie and T.V. studio, complete withbacklots, special effects, sound stages, and live action entertainment center.

Newport Cruise/Lido ShoppingTuesday 9:00 a.m.-3:00 p.m.Thursday 12:00 noon -6:00 p.m.A narrated cruise of Newport Harbor, the home of many celebrities,including a stop off at Roger's'Garclens. Ample time for shopping at Lido orBalboa Islands.

Tour registration deadline is March 30. Confirmation willbe sent,,to those who meet the deadline.

6. Beverly Hills/Hollywood Tour.0.-- Tuesday 1:00-6:00 p.m.

Thursday 9:00 a.m.-3:00 p.m. .See all the famous sights of these two cities: Hollywood Bowl, Mann's'Chinese Theatre, Walk of Fame, Sunset Strip, celebrity homes, and FarmersMarket.

7. Harness RaceThursday 6:30-10:30 p.m.A fun evening at the races including: transportation,- admission, special,reserved seating, program, and cocktails.

ra $37.00

$27.00

@ $2,5.00

@ $29.00

@ $20.00

$21.00

(4) $25.00

8. Tijuana Shopping SpreeFnday 8:20 a.m.-7:00 m. . (a,' $27.00Travel along Southern California's majestic coastline to Baja California'sworld famous Avenida De Revolution, Tijuana, Mexico. Be surrounded,bythe sights, sounds, and bargains of Old Mexico.

. .Knotts Berry Farm -All day Monday, Tuesday, or Friday (n) $19.00Price includes all day passes and bus transportation from hotels to Knotts (Day)Berry Farm. Buses leave every half hour, all day. Check at front desk ofyour hotel.

Please Make Check Payable and Send To:

Creative Destinations13340 South StreetCerritos, CA 90701

100

Total Amount of Check Enclosed $

TOTAL

NameAddressCityState Zip Phone #

27 Winter 1985

Me.

April 15-19, 1985Anaheim, California

PREREGISTRATION FORM'63rd Annual CEC convention

IMPORTANTDEADLINE FOR PREREGISTRATIONPostmarked no later than March 18, 1985

All persons submitting preregistrations postmarked after March 18 will be chprged the on-sitelee.*Preregistration may be completed by filling out the lower portion of this page and

sending it, along with the appropriate fee or credit card inforMation, to CECHeadquarters. Purchase orders are acceptable. On-site registration and purchase ofPresidents"event, single day tickets and exhibits only passes will be availablebeginning at 7:30 a.m. Monday, April 15, in the registration area at the AnaheimConvention Center.

Non-CEC memberscan save money and benefit from CEC membership by applyinga portion of their registration fee to membership dues This is available duringconvention week only.

NOTE: All refund requests will be subject to a 20% administrative fee. If you areunable to attend the convention, submit notification in writing and return the badgeintact. Sorry, refund requests postmarked after April 19 will not be honored.

Use your VISA or lerCardpreregistration fee.Please charge my bankcardpreregistration.

Cards

Expiration date

to pay your

account for

OR

Cards

Expiration data

Signature

NOTE: Be sure you have written telephone numberwhere indicated below.

DEPARTMENT OF PROFESSIONAL DEVELOPMENT THE COUNCIL FOR EXCEPTIONAL CHILDREN1920 Association Drive, Reston, Virginia 22091-1589

PLEASE -ONLY ONE PERSON PER APPLICATION CEC use only

Please preregistdme for the 63rdAnnual Convention to be held in Anaheim, California, April 15-19, 1985.1understand that this entitles me to attend all professionalmeetings and convention features for the full convention week.Preregistration and badge information: (Please type or print. Coinplete all items.) I

1.

2.

3.

4.

5.

111111111111 I I I

111111111111111 1111111111111111111111111111

EMploying Agency

City

I IArei Code & P tone

11 I I

6. If member, please fain membership I.D. Number

State zip

Non-academic ContinuingEducation Units (CEU's) willbe available on-site ONLY.One CEU equals 10 contacthours.Each CEU for CEC member-$9.00Each CEU for non-CEC mem-ber $12.00

(If members register on-site, proof of membership is requested)7. First CEC convention attended? yes no8. Please check ONE box only that most accurately pertainsete yoti.

00

0

01 Director of Special Education 0 07 Regular,61ass Teacher-Second. 0 13 Soc. Worker02 Principal-Pdblic School-Elern, 0 08 Speciaf,EdUc. Classroom Teach. 0 14 Prog. Supvr.03 Principal-Public School-Second, 0 09 Special Ethic. Resource Teach. 15 Teacher Educator04 Principal-Dir. Private School 0 t0 Speech 0 16 Parent05 Superintendent 0 '11 Psychologist 0 17 Student06 Regular Class Teacher-Elem. 0 12 Counselor 18 Other (please"specify)

NOTE_: Disabled? For special assistance. please inform CEC Headquarters as far in advance of convention week as possible. Services available include escortsdeeders for the visually impaired. interpreters and TIT for the deaf, and other special equipmerit for persons in wheelchairs. Please attach requirements to il)is form.

9. Please fill in the appropriate lines:

*registration Fee1. CEC Regular Member $50.002. CEC Student Member $15,003. Regular non-CEC Member $80.004. Student non-CEC Member* $30.00U.S. and Canadian currency only. All cre

$ 70.00$ 25.00$100.00S 40.00

4card transactions will be billed it the current U.S. rate of exchange.

On-Sit. Registration FeeThese rates will be in effect during theconvention week. PREREGISTER andsave time and money.

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The Effective Schools Movementand Special Education

Libby Goodman

"Isolation" of special educationteachers and children from communi-cation and interaction with regulareducation is a problem which specialeducators recognize and with whichthey have attempted to deal in manyways. Efforts have been made to sensi7tize regular education teachers to spe-cial education; to heighten' communityawareness of special education, programsand the accomplishments of special chil-dren; to gain -acceptance and 'access foratypical children into regular educationclassrooms and programs. As a means ofestablishing communication andpositive in-teraction, thereby gaining access and ac-ceptance for their students, special educa-tion teachers often shared their specializedtechniques with regular education teachers. Clearly,diagnosis and assessment, individualization of instruc-tion, and classroom management are all areas of exper-tise for special educators from which regular educationteachers can benefit.

It seems that regular education may now be thesource of critical infirmation and practices which willbe of benefit to special educators. Regular education isin the throes of what has become known as theeffective schools movement. It is essential for specialeducation teachers to become attuned to what is hap-pening in regular education, for the impact of thismovement will not be confined to regular education;special education will feel its effects, as well.

VARIABLES AFFECTING ACHIEVEMENT

The effective schools movement, sparked by an accu-mulating body of research data, has refocused.atten-tion upon school and classroom variables, under theteacher's control, related to student performance. As aresult of this research, many educators are reconsider-

102

ing and rejecting the Otion that schools make little or -no difference in the lives of childrena conclusiongleaned by many from the 1966 Coleman report andother such reports of that era (Jencks et al., 1972).

A renewed interest in instructional variables underthe teacher's control has yielded a body of researchby no means completewhich has 'identified instruc-tional and Jeadership variables that affect schoolachievement positively and directly. Of the manythemes emerging from the growing literature on effective schools, certain ones are dominant:

school leadershipacademic engaged timeexpectations for achievementmonitoring student performanceschool climateclassroom managementdirect instructionparent involvementsmall teacher/student ratioconsistency of curricular objectives and test content

29 . Winter 1985

4

A closer look at six of these variables reveals a greatdeal of compatibility with existing special educationpractices. A few examples will illustrate this point.

Academic Engaged Time

The amount of time that students are actively engagedin and attending to the task at hand is termed academicengaged time. It is to be distinguished from allocated time,that merely represents the block(s) of time set aside fordaily school' activities including academic subjects.Mounting research demonstrates that the amount ofengaged time is related to achievement outcomes(Berliner, 1982; Brookover; 1981; Karweit & Slavin,1981; Frederick & Walbeig, 1980; Medley, 1980). Anawareness of the importance of student engaged timehighlights the need for effective management to facili-tate student involvement in learning tasks. We mustappreciate that time is one Of the resources of theschool totally under the control of teachers. Andcurrent research is telling us that school time can bedirected and manipulated in ways that are beneficial to

our students.The concept of academic engaged. time

should sit well with.special educators whohave long been concerned with "on-taskbehavior." Focusing student attention and

activity on appropriate taskshas been a major concern of

special educators, particularly, inprograms for the socially or emo-

tionally disturbed, where behav-ior modification techniques are

widely and successfully enjployed.The emerging research on effective

schooll, adds to our understanding ofstudent involvement with aiademic

tasks. We need to grasp this research andtest its applicability to special education.Replication is needed to establish optimal

applicability to atypical populations and to reveal theextent to which student characteristics confound therelationship between time and learning.

Dire Instruction

This encompassing descriptive term denotes .a class-room environment characterized by

high levels of student engagement withinteacher-directed classrooms using sequenced,structured materials land] teaching activitiesfocused on academic matters where goals areclear to students; time allocated for instructionis sufficient and continuous; content coverage isextensive; student performafice is monitored;questions are at a low cognitive level and pro-duce many correct responses; and feedback to

TEACHING Exceptional Children

students is immediate and academically orient-ed. In direct instruction, the teacher controlsinstructional goals, chooses material for thestudent's ability level, and paces the instruc-tional episode. Interaction is characterized asstructured, but not authoritarian; learning takesplace in a convivial academic atmosphere.

This descriptive definition of direct instruction isthat of Barak Rosenshine (1980, p. 12), a prominentfigure in the effective schools movement. However, itis likely that many special education teachers wouldfeel quite -comfortable with the definition had it beenput forth as a description of a desirable special educa-tion classroom. Indeed, many of the definition's sa-lient points (sequenced. structured materials, academicfocus, monitoring of student performance, feedback,etc.) are principles of classroom management longespoused a '1,Pt acticed by special educators. Thertclitconcept of dir. instruction espouses a learning envi- ,

ronment whick'keshes well with many of the highlydirective and stikftured approaches of special' educa- .

tion, such as Hewett's engineered classroom (1968),Deno and Mirkin's 1077) data-based approach toprogram management;' and a host of diagnostic-pre-scriptive teaching approaches.

...

Monitoring Student Perforinaride

This essential characteristiC ffective schools haslong been a hallmark of sp education practice.Monitoring student performa e is part of specialeducation's diagnostic-prescrip Ire':inethodology, Stu-dent performance is assessed the preinstructionalphase to determine status lev , s cific strengths/weaknesses, academic needs, 'mal teachingstrategies. Close, .even continuo ineilibring is em-ployed during the instructional to gauge prog-ress, to ascertain the mastery of .6skills, and -toindicate when instructional or cu 'lar changes areneeded. Systems for curricular rn 'coring and man-agement abound in Special educ on One mightspeculate that special educators havt helped to sensi-tize the larger #ucational communit to the need forthe -'monitoring of student perforrria4e.

eConsistency of Curricular Objectives ands TestContent

Consistency between instructional content and the. content of testing instruments is a major thrust of the

criterion-referenced testing movement. The instruc-tional utility of criterion-referenced tests is often citedas the reason underlying their popularity and wide usein special education. TheWorieous and variable out-comes which can result from a lack of consistencybetween tests of achievement and curricular contentwas demonstrated by Jenkins and Pany (1978) in a

103

study of elementary reading curricula and selectedstandardized achievement tests. Many .others echotheir sentiments regarding the benefits of criterion-referviced tests and limitations of standardized tests.

The key point for special educators is that of instruc-* tional utility. This concern also c tributes to a grow-

ing awareness in regular educa n of the need forconsistency across curricula and testing programs. Inaddition to individual assessment, educators 'need tobe concerned about demonstrating programmatic ef-fectiveness for class units, school buildings, and evenlarger designated groups of children. The match be-tween curriculum content and test content is a veryimportant issue when viewed from this perspective.Lack of consistency in this regard may be one reasonfor education's generally poor showing on instruction-al effectiveness.

School Climate

The effective schools research has pinpointed schoolclimate as an important effectiveness variable. Thepicture which emerges from the research literature is'that of a school which is orderly and disciplined, aschool which has a strong commitment to academicachievement, a school where teachers and'students areclearly supported in the teactiing-learning process,and a school in which high expectations for studentachievement prevail. Some more specific features of-aproductive school climate are the use of effectiveinstructional techniques, an emphasis on test- takingand test-taking skills, lack of unnecessary iAterrup-bons, and clearly stated school goals and objectives. Insum, school is a place for learning and a place condu-cive to effective instructional activity (Rosenshine,19831!, Once again, it would be difficult to imagine specialeducators objecting to the concept ettpositive schoolclimate or to the description offered. Special educatorswould, I believe, hope that such supportive learningenvironments could be found more widely in regulareducation and that special education teachers andchildren could share in the benefits.

School Leadership'

School leadership is another emerging key variable ofeffective schools (ERIC, 1981; Purley & Smith, 1982).The role of the printipal has come under close scruti-ny, and the research reveals that differences in leader-ship styles do make a difference in the overall achieve-ment of children and the well-being and enthusiasm ofteachers. A uniform profile of the effective principalhas not emerged. Rather, a constellation of desirablequalities and behaviors have been suggested, includ-ing instructional leader, innovative, resourceful, vi-sionary, committed to school improvement, holdshigh expectations for student achievenient, monitors

104

students and teachers, and so on (Cawelti, 1984;DeBevoise, 1984; Sergiovanni, 1984). Individual princi-pals will differ and situationarvariables require &V-ent qualities of leadership. What cannot be denied isthe critical role of the principal in the effectiveness ofthe school: .

Special educators have long recognized that theprincipal is critical to the success or failure of specialeducation in regular school buildings. It is the princi-pal who "leads" the staff and school toward accept-ance or rejection of special children. We can only hopethat principals will recognize their critical roles and,practice effective leadership behaviors to advance theintegration, achievement, and success of their specialeducation students.

WHAT'S IN IT FOR US?

The effective schools movement in regular educationhas focused on the instructional process and schoolenvironment, and has revealed classroom and leader-ship practices which enhance student achievement.These practices are generic in nature; That is, they areapplicable across, various classrooms, subject areas,and regular and special populations. In fact, they areemerging as a body of research-supported "best prac-tices" from which, 11 teachers can benefit. The princi- rpies underlying tase practices are certainly familiar tospecial education teachers, albeit under different la-bels, and are in evidence in countless special educationclassrooms.

If in fact these practices are, to a large extent, alreadypart of the special educator's repertoire, why is specialeducation in general lacking evidence of instructionaland programmatic effectiveness (Glass, 1977, Yssel-dyke & Algoizine; 1982). It is a sad fact that specialeducators have little evidence to offer beyond the sheernumbers of children served, teachers employed, dol-lars spent, and so on. There is meager on studentachievement. outcomes and virtually no data on stu-dent movement out of special education (Alsozzine &Ysseldyke, 1983). The ever increasing numbers ofspecial eilucation students, especially in programs forthe mildly handicapped, have fueled a growing back-lash against special education. Special educators mustbecome concerned about program effectiveness.

There is yet another reason why special educators,especially teachers of the mildly handicapped, shouldbe attuned to the effective schools movement and ,

research. It is hoped that increasing the effectivenessof regular education programs for underachieving stu-.dents in general will lessen the pressure on specialeducation to absorb increasing numberS of under-achievers into LD, EMR, and ED classes. Can anyonedeny that special education classes have been usedinappropriately as the placement alternative for far toomany underachieving and/or disruptive nonhandi-capped students? The development of regular educe-

31 Winter 1985

tion compensatory and remedial education options isessential to both-Tegular and special education.. Regu-lar education must learn to deal with the needs of itsnonhandicapped problem learners, while special edu-cation must refocus its efforts and resources on trulyhandicapped children. The effective schools move-ment is a giant step in the right difection towardessential goals. Special educators had better belistening.

REFERENCES

Algozzine, B., & Ysseldyke, J. E. (1983). An analysis ofthe incidence of special class placement: The massesare burgeoning. The Journal of Special Educatiim, 17(2),141-147.

Berliner,- D. (1982). On improving teacher effeCtive-ness: A conversation With David Berliner. Education-al Leadership, 40, 12-15.

Brookover, W. B. (1981). Effective secondary schools.Philadelphia:'Research for Better Schools, Inc.

Cawelti, G. (1984). Behavior patterns of effective prin-cipals. Educational Leadership, 42(5), 3.

Coleman, J. S., Campbell, E. Q., Hobson, C. J.,McPartland, J., & York, R. L. (1966). Equality ofeducational opportunity. Washington D.C.: U.S. Officeof Education.

DeBevoise, W. (1984). Synthesis of research on the'principal as instructional leader. Educational Leader-ship, 41(5); 14-20.

Deno, S. L., & Mirkin, P. K. (1977). Data-based programmodification: A manual. Reston VA: The Council forExceptional Children.

ERIC Clearinghouse on Urban Education (March1981). Instructionally effective schools. ERIC/CUEFact Sheet Number 4.

Frederick, W. C., & Walberg, H. J. (1980). Learning asa function of time. The Journal of Educational Research,73(4), 183-494.

Glass, G. V. (1977). EffectiVeness of special education.Policy Studies Review, 2(1), 65-78.

Hew'ett, F. M. (1968). The emotionally disturbed child inthe classroom. Boston: Allyn & Bacon.ncks, C., Smith, M., Ackland, H., Bane, M. J.,Cohen, D., Gentis, H., Hens, B., & Michaelson, S.(1972). Inequality. New York: Basic Books.

Jenkins, J. R., & Pany, D. (1978). Standardizedachievement tests: How useful for special educa-tion? Exceptional Children, 44(6), 448-453.

Karweit, N., & Slavin, R. E. (1981). Measure nt andmodeling chores in studies of time an learning.American Educational Research journal, 1 ), 157-171.

Medley, 'D. M. (1980). An overview f research onclassroom teaching.. In R. M. Weisman .& B. P. Ca-sini (Eds), Tri-State Conference on. Improving Basic SkillsIhstruction_ Philadelphia: Research for BetterSchools.

TEACHING Exceptional Children

Purley, S., & 'Smith, M. (September 1982). Effectiveschools-A review. Madison; Wisconsin Center forEducation Record, School of Education, Universityof Wisconsin at Madison.

Rosenshine, B. V. (January 1980). Direct instruction forskill mastery. 'Paper presented to the School of Educa-tion, University of 'Milwaukee at Wisconsin.

Rosenshine, B. Comments on the Milwaukee presen-tation, February, 1983.

Sergiovanni, T. J. (1984). Leadership and excellence inschooling. Educational Leadership, 4(5), 4-13.

Ysseldyke, J. E., & Algozzine, B. (1982). Critical issuesin special and remedial education.* Boston: HoughtonMifflin. .

RESOURCES

Anderson, L. W. (Ed.). (1983). Time and school learning.London: Croom-Helm, Ltd.

Denham, C., & Lieberman, A. (Eds.). (1980). Time tolearn. Washington DC: National Institute of Educa-tion.

Weinstein, R. S. (Ed.). (1982). Students in classrooms.The Elementary School Journal, Special Issue, 82(5).

ERICLibby Goodman is Director of Special Education, Techni-cal Support Services, Philadelphia Public Schools, Pennsyl-vania.

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Effective Schoolsfor All Students:Current Effortsand FutureDirections

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Dan L. PetersonSusan C. AlbertAnita M. FoxworthLinda S. CoxBill K. Tilley

Seattle School District is the larg-est urban school district in Wash-ington State, with an enrollmentof 44,500. It has been a' leader inthe past three years in the move-ment stressing building-baied plan-ning and strategies fordeveloping effectiveschools. The lead-ership of two

superintendents, local university staff, and the school 6.

board provided the impetus to help ensure that every 7.child is educated in an effective school. This article 8.describes the role the Student Support Services De- k 9.partment has taken for assuring that special education 10.students benefit from the effective schools effort:' 11.

12.

WHAT IS AN EFFECTIVE SCHOOL?

In terms of student outcomes, an instructionally effec-tive school is a school where all students: (a) masterbasic skills; (b) seek excellence in all subject areas; and(c) demonstrate Achievement through syStematic test-ing (Houston & Andrews, 1983). The organizationalcharacteristics in terms of student outcomes are ap-plied to all students and all teachers.

According to the Effective Schools Seminar Report(1982) basic academic skills include reading, writing,and mathematics. Mastery is attainment of a level ofachievement established by the district. Academic ex-cellence is achievement at a maximum level for eachindividual. Systematic testing of achievement consistsof a combination of teacher-made tests, 'objective/cri-terion-referenced tests to specify mastery of instruc-tional objectives, and standardized tests. *Main-streamed special education students are assessed forthe same mastery,as other students.

The twelve characteristics of effective schools identi-fied by the Seattle school district expand upon thosecommonly found in the effective schools literature.Through an "Effective Schools Seminar" process, com-munity members, school staff, parents, and students,further defined the characteristics of an effectiveschool.

An effective school is one which has the followingtwelve characteristics:

1. Clear goals2. Strong leadership3. Dedicated staff4. _High expectations5. Frequent monitoring of student progress

Early identificatiopiA positive learning climateTime on taskCurriculum continuityMulticultural educationCommunicationParent/community involvement

Using these characteristics, the department ana7lyzed its programmatic direction so it could helpbuilding staffs meet the effective schools criteria, espe-daily in instructional areas for students, with handi-caps. The analysis also 'revealed which charactristicsneeded more emphasis and improvement in the imme-diate future.

4 This article highlights three of these characteristicsparent/commurity involvement, time on task, anddedicated staffin the context of current activities ofthe Department of Student Support Services. Thecharacteristics of strong leadership, positive learningenvironments, and again, time on task, are discussedin terms of the department's future efforts.

CURRENT ACTIVITIES

Dedicated Staff

A dedicated staff works as a team in a highly profes-sional manner to meet the needs of students. Seattle'sstaff exhibited their dedication to school improvementin their participation in and leadership on EffectiveSchools Planning Teams at each building. All staffparticipated in the definition and design of plans formeeting the twelve characteristics at the building level.

Another instance of dedication on the part of Stu-dent Support Services' staff was their response to achange in state regulations that required assessing4,500 special. education students to dfflermine the needfor an extended school year. Departmental staff re-sponded to the very short time-line by assisting withthe development of extended school year criteria and

Illustration by Angeline v, Culfogienis

the implementation of required procedures, de-spite the unexpected workload in the closing monthsof school. They demonstrated a high level professsionalism in completion of the required activ es.

Time on Task

The Student Support Set:vices Department is commted to improving engaged time on appropriate tasthe classroom. All mainstreamed students, participatein the districts Prescriptive Reading Inventory, a com-puter-based reading, management system. In addition,many special education teachers use direct instructionmethods and materials for addressing stucteitit deficitareas. At the high school level the department adoptcla master-based written expression program, ProjectWrite. All these programs focus on "time on,task."

Parent/Community Involvement

Parent/cOmminity involvement has been a rhdjor ob-jective for many years. Seattle's Special EducationAdvisory Committee is a hard-working, effectivegroup composed of parents and professionals whoarise the district regarding special education policiesand procedures. Subcommittees are assigned to helpimprOve secondary programs, vocational programsand least restrictive environment policies.

The department has a full-time parent involvementspecialist Who for the past- six years has providedinservice to parents and staff. Over 400 parents attend-ed presentations or participated in parent involvementprogram options last year. Inserviceifor staff focuses onmethods of improving ongoing pailet-teacher interac-tions (e.g., parent conferences) and utilization4f cOm-munity resources. To help improve communication, anewsletter called "Parents as Partners" is distributedto parents three times each year.

At the. building level, a successful system of homeactivities entitled ."Home Helpers" was developed forparents of preschoolers. Each week teachers send

'4* home a sheet with options for entertaining, brief,parent-child activities that reinforce skills.

Most high schools in Seattle have a PIPE (PrivateInitiatives in Public Education) committee composed ofschool and business people which concentrates on jobexploration and job development activities. The de-partment's prevocational center also has a PIPE com-mittee. This exemplifies the commitment to includeexceptional children in district community involve-ment efforts at the building level.

FUTURE DIRECTIONS

Strong Leadership

Seattle School District operationally defines strongleadership to mean tharthe principal is the instruction--

al leaded, is dedicated to the goals of the school, and isable to rally and mobilize all resources to accomplishgoals. The Student Support Services Department re-cently received a three-year grant from the Office ofSpecial Education (OSE) which has as its major focusthe training of building principals. The outcome of thistraining will be effective coaching of special educationand regular education teachers by principals for im-proved instruction of special education students. Prin-cipals will receive training in:

. More efficient/effective early identification of "atrisk" students.Appropriate teaching methodologies in basic skillsfor all students with learning problems.

Identification of teaching, consulting, and resourcecompetencies to be demonstrated by _special educa-

, tion teachers.Methods of clinical supervision/evaluation/coachingfor improvement of instruction of special educationteachers.

Clearly, the tr aining of principals in these skillsaugments their ability to play a key role in fostering acohesive, integrated faculty rather, than one polarizedinto regular versus special educators.

Positive Learning Cliniate

"Effective schools have an atmosphere that isorderly without being rigid, quiet without beingoppressive, and generally conducive to the in-structional mission. The climate is warm andresponsive.---Each student, staff member, andparent feels welcome and free to grow" (EffectiveSchools, 1982).

The principle of a positive learning climate appliesnot only to the physical environment of the classroombut also, and especially, to the psychological environ-ment. As more and more students with handicaps areeducated in mainstream -settings, it is imperative thatthe climate be one which is psychologically conducive

35108 Winter 1985

to their learning. Indeed, a salient factor in the success-ful implementation of the least restrictive environment(LRE) is a poSitive attitude toward LRE practices with-in the school. The Inservice Unit within the StudentSupport Services Department is developing training

modules designed to enhance both teacher and peerreceptivity to students with handicaps and therebywork at establishing a more positive learning climatefor students.

Time on Task

An ins ervice workshop recently designed to assistclassroom teachers with increasing time on task focus-es on providing teachers with:

An awareness of how time is spent in school.An awareness Of strategies for increasing engagedinteractive time (time in which the student is en-gaged in an instructional task with others, such asreading aloud, drill, practice).An awareness of strategies for increasing engagednoninteractive time (time in which the student isengaged in an instructional task that does not in-volve interaction' with someone else, such as silentreading, working on written assignments).

It will be offered at the building level at various timesduring the school year.

IMPLICATIONS

The emphasis on strategies for developing effectiveschools, as well as building-based plannA, raises anumber of issues for special educatorslftoteachersand administrators. The effective schools movement isa regular education effort; however, it provides manyopportunities for special educators to help specialeducation students at the most important levelin theclassroom. For many years, special education nation-wide moved to separate its students and programs

TEACHING Exceptional Children

from regular education; more recently, special educa-tion has been working to reverse

indirection. If

special educators are not involved in directly support-ing buildings and building principals.during, this time,they will lose this opportunity to make many signifi-cant gains for students. It is a mistake for teachers,administrators, and parents to assume that this em-phasis will not continue for years.

Durin$ the past decade, special education haschanged dramatically. It created a wide range of op-tions to comply with legislation, serve more and morestudents, and improve programs. Now, in Seattle, thedepartment concentrates on the improvement of spe-cial education programs as well as increased support tobuildings. To be more effective in helping specialeducation students, principals need support, training,and assistance. In other words, for special education,will our focus be on our programs, or on buildings, orboth? Obviously, the answer must be both.

The entire school staff and climate (including regulareducation students and their parents) affeCt the suc-cess of special education students. The implications forthis increased emphasis at the building level, using theeffective schools characteristics, means that specialeducators must answer questions such as the follow-ing:

Who will do the inservice for principals and build-.ings so that such criteria as clear goals and strongleadership are applied for the benefit of specialeducation students?How will special education staff and programs mod-el the characteristics of an effective school?How do districts provide more frequent mdhitoringof student ...progress and provide feedback t6 specialeducation teachers?What is the role of special education teachers at thebuilding planning level to make an effective schoolfor special education students?

In implementing the standard of clear goals foreffective schools, one might ask how many districtshave a mission statement and basic exit criteria for thespecial education program. In essence, special educa-tion must model and support the characteristics of aneffective school both within the total program andwithin each building. This requires a larger view ofspecial education's. role. There can be tremendousbenefits: (Special educators often state that regulareducation does not adequately serve special educationstudents, but. it forgets to tell them what to do or howto do it.) Seattle is already doing or planning activitiesthat address this issue.

Lastly, additional research is needed on the charac-teristics of an effective. school for special educationstudents. Are there characteristics not mentioned inthe literature and are some more important thanothers? Most of the effective schools research has been

36 109

with elementary regular education students and hasidentified factors affecting the success of disadvan-taged or loW-achieving students. Time on task, ,forexample, is an extremely important issue, and is one ofthe effective schools criteria. Special education mustweigh whether resource room services supplement orreplace regular education instruction. If they become areplacement, time on task is decreased. Is specialeducation emphasizing enough alternatives for in-creasing time ou task, such as homework policies, peerand cross-age tutoring, parent and community volun-teers? Who will monitor time on task in special educa-tion classrooms, and how will this be done?

The Seattle Public School system stresses makingeach school, effective for all students. The StudentSupport Services Departmerit has supported and willcontinue to support this 5mphasis. The effectiveschools movement requires continued emphasis onimprovement of special education 'programs and in-

creased assistance to buildings to help them meet thestandards of an effective school for special educationstudents.

REFERENCES

Effective Schools Seminar Report (1982). Seattle SchoolDistrict #1.

Houston, A. V., & Andrews, R. (1983). Operationaldefinitiims for the twelve characteristics of effective schools: -1Seattle: Seattle School District #1 and the College ofEducation, University of Washington.

Bill, K. Tilley is Director, Linda S. Cox is .Supervisor,Anita M. Foxworth is Inservice. Specialist, Susan Albertis Inservice Consultant, and Dan L Peterson is ParentInvolvement Specialist for the Department of Student Sup-port Services of Seattle School District #1, Seattle, Washing-ton.

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Staff Development: A KeyIngredient of EffectiveMainstreaming

Margaret C. WangEva D. VaughanJoan A. Dytman

Effective mainstreaming requires an environment in regular classes where special needs students are integrated socially andacademically with their general education peers.

112 39 Winter 1985

Enactment of the "least restrictive emfironment"mandate of Public Law 94-142 in 1975 established anationwide standard for the integration of exceptionalstudents in regular classroom settings. Great strides inthis direction have been made over the past decade.Nevertheless, the restructuring of regular classroomenvironments to accommodate the diverse needs ofindividual students has been a major obstacle (Reyn-olds & Wang, 1981). The need for restructuring isunderscored by the past failure of conxentional gener-al education programs to provide appropriate instruc-

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TEACHING Exceptional Children

tional accommodations for speckl needs students. Ifheadway is to be made, however, in educationalrestructuring that is aimed at the effective iOstructionaland social integration of special needs students, theroles and functions of specialized school personneland regular classroom teachers must be redefined.Systematic provision of staff development is a keyingredient of successful change along this line (Wang,-1982).

Research and experience have consistently suggest-.ed that staff developinent programs which provide

ongoing training support for help-ing school staff to develop requiredimplementation expertise tend to be

N4.41Egra

40

associated with effective school im-provement in zeneral and effectivemainstreaming in particular (Wang& Genhari, 1983). Certain featureshave been identified as characteris-tic of effective staff development ef-forts. First, they are adaptive to thetraining needs and interests of indi-vidual staff (Melle & Pratt, 1981;Merten & Yarger, 1981; Miller SiWolf, 1979). They also adopt a pro-grammatic approach to addressingday-to-day implementation prob-lems, rather than being in the genreof "one- shot" inservice programsthat oCcur in contexts different fromthe staff's 'daily work (EmricI SrPeterson, 1977; Huberman, 1981;Melle & Pratt, 1981). Other identi-fied features of effective staff devel-opment include strong supportfrom central and building adminis-trators; active participation byschool staff in decisions regardingstaff development goals and proce-dures; and 'systematic involvementof all personnel-whose work is ei-

Staff development efforts that addressday-to-day implementation problemsfacilitate the restructuring of regularclassrooms to accommodate specialneeds students.

113

ther directly or indirectly affected (Charters & Pelle-grin, 1973; McLaughlin & Marsh, 1979; Merten &Yarger, 1981; Weather ley, 1979).

In a review of over 100 studiesof staff development,Lawrence (1974) concluded that teachers prefer (a)individual 'staff development over large-group ses-sions, (b) active staff involvement Over passive-recepfive' involvement; (c) demonstration of skills withsupervisor feedback over provisional skills for futureuse, and (d) an integrated program of staff develop-ment activities over isolated, trai sessions. Theconsensus of research in this area is thiningt teachers needfrequent contact and continuous support in their ef-forts to solve both short-term and long-range problems(e .g Cruickshank, & 1979YYMcLaughlin & Marsh, 1979; McNergney, 1980; Miller& Wolf, 1979; Perry, 1980; Zigarmi, Amory,& Zigarrra,'1979).

One of the primary goals of the work discussed inthis article was to develop and test a systematiC staffdevelopment approach that incorporates the featuresdescribed above and is also designed to support theprogramming and role changes required for greateraccommodation of special needs students, as well astheir general eduCation peers, in regular classes. In thefollowing sections, this staff development approach isdescribed in the context of a mainstreaming programthat was implemented in a large urban school system.,First, the mainstreaming program is discussed to pro-vide information on its goals and the nature of theeducational environment .in which teachers and stu-dents were expected to operate. Next the program'sbuilt-in, staff development support system is describedand evidence regarding its effectiveness in helping toachieve desired impleinentation and student outcomesis summarized. Finally, some of the implications foreducational practice-and research are outlined. 's

THE ALEM AS A MAINSTREAMING PROGRAM

The Adaptive Learriing Environments Model (ALEM)was the educational, program implemented in themainstreaming classrooms that provided the settingfor the study described in this article. Implementationof the ALEM as a full-time mainstreaming program isbased on several principles and assumptions regardingeffective, instruction and learning. These are summa-rized briefly as follows:

A basic condition for effective mainstreaming is theestablishment of environments in regular classeswhere special needs students are integrated sociallyand academically with their general education peers,and where special and general education studentsalike are provided with equal access to, availableinstructional resources and equal opportunities tosucceed socially and academically.

As individuals, general education students as well as

114

Staff programs motivate teachers to view individualdifferences as the norm rather than'the exception and to geartheir instruction accordingly.

special education students learn in different waysand require varying amounts of instruction and timeto learn. Thus, educational programs that recognizethe "special" needs of each student in the regularclassroom, and make instructional provisions to ac-commodate those needs, are a direct application ofthe principle of "appropriate" educational servicesin the "least restrictive environment.:' When instruc-tional provisions are made available by regular andspecialized professional staff to meet the "special"learning needs of each individual student, in = thesame setting, and on a regular basis, general andmainstreamed special education students alike aremore likely to experience learning success. More-over, in such environments the focus is on educa-tional intervention rather than placement, and indi-vidual different s tend to be viewed as the normrather than th tception.

Provision of adOtive instruction requires use of avariety of instructional methods and learning experi-ences. Es§entially all learning involves both externaland internaleadaptation. External adaptation occursin the ideas 'and tasks that are to be learned and inthe modes' and forms in which new task content ispresented to the learner. Internal adaptation takesplace in the 'mind of the learner as new tasks areassimilated and internal mental structures are Modi-fied to accommodate the tasks. Thus, the twofoldgoal of adaptive instruction is to make instructional

1S

Winter 1985

provisions that are adaptive to individual differencesin students and to foster students! ability to effective-

. ly assume self-responsibility elf making necessaryadaptations.. in their learning environments, in theirlearning process, _and in management of their ownlearning and clissroom behaviors. /

Effective mainstreaming requires the establishmentof functional linkages and integrated services amongclassroom instructional staff and specialized profes-sionals who currently work, for the most part, inseparate special education and compensatory educa-tion entitlement programs. The roles of both generaland special education staff mist be renegotiated,with the focus on those specific functions involved ineffectively adapting school learning environments tothe needs of individtial students.' The role of specialeducation teachers; for example, would include con-sultation with general education teachers, as well asthe provision of direct instructional services for spe-cial education students:in regular_qasses... Generaleducation teachers, on the other hand, would be theprimary instructors for both gveeral education stu-dents and mainstreamed speeial education studentsin regular classrooms.

Implementation of the ALEM as a mainstreamingprogram incorporates these principles and is aimed atthe effective provision of learning experiences that areadaptive to student differences in regular classroomsettings (Wang, 1980a). Toward accomplishing thisobjective, the ALEM's design systematically integratesaspects of individualized prescriptive instruction thatfacilitate basic skills mastery (Bloom,-1976; Glaser,1977; Rosenshine, 1979) with aspects of informal edu-cation that foster self-responsibility (Johnson, Mar-uyama, Johnson, Nelson, & Skon, 1981; Marshall,1981; Peterson, 1979). Specifically, the ALEM includestwelve critical program dimensions. Nine of the di-mensions are related to the process of providing adap-tive instruction. They are Creating and MaintainingInstructional Materials, Developing Student Self-Re-sponsibility, Diagnostic Testing, Instructing, Interac-tive Teaching, Monitoring and Diagnosing, Motivat-ing, Prescribing; and Record Keeping. Three of thedimensionsArranging Space and Facilities, Estab-lishing and Communicating Rules and Procedures,and Managing Aidesare related to supporting imple-mentation of adaptive instruction in the classroom. Inaddition to the twelve critical dimensions, implemen-tation of the ALEM is supported by a school- anddistrict-level delivery system that consists of four ma-jor components: an ongoing, data-based staff develop-ment approach; instructional teaming; multi-agegrouping; and a parent involvement program.

Each school day, general education students andmainstreamed special.needs students in ALEM classesreceive instruction from generareducation teachers in

all subjects on a full-time basis. The services of specialeducation personnel are integrated with implementa-tion of the ALEM in regular classroonis, and theyrange from the provision of consultation for generaleducation teachers to direct instruction on an individ-ual basis for students with special needs. As withmany conventional speciaVeducation programs, thefocus is on upgrading achievement in mathematicsand in reading and other language arts. Equally impor-tant, the ALEM 'fosters the development of greaterself-management skills for all students.

Students in ALEM classrooms work in small groups,in large groups, and by themselves. They move fromone learning task to t pother at individually varyingpaces. The progress each student is monitored bythe teacher, and only upon satisfactorily completing atask is a student able to move ahead to another taskthat is different and/or more difficult. TeacheA workindividually and in' teams, as needed. Students oftencollaborate in teaching and testing each other, but allactivity observed closely by teachers and each stu-dent has access to teacher help when it is required.More detailed descriptions of the ALEM can be foundin several other publications (e.g., Wang, 1980a; Wang& Birch, 1984; Wang, Gennari, & Waxman, in press).

THE ALEM'S STAFF DEVELOPMENTCOMPONENT

The establishment and maintenance of an innovativeschool program like the ALEM require riot only de- .

tailed specification and understanding or the pro-gram's design and operating features, but also staffdevelopment that supports day -to -day operation ofthe program in the classroom. The Data-Based StaffDevelopment Program provides a systematic mecha-nism for identifying and accommodating the trainingneeds associated with the programmatic and person-nel role changes required for effective implementationof the ALEM. It is designed to help school personnel tobecome increasingly self-sufficient in monitoring anddiagnosing their implementation needs as well asmore proficient in establishing and maintaining a highdegree of implementation of the ALEM.

The Data-Based Staff Development Program consistsof three components: a training sequence of threelevels; a set of measures for assessing the degree ofprogra implementation; and a delivery system thatenable school staff to provide ongoing inservice sup-port t meet the needs of individual, staff. The threetraining levels are shown in Figure 1. Level I providesbasic working knowledge of the curricular content andprocedures incorporated in the. ALEM. In Level II,more intensive training .is provided in specific stafffunctions. Level III is a clinical training componenttailored to the needs of individual staff. Training atLevels I and II generally is completed in a total of five,

TEACHING Exceptional Children42

115

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43 Winter 1985

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half-day sessions prior to classroom implementation.Training at Level III is ongoing in-service trainingdesigned to help school staff to continually improveand upgrade their classroom implemerltation..itprimarily at the third level that the interactive processof assessment, feedback, planning, and training ot-curs; (For more detailed discussions of the Data-BasedStaff Development Program,, see Wang, 1981 andWang and Gennari, 1983.)

IMPLEMENTATION OF THE ALEM IN ANURBAN SETTING

In 1982-83, the ' ALEM was ',impleme.kitec( .411*schools of a larg0 urban school system as a full-tiniemainstreaming program for mildly handicapped stu-dents who previously had been served in a `!pull-out,"self-contained, special education program. The imple-mentation and outcomes of the ALEM are discussedhere, especially insofar as they reflect the operationand effectiveness of the Data-Based Staff DevelopmentProgram.

The Setting

The five schools that participated in the study arelocated in three community school districts of the NewYork City Public Schools. Although they vary in ethniccomposition, all three districts contain a significantnumber of low-income students; the proportions ofTitle I-identified students in the districts in 1982-83were 12%, 19%, and 70%, respectively.

The ALEM was implemented in 26 first- throughfourth-grade classrooms across the five schools. The

.instructional staff consisted of 26 classroom teachers(general education); one half -time paraprofessional foreach classroom; and four education specialists (one. ofwhom was shared by two of the schools). The class-room teachers ranged in teaching experience from 2 to32 years, with an average of 17 years. The educationspecialists (two certified in general education and twoin special education) were assigned from among teach-ers in the participating schools; they were trained toMonitor program implementation, coordinate staff de-

rvelopment planning and- activities, and provide, con-sultative services to the classroom teachers.

The 26 participating classes ranged in size from 21 to31 students. Approximately five students in each class-room were identified as educable mentally retarded,

'learning disabled, or socially-emotionally disturbed.All of the special education students were main-streamed in the ALEM classrooms on a full-time basis.

Staff Development

In late August, 1982, just before the beginning of theschool year, the staff of all five schools-- -general andspecial ethication teachers, administrators, and para-

TEACHING Exceptional Children

professionalsattended three days of pre4riplemen-tation training (LevelS I and II of the Data-Based StaffDevelopment Program). First, an overview of theALEM's goals and major components was provided'(Level I). The next level of training focused on thoseskills required to implement the ALEM in the class-room (Level II). Specifically, training addressed how to-use individualized learning materials for adapting in-

-,struction to individual students, how to share respon-sibility with students for managing the instructional:learning process, and how to develop activities for

'exploratory learning. Hands-on training also was pro-vided whereby teachers actually rearranged furnitureande storage .space-in .theirown-classrooms for ease-ofmovement and access; labeled materials for student,use, and set up exploratory learning centers. Theoverall emphasis ofipre-implementation training wason the practical kno;v-how needed to get through thefirst days and weeks of schoolin other words, how toget the program started.

Preparation forLevel III training (ongoing, inservicetraining support) began during pre-implementationtraining. Based on their observations of the teachers-during this period, the education specialists workedwith the instructional leaders from their respectiveassigned schools, and with ALEM implementationspecialists, in identifying the additional training needsof individual teachers and developing teacher-specitiCimplementation. plans.

inservice training support continued throughout theschool year. The education specialists made frequentvisits to the ALEM classrooms to observe teachers andstudents; to help .teachers with probleMs related toinstruction of both the general education and specialneeds students; and, when needed, to provide instruc-tional services for individual students. Informationfrom informal classroom obServations was used toplan group and individual staff training. For example,if many or most teachers in a-particular school experi-enced difficulty with a certain aspect of implementa-tion, the education specialist might schedule that topicfor discussion at the next staff meeting. If an individualteacher" showed weakness in a particular area, theeducation specialist might plan appropriate individual-ized training. Figure 2 shows a page from an educationspecialist's monthly training log for Teacher XX. Thelog provides information on observed teacher behav-iors, suggested training strategies, and expected out-comes.

In addition to their frequent informal observations,the education specialists used an instrument known asthe Implementation Assessment Battery for AdaptiveInstruetion (Wang; 1980b; Wang, Catalano, & Gro-moll, 1983) to obtain objective, quantitative measuresof the degree of implementation of the ALEM's 12critical program dimensions in the 26 classrooms. The'Battery was administered in each classroom at three

44 117

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46

different points in the school yearOctober, February,and May. The resulting information,was incorporatedin staff development planning for individuals andgroups. The objective was to provide teachers with aself-monitoring tool for improving their capabilities toachieve higher degrees of implementation of dimen-sions in which they were experiencing difficulty.

MAJOR FINDINGS ON THE ALEM'SIMPLEMENTATION AND EFFECTS

\Findings on the implementation and effects of theALEM as a full-time mainstreaming program in theparticipating classrooms are summarized here to illus-trate the effectiveness (albeit indirectly-derived) of theData-Based Staff Development Program as an integralsupport component. Data in three calegoriespro-gram implementation, classroom processes, and stu-dent learning outcomeswere collected from all fiveparticipating schools to assess the effectiveness of themainstreaming program and its staff developmentcoMponent. (A more detailed description of the design jand findings of this study can be ,found in Wang/peverly, and Randolph, in press.)

Program implementation was found to improve con-sistently across all five schools from: the beginning tothe end of the school year, with most teachers achiev-ing a high degree of implementation of the ALEM bywinter or spring. Improvements in implementationwere accompanied by positive changes in classroom-processes and interactions for general and specialeducation students. For example, greater frequenciesof teacher-student interactions for instructional, ratherthan managemerit, purposes were observed in class-rooms with a high degree of implementation (com-pared to classrooms with lower degrees of implemen-tation), as were greater amounts of time spent bystuder4s on-task;

The ALEM also was found to have a positive impacton the learning outcomesacademic and attitudinalof both the general education and the special educa-tion students. Scores on standardized achievementtests were used to measure achievement gains inmathematics and reading. Although they laggedsomewhat behind the general education students, thespecial needs students averaged grade-equivalentgains of 1.04 in reading and 1:08 in mathematics.These are about equal to the expected gains based onnational norms for general education students, andapproximately twice the expected gains for comparablegroups of handicapped students. In addition, resultsfrom measures of student attitudes showed few differ-ences in affective outcomes for both groups of studentsin the ALEM classrooms. Both groups indicated awillingness to accept responsibility for their classroomperformance, as well as positive attitudes toward theirclasses.

TEACHING Exceptional Children

The problems that many of the general- educationteachers had expected in dealing with special needsstudents rarely were noted in the ALEM classrooms.The adaptive curricula and the program's instruction-al-learning management system, combined with thestaff development support, were identified by theparticipating teachers as important factors. The extentto which the special needs students were successfullyintegrated into classroom life, instructionally and so- okcially, was evidenced not only by improved classroom Yprocesses and interactions but also by the fact that, atthe end of the school year, approximately 30% of themainstreamed students were recommended by theirteachers for decertification. The average decertificationrate across the districts for students with similar spe-cial education classifications in self-contained specialeducation classes was 2.8%.

Teacher perceptions of the ALEM's effects on stu-dents and teachers were viewed as another indicator ofthe success of the program's staff development approach. In their general assessment, 85% of the teach-ers in the ALEM classrooms felt that implementationof the program had been a professionally rewarding,challenging, and stimulating experience for them. Alarge majority also felt that the ALEM enabled them toget to know their students better.- Although the teach-ers expressed some reservations about the program'srecord-keeping demands, a majority (67%) disagreedthat the individualized approach to instruction placedtoo heavy a demand on their, time and effort. In termsof the program's effects on students, 85% of theteachers who responded to a survey of teacher atti-tudes indicated that students in their classroomsseemed to feel better about themselves as a result oftheir experiences under the ALEM. A majority of theteachers also felt that the provision of learning optionsand individualized instruction resulted in lessonsmatched appropriately * each student's academiclever and in improved academic performance.

IMPLICATIONS'

The work described here, as well as the other studiescited earlier, suggests that effectively designed andimplemented staff development programs lead to theincreased ability of general and special educators towork together in mainstreaming settings to improveeducational services for general and special educatiori\students alike. With ongoing, inservice training sup- \port, school staff can successfully adapt curricula toindividual student needs, while also promoting stu-dents' self-management skills. The outcomes of these.efforts include positive classroom processes, achieve-ment gains, and increased self-esteem in students, aswell as positive attitudes and increased efficacy inprogram implementation for teachers.

Despite the admitted constraints against making

47 119

t

generalizations based on findings from a single pro-gram, the positive results of the study seem to suggestthat innovative educational practices can be successful-ly implemented with ongoing staff development sup-port. In fact, a large majority of teachers in the studywere found to be able to develop areas of expertise thattraditionally have been attributed to a rare breed of"master" teachers. Thus, there is evidence to supportthe opinion that it is time to shift attention fromdemonstrating the need for, and positive outcomes of,effective staff development programs to the study ofhow to implement such programs as support systemsfor innovative improvement efforts in a variety ofschool settings.

REFERENCES

Bloom, B. S. (1976). Human characteristics and schoollearning. New York: McGraw-Hill.

Charters, W., & Pellegrin, R. (.973). Barrier's to theinnovation process: Four case studies of differentialstaffing, Educational Administration Quarterly, 9(1), 3-14.

$Cruickshank, D. R., Lorish, C., & Thompson, L.

(1979). What we think we know about inserviceeducation. Journal of Teacher Education, 30(1), 27-31.

Emrick, J., & Peterson, S. (1977). Evaluation of theNational Diffusion Network. Menlo Park; CA: StanfordResearch Institute.

Glaser, R. (1977). Adaptive education: Individual diversityand learning. New York: Holt, Rinehart, & Winston.

Huberman, M. (1981). Exemplary Center for ReadingInstruction (ECRI), Masepa, North Plains: A case study.Andover, MA: The Network.

Johnson;13. W., Maruyama, G., Johnson, R.; Nelson,D., & Skon, L. (1981). Effects of cooperative, com-petitive, and individualistic goal structures onachievement: A meta-analysis. Psychological Bulletin,89, 47-62,

Lawrence, G. (1974). Patterns of effectivein-service educa-tion. Tallahassee: Florida Department of Education.

Marshall, H. H. (1981). Open classrooms: Has theterm outlived its usefulness? Review of,fificationalResearch; 51, 181-192.

McLaughlin, M. W., & Marsh, D.D.1 (1979). Staffdevelopment and school change. In A. Lieberman &L. Miller (Eds.), Staff development: New demands, newrealities, news perspectives. New York: Teachers, Col-lege Press.

McNergney, R. F. (1980). Responding to leachers asindividuals. Theory Into Practice, 19, 234-239.

Meile/ NI., & Pratt, H. 981, April). Documentingprogram adaption.in a id-wide implementation effort:The three year evolut n fro aluation to an instruction-al improvement plan. Paper presented at the annualmeeting of the American Educational Research 'As-sociation, Los Angeles.

Merten, S., & Yarger, S. (1981, April). A' comprehensivestudy of program estimates, staff services, resources, andpolicy board operations in 37 federally funded teachercenters. Paper presented at the annual meeting of theAmerican Educational Research Association, LosAngeles. --

Miller, L., & Wolf, T. E. (1979). Staff development forschool change: Theory and practice. In A. Lieber:man & "L. Miller (Eds.), Staff development: New de-mands, new realities, new perspectives. New York:Teachers College Press.

Perry, R. H. (1980). The organizational/environmentalvariables in staff development. Theory Into Practice,19(4), 256-261.

Peterson, P. L. (1979). Direct instruction reconsidered.In P. L. Peterson & H. J. Walberg (Eds.), Research onteaching: Concepts, findings, and implications. Berkeley,CA: McCutchan.

Reynolds, M. C., & Wang, M. C. (1981). Restructuring"special" school programs: A position paper (LRDCcations Series 1981/24). Pittsburgh, PA: University ofPittsburgh, Learning Research and DevelopmentCenter.

Rosenshine, B. V. (1979). Content, time, and direct.instruction. In P. L. Peterson & H. J. Walberg(Eds.), Research on teaching: Concepts, gs, andimplications. Berkeley, CA: McCutchan. -

Wang, M. C. (1980a). Adaptive instruction: Buildingon diversity. Theory Into Practice, 19(2), 122-127.

Wang, M. C. (1980b). The degree of implementation mea-sures for the Adaptive Learning Environmentj Model.Pittsburgh, PA: University of Pittsburgh, LearningResearch and Development Center.

Wang, M. C. (1981). The use of the Data-Based StaffDevelopment Program to improve program implementa-tion. Pittsburgh, PA: University. of Pittsburgh,.Learning Research and Development Center.

Wang, M. C. (1982, November). Continuing professionaldevelopment: An adaptive approach. Keynote addressdelivered at the annual national conference of theTeacher Education Division of The Council for Ex-ceptional Children, Nashville.

Wang, M. C., & Birch, J. W. (1984). Effective specialeducation in regular classes. Exceptional Children,50(5), 391-,399.

Wang, M. C., Catalano, R., & Gromoll, E. (1983).Training manual for the Implementation Assessment Bat-tery for Adaptive Instruction. Pittsburgh, PA: Universilty of Pittsburgh, Learning Research and Develop-ment Center.

Wang, M. C., & Gennari, P. (1983). Analysis of thedesign, implementation, and effects of a data-basedstaff development program. Teacher Education and'Special Education, 6(4), 211-224.

Wang, M. C., Gennari, P., & Waxman, H. C. (inpress). The Adaptive Learning Environments Mdd-el: Design, implementation, and effects. In M. C.

48120 Winter 1985

Wang & H. J. Walberg (Eds.), Adapting instruction tostudent differences. Chicago: National Society for theStudy of Education: :-

Wang, M. C., Peverly, S., & Randolph, R. (in press).An investigation of the implementation and effectsof -a full-time mainstreaming program.- Journal ofRemedial and Special Education.

Weather ley, R. (1979). Reforming special education: Policyimplementation from state level to street level. Cam-bridge, MA: MIT Press.

Zigarmi, PI, Amory, J., & Zigarmi, D. A. (1979). Amodel foi an individualized staff development pro-gram. In A. Lieberman & L. Miller (Eds.), Staffdevelopment: New demands, new realities, new perSpec-fives. New York: Teachers College Press.

(EPIC)

Computers forthe HandicappedMarch 20-23, 1985

Omni-International Hotel Baltimore, Maryland

Special education teachers and administratoris re-habilitation personnel, and .relateAd service personnelwill examine computer'applications in programs forindividuals who are mildly to severely handicapped.The conference is sponsored by the Johns HopkinsUniversity School of Continuing Studies and the Tech-nology and Media Division of The Council for Excep-tional Children.

For more information, call or write:

Division of Continuing FAuctItitSn'School of Continuing Studies.The Johns Hopkins University102 Macaulay HallBaltimore. MD 21218(3013 338-850X)

The Johns Hopkins Unhersity admits individuals of any race. color.set. handicap. and national or ethnic origin.

TEACHING Exceptional Children

Margaret C. Wang is Professor of Educational Psychologyand Senior Scientist and Director of the Adaptive Learning

'Environments Unit at the Learning Research and Develop-/ ment enter aRDO at ,the University of Pittsburgh.Eva D. Vaughan is a'Cento: Associate at LRDC. jcian A.Dytman is Adjunct Assistant Professor of EducationalPsychology at the University of Pittsburgh and a post-doctoral Fellow at LRDC.

The research reported herein was supported by theLearning Research and Development Center, which issupported in part by funds from the National Institute'of Education, and by the New York City Board ofEducation. The opinions expressed herein do notnecessarily reflect the positions or policies of theseagencies, and no official endorsement should be in-ferred.

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49 121

Vanguard:Focus onthe GiftedLearner

Margaret Kress.

Rosalind is a vivacious young Black woman justcompleting her high school career. AS a National MeritScholar and the valedictorian df her graduating class,which includes students from 'the. gifted -program, she,eagerly awaits the fall when she will enter HarvardUniversity, with sophomore standing. As a third grad-er, Rosalind Was already working in a fifth grademathematics book. She entered the Vanguard Programfor gifted students in the fourth grade after seeing atelevision news feature about students in a giftedprogram.. Her earliest memory of differences between Van -guar4, and her home school was that she spent muchmore time in class, no longer running teachers' er-rands_ She recalls that there were a lot of people, bothstudents and teachers, who challenged her. She ,re-members always getting things done faster and work-ing on a project for herself. She describes herself as, a"fluid person" who knows what society expects andwho also wants her "school work to matter."

The Vanguard program allowed her to have a greatdeal of responsibility for her own learning, some-thing which she particularly valued. She did nothave to sit and wait until the whole class was fin-ished; there were always interest centers in the roomwith challenging activities, games, intricate, puplesand brain teasers, or other long-range projects to Tvorkon: Rosalind flourished because, as she said, "I getbored easily." She continued, "They pushed uscreatively"'

Rosalind described the Vanguard curriculum as

122

"thorough," with interesting classes that were flexible,allowing students to make decisions about what andhow they were to learn. In high school the use ofteacher-developed learning activity 'packets and ac-companying calendars allows students the freedom tostructure their time ditd permits them the flexibility totake advantage of available opportunities both on theschool campus and in the larger community.

Rosalind's schedule, for example, allowed her towork on personal as well as school projects. For fouryears she participated in Model United Nations, spon-sored by a local university and the United NationsAssociation. Her teams won many awards over theyears, and she and another student developed a hand;book for other teams to use to help them develop amore effective simulation.

BACKGROUND

Vanguard, a program of the Houston IndependentSthool District, was implemented in 1972 in the fourth,fifth, and sixth grades on one school campus. By 1978,it had expanded to include kindergarten throughtwelfth grade on 11 different campuses. More than 175professional staff, including campus coordinators,counselors, and classroom teachers, work with identi-fied students. The student-teacher ratio is 25 to 1 for K-8, 20 to 1 for 9-12. Qualified students transfer fromtheir home schools to a Vanguard campus, and thedistrict provides transportation. 41 order to qualify forthe program, students must demonstrate giftedness inthe areas of general intellectual ability coupled withcreative and productive thinking and leadership.

Nationally normed achievement anyl school abilitiestests, such as the Otis Lennon, Iowa Tests of BasicSkills, and Developing Cognitive Abilities Test, areused to identify students. I.Q. tests are not used. Inaddition, specialized tests like the Structure of theIntellect Test (SOD, Watson-Glaser Critical 'ThinkingSkills Test, and The Biographical Inventory give infor-mation on reasoning abilities and creativity. A matrixis used to produce a profile on each student.

Houston schools have a total student population ofover 180,000, representing a diversity of ethnic and.economic groups. There are 2,900 students served inthe Vanguard program with appioximately 60% of thestudents titvig Black or Hispanic; 6% are Asian; and34% are from Anglo, Indiari, or other groups.

Since Vanguard is a total day program, students', .spend all their academic time with other gifted stu-dents. The content is enriched and accelerated, inter-disciplinary in nature, and foctises on developingadvanced research and process skills which enablegtudents to pursue academic studies in greater depthand breadth. The goal is to help students becomeindependent learners.

501 Winter 1985

THE PROGRAM

Curriculum

Content in the Vanguard curriculum is abstract andcomplex, focusing on major themes' and concepts of afield of study which are integrated into an interdisci-plinary approach. Because of the speed' with which thestudents learn, content is greatly expanded and en-riched.

Emphasis is also placed on process modifications sothat students are challenged to develop advancedthinking and reasoning skills. Vanguard', encouragesthis by involving students in specific courses of studydesigned .to enhance these skills and by having them

TEACHING Eitceptionai Chikiren

While requisite skills are included,content is greatly expanded andstudents assume a great deal ofresponsibility -for their Own. learning.

'4

A differentiated curriculum providesbroad-based enrichment through avariety of materials, field trips,speakers, and special researchprojects.

apply the skills through diverse methods of , esearch.Skills are developed sequentially from kindergartenthrough twelfth grade.

Vanguard uses the basiefilistrict curricula as a foun-dation for instruction, helping to assure that everystudent will develop requisite skills in each contentarea. In addition, 'creative And critical thinking, logicT;research and problem-solving skills as they, relate tomajor content areas are taught. These skills are woveninto daily instruction by means of differentiated objec-tives and activities. A differentiated currizulum pro-vides for elaboration of the regular currief lum with asystem for broad-based enrichment through a varietyof materials, field trips, speakers, and special researchprojects.

51

Research

Students learn processes which professionals use togeneNte new knowledge in their specific fields. Theseinvaluable research skills incorporate and integratecreative processes along with synthesis and evaluationof basic information into original products.

A major curricular priority of the Vanguard programis the independent research project required each year.Students pursue indepth independent study in an areaof special interest. Engaging in the research processallows them to identify an interest, choose a topic, tapa variety of appropriate resources, organize contentand materials, analyze and evaluate data collected,form new ideas by using different combinations ofthought, and develop original products. The researchproject gives students a chance to explore complex anda&tract content and to synthesize information. By thenature of the processes involved, students are led touse higher levels of thinking.

Students and teachers evaluate the'research projectson a standard project evaluation form. It is through thestudent's own evaluation that he or she learns andprogresses, producing products with increasing de-grees of complexity.

Individualized Instruction

Individualizing of instruction is essential to meet theneeds of gifted students. This approach recognizes theuniqueness of each student's ability by allowing inves-tigation and expansion in areas of personal strengthand interest. Individualization 'of learning develops .astudent's organization and planning skills.

A classroom management technique used in theVanguard program which encourages individualizingis the use of interest centers. These are set up on athematic approach and incorporate a wealth of materi-als and resources on a given subject. Another manage-ment technique is the use of learning activity packets(LAP). Each LAP defines learning objectives alongwith supporting activities for whole class experiences,small group activities, and individual work. Each LAPalso includes a guide for study and recommendsresources (e.g., community resources) and materials(e.g., filmstrips, recordings, art reproductions andcomputer software).

The use of learning contracts is a so highly success-ful and motivating for gifted learners. hese contractsemphasize a student's responsibility to omplete andevaluate a task with appropriate facilitation and'guid-ance from the teacher. The student and teacher areinvolved in setting up the project, its activities, andtime-lines. The contract is signed by student, parent,and classroom teacher. Self-evaluations give each stu-dent an opportunity to express his or her opinion ofthe learning that takes place and the quality of workthe project demonstrates.

124

ACCELERATION AND ENRICHMENT

Vanguard classes provide acceleration in the basicskills and extensive content enrichment. Leadership,logic, and critical and creative thinking are taughtthrough decision-making, computer use and program-ming, and a broad range of community based experi-ences. Formal direct instruction inThinking skills isalso provided. Matthew Lipman's Philosophy for ail-

. dren is used: Skills detailed in that program and othersthat enhance student thinking and questioning areintegrated into the curriculum.

Elementary

The elementary course of study involves the student inan extensive accelerated and enriched program. Thefoundations of the instructional program include dis-trict curricula and developmental skills required of allstudents. Diagnostic testing assures that students haveacquired needed skills and are working for furthergrowth. The core of instruction includes a literatureprogram which, using Newbery Award-winningbooks, develops students' analytical and reasoningskills as well as their appreciation of literatuie. Themath program accelerates content and requires appli-cation of Mathematical reasoning and skills in solvingrealistic problems. Manipulatives and learning centersare; used to assist students, in developing thinkingskills through questioning and research. Curiosity andcreativity are emphasized and encouraged throughexperiences both in and out of the classroom.*Further enrichment is provided by foreign language,

fine arts, and mini-courses which allow individuals toexplore their myriad interests. Special instructionalstrands (built into each level of the curriculum; K-12)include decision-making skills, communication skills,interpersonal skills, goal setting, planning, and organi-zation.

-Middle School

The middle school program amplifies themes initiated.on the elementary level and continues its focus on themajor 'academic areas. Care is taken to ensure thatstudents possess skills needed for proficiency in eachdiscipline. Pretesting and diagnostic testing help topinpoint students' achievement levels. The course ofstudy is adapted so that individlial students mayaccelerate or participate in enrichment activities asneeded to assure that they are academically and intel-lectually challenged.

More complex problem-solving and research tech-niques such as Creative Problem Solving (CPS) and'Synectics are used at the middle school level. Studentprojects reflect the increased facility for identifying andresearching real problems in areas of personal interest.Leadership_skills are also addressed in the formal

52 Winter 1985

curriculuni and through opportunities provided bycomprehensive elective and extracurricular programs.

The extensive individualized reading program em-phasiies the study of literature with selections thatprepare students to move into a challenging human-ities program at the high school level. Ample opportu-nity is provided for both small and large group discus-sion and analysis of literature.

Acceleration is available, in math, science, and for-eign languages. Standardized tests, criterion-refer-enced tests, and grades are used to identify studentswho have the requisite skills for course acceleration.Algebra is available in seventh and eighth grade, and afull three years of science including physical science isavailable for qualified students. Completing thesecourses in middle school allows students to move intoa full four-year program of advanced math and scienceat the high school level. In foreign languages, qualifiedstudents enroll in full-year advanced programs inseventh and eighth grades. This prepares them toenroll in the second level of the selected language inninth grade and to complete five full years of a foreignlanguage.

High SchoOl I

The high school program continues to combine accel-eration and enrichment in order to provide a rich andchallenging curriculum that is appropriate bin- giftedhigh school students. Literature and history are thecore of the humanities program and emphasize learn-ing to think critically about each field of study. Manyopportunities are provided for experiential learningwhere students must apply concepts and skills 'tointellectual activities in which adults normally partici-pate. Community based activities require students todevelop products and share them with audiences bothin and out of school.

The math program encourages acceleration. Pre-tests, standardized tests, criterion- referenced tests,and grades are used to place students appropriately.Students who demonstrate exceptional math abilitymay accelerate independently through the course ofstudy.. They work closely with their teacher to assurethat all skills and concepts are mastered. The mathprogram takes the students through calculus., Studentswho need further instruction attend classes on localuniversity campuses.

Science courses emphasize hands-on laboratory ex-periences and opportunities foirinquiry-based lessons.Second-level biology,. chemifiy, and physiologycourses, along with independent studies in science,are available for advanced students. Mentorships areestablished with Rice University and Baylor College ofMedicine as well as local business ancl industry.

The focus of the high school program is to work withstudent interests, molding a program that will prepare

TEACHING Exceptional Children

the student for continued studies. Some studentschoose totally intellectual pursuits while others workon leadership and personal, interaction skills. Studentsare prepared for the next stage of educati with aclear understanding of their own goals and Oeir ownabilities.

MEETING SPECIAL NEEDS

Vanguard was established to meet the needs of giftedchildren from a variety of ethnic and economic back-grounds. Flexibility in instructional metthodologies al-lows for personalization of the educational program.Because of their backgrounds, some students needmore attention to basic skills instruction. They demon-strate the ability, typical of all gifted children, toacquire skills quickly, once given instruction: Unlikemost students from middle-class homes, they may nothave acquired basic mathematical; grammatical, oreven organizational skills prior to entering school. This.creates the need for the school to teach skills whichmay not be acquired or reinforced in the home envi-ronment. Students whd already possess these skillsmay need only brief review or reinforcement. A totalday program permits flexibility to meet differing needsof individual students. -

Equally important is the need to expose all studentsto the rich world outside of school. Field-trips, individ-ual mentorships or shadowing experiences, and expo-sure to community people who work with studentsindividually or in groups are important components inbroadening the experience base of all children. Anincreasing number of , children come from homeswhere both parents work or where there is only oneparent; in such situations, families may no longer beable to provide the networking gifted children need tobroaden their view of society. Having students togeth-er for the entire day facilitates making these experi-ences available during the school day. It also providesfor a network of friends with common interests andexperiences.

The goal of the program is to help gifted studentsbecome independent learners. Students spend all theiracademic time- with other gifted students in classeswhere content is enriched and accelerated. An inter-disciplinary approach to learning focuses on deiielop7ing the students' advanced research and process skills'which, enable them to pursue academic studies ingreater depth and breadth..'Personal, choice and abroad base of out-of-school experiences opens up theentire community to the students to pursue their.inquiry.

141

Margaret Kress is the Assistant Director of the Gifted andTalented Departmod of the Houston Independent SchoolDistrict, Houston, Texas.

53 125,

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Plannihg EffectiveSpecial Education forExceptional Language Minorities

:at

Alejandro Benavides

Effective schools and educational sys-tems must plan for appropriate specialeducation. This article describes the ef-forts of the Chicago Public Schoolsprovide appropriate and effective spe-cial education and related services forexceptional language minority students.These are exceptional individuals whocome from an environment where alanguage, other than English, is domi-nant and this has had a significant im-pact on their level of English proficien-cy. Such bilingual and monolingual in-dividuals may be proficient in theirnative language but not in English.

CONDITIONS NEEDED FORCHANGE

Psychological Factors

Katz and Kahn (1966)stated that one ofthe most important psychological fac-tors in change is awareness of need. Indi-viduals in a school system must realizethe "need for change." They must beaware that th4re are serious discrepan-cies between what is and what might orshould be. For example, in the Lau vs.Nichols decision (1974), the SupremeCourt elaborated in the majority opin-ion that:

Basic English skills are at the verycore of what the public schoolscan teach. linposition of a require-merit that before a child canfec-tively participate in the education-al program, he must already haveacquired those basic skills is tomake a mockery of public educa-

TEACHING Exceptional Children

An awareness of the individual child's needs and a willingness to experimentwith new methods are necessary attitudes for the professionals who deal withexceptional language minorityelents.

tion. We know that those who donot understand English are cer-tain to find their classroom expeii-ences, wholly incomprehensibleand in no way meaningful.

An orientation totvard the future is an-other essential ,condition for change.Effective schools must be oriented to-ward tomorrow. They should be pro-jecting over the next 5 to 10 years,developing long-term plans as well asshort-term interim plans. Long-rangeeducational planning in the Chicagoschools requires- an analysis of excep-tional language minority demography

55

in order to prepare the hundreds ofbilingual special education and relatedservices personnel to provide appropri-ate services. Census data and studiesare useful tools for.planneis of effecfiveschools as they provide an orientationtoward the future (e.g., Reisner, 1981;Carpenter-Huffman Si Samulon; 1981;Birman &Ginsburg, 1981; Drum, 1982;O'Malley, 1982; Ortiz & Yates, 1983).

A system viewpoint is another condi-tion needed for change. Planners mustbe able to view the educational systemas a totality, They should also be awareof "critical variables" that have the

127

greatest influence on the system or awhole. Fort example?, to, determine thenumbers and characteristics of childrenreceiving special education, the follow-ing data should he collected and ana-lyzed:

How many children are being served?What are their ages, grade, and En-glish proficiency levels?What is their distribution by gender?What is the raciallethnic and linguis-tic breakdown of the children served?What handicapping conditions dothey have?HOw severe are their handicaps?

Information on the drop-out rate, sus-pensions and expulsions, projectedneeds and resources, as well as staffingpatterns and turnover, are all vital partsof the whole.a

An experimental attitude also promoteseffective change. There are risks associ-ated with change, and schools must beable to work in a "gray -area" for extend-ed periods of time' until movement oc-curs from the present situation towardthe desired change.' Appropriate spe-cialized services far exceptional lan-guage minority children are in the de-velopmental stage (Benavides, 1980).The validation of appropriate methods,materials, curriculum, instructional ap-proaches, and models has only begun(Almanza & Mosely, 1980; Plata & San-tos, 1981; Greenlee, 1981; Secede, 1982).

Patience is another requirement. Con-,structive organizational chinge takestime. Lickert (1967), for example, in hisextensive study of organizationalchange, found that it takes about threeyears for an organization to move froman authoritarian style of management toa participative.

Organizational Factors

Whether centralisation or decentralizationis organizationally more effective de-pends upon the individual characteris-tics and needs of each school district.The Chicago Public Schools, for exam-ple, becauSe of its enrollment size435,843 students of which 46,110 wereexceptional (Chicago Public Schools,1983)requires a highly centralizedcentral office structure with a researchand evaluation department and com-puter capability similar to large indus-

128

try. Instructional administration, on theother hand, is decentralized; instructionisconducted in 596schools divided into20 districts and administered by asmany superintendents. In contrast, thecentralized instructional administrationof the Waukegan, Illinois schools (stu-dent enrollment 11,406 in 1984) facilitat-ed the implementation of their pro-grams. Waukega's Bilingual Instruc-tion Prngsam and Assessment in Span-ish (BIPAS) is in its ninth year of formaloperation. The district's five bilingualspecial education classrooms and nu-merous other Spanish-support re-sources Can be administe'red more effec-tively under a centralized special educa-tion administrative structure.

Freedom to disagree is an importantorganizational requirement for effectiveeducational change. In fact, philoso-phies and studies which do not agreewith your ,own should not be ignored(Murphy Hallinger, 1984; Baker &deKanter, 1984). Disagreement shouldbe directed toward constructive changeand not allowed to fester as obstacles.

Effective organizational change alsorequires continual generation of ttew andinnovativeQs. New ideas can be fos-tered by a atiety of means includingjob rotation within the school system,new staff and instructional models (Ra-mirez, Page, and Hockenberry, 1979;Clasen, 1979), or the inclusion of "out-siders," including parents, as advisors,,and consultants.

.,4

Effective organizations have the abili-tyoto measure organizational change. TheChicago Public Schools Bilingual Infor-mation Sheet and Child Count annuallyprovides computerized data that mea-sure students' English proficiency ley-,els, reading and math scores, averagenumber of minutes of daily instructionin the native language and English,whether students are receiving bilingualspecial education instruction accordingto their IER requirements, and otherrelevant data that provide hundreds ofcross - tabuld measures. Additionally,the Special Education Bilingual Servicesunit annually measures the populationdemography and personnel required toimplement required services. These areessential data to provide a school sys-tem with the ability to measure organi-zational change.

56

Effective organizational change alsorequires the avdilability of resources. Ob-taining new special education pro-grams, staff and expanded related serv=ices is diffiult. A three-year longitudi-nal national study on the localimplementation of Public Law 94-142(Wright, Cooperstein, Renneker, & Pa-dilla, 1982) emphasized that, as a resultof unlimited demands and limited re-sources, educators must allocate re-sources. among programs. The studypointed out that we must advocate forour students and compete with otherstaff in a school system for recognition,rewards, and resources. Significant con-structive change can be brought about inany school system within its existingbudget through equitable allocations ofresources.

ALTERNATIVE CHANGESTRATEGIES

Problem-Solving

Problem-solving is one of the most fre-quently used change strategies in schoolsystems. The problem-solving approach_is reactive rather than proactive; theindividual responds to an external stim-ulus and tries to deal with it, as opposedto initiating an idea for change (Lantz,1984; Baca, 1980). Because of its essen-tially passive orientation, it may bemore appropriate to label problem-solv-ing as a strategy for maidlitining thestatus -quo rather than as a strategy forchange.

Reorganization

There are a number of ways in which aschool ystem can reorganize' to effectchange. The Chicago Bureau of SpecialEducation established a bilingual specialeducation department with a prime re-sponsibility for exceptional janguageminority students. This centralizedstructure facilitates and coordinates re-source's vital to schools implementingthe programs. The addition of bilingualspecial education classrooms, diagnosti:cians, and bilingual case-study evalua-tion teams have acted as major changeagents. However, when reorganizationis carried out independently of any sys-temwide plan for change, long-term ef-fects may be minimal or even negative.Furthermore, the reorganization maysimply create an illusion of progress(Miles, 1969). Reorganization may in

Winter 1985

fact have a zero or negative effeCt on theoverall plan for change of the school.'

Re-education

BilingCtal special education training andrelated resources are available national-ly (Thomas &' Thomas, 1982); however,the supply has .not kept up with' thedemands (Baca & Bransford, 19g2).,TheCkficago schools, for example, have con-ducted or administered undergraduateand graduate bilingual special educe-

r

tion courses, a twO-year Spa,nish immer-sion training program for Englishmonolingual special educators, 'and bi-lingual special education coursework. Avariety of task forces and citywide inser,vice education programs have also posi-tively tooted attitudei. However, re-search pointed out a major weak-ness associated with preservice andinset:Vice education es a strategy forChange. While the participating individ-uals may change, their organizationsmay not, unless appropriate orientation

Organizational factors, psychological outlook, availability of resources, andeducational planning all influence the teacher's ability to teach.

TEACHING Exceptional Children 57

and training involve practically all staffmembers in't school system.

Research, Demonstration, andDisseMination

This strategy for effective educationalchange seeks to investigate new meth-ods of education on a systematic basis,demonstrate the positive results, andthen disseminate these results to poten-tial users (e.g., Chicago Public Schools,1983; Lesser 1975; Luetke-Stahlman &Weiner, 1982, New York City Board ofEducation, 1982). An underlying as-sumption of this approach has been thatrelevant research results, if properlydemonstrated and disseminated, wouldbe readily implemented by educationalpractitioners.

Subsystem Redesign

to The purpose of subsystem redesign is tomodify one component within theschool system without changing 'theform and structure of the systeni as awhole. In -Chicago, the implementationof the subsystem represented by bilin-

t. gual special education and related serv-ices personnel and instructional ap-proaches has proven to be viable alter-native change strategy. Subsystemredesign may be carried out for experi-mental purposes or to meet a specificneed or mandate (e.g., Centres, 1981).On the surface, this strategy appears tobe sound; however, to the extent that asubsystem is never a truly independententity, it is constrained by the rules,regulations, and attitudes inherent inthe overall system.

System Analysis

System analysis may be viewed as theapplication of a scientific approach tocomplex systems. The process typically)proceeds as follows:

1. Specify the objectives (in operationalterms) of the system under study.Example: All handicapped students oflimited English proficiency will beprovided an appropriate program bya qualified special education (cachetcertified in the student's native lan-guage.

2. Delineate constraints and resources(e.g., number of students from non-English language backgrounds in allspecial education categories; number

129

and location of available bilingualspecial education teachers; transpor-tation; parental support; materials;curriculum).

3. Investigate the alternative solutionsfor accomplishing objectives (e.g.,the structured use of bilingual para-professionals; purchase servicesfrom private organizations).

4. Evaluate alternatives in terms of costand effectiveness.

5. Implement alternative.

System analysis does have two possi-ble limitations. First, the planning and'implementation effort may be barn-

.e0 by difficulty in reaching an agree-ment (vested interests) and by the mag-nitude of the objectives. Secondly, ifoutside agencies are brought in to con-duct the analysis, the resulting plan forchange will not be the system's, butsomeone else's.

Parallel System

A parallel system - s one that is orga-nized and operated outside the tradi-tional public schools. El Valor, Associa-tion House, and Easter Seal Society'sGikhist-Marchman Rehabilitation Cen-ter are examples of parallel systems inChicago that provide bilingual special-ized education and related services forexceptional individuals from birth toadulthood. El Valor, located in one ofChicago's major Hispanic communities,is a center with a primary mission toHispanic handicapped infants andadults, as well as their families. El Valorprovides bilingual rehabilitation serv-ices through early intervention programs, work activities, work centers,recreation, family support, and transi-tional living.

Association House serves handi-capped students (birth to adults) withdevelopmental disabilities as the pri-mary condition. Seventy percent of itsstaff are bilingual. Programs are provid-ed in outreach family support and casemanagement; community training forfoster parents; residential group home;and supportive living arrangements foradults. Outreach programs providesuppq for children with epilepsy. cere-bral palsy, and autism.

The Gilchist-Marchman Center pro-vides bilingual speech and languageevaluation therapy and a bilingual pre-school program. Additionally, the cen-ter utilizes a bilingual social worker toassist parents who have formed a sup-port group.

130

Power-Control-Coercive Approaches

Power can be simply defined as theability of one to affect the behavior ofanother (Muth, 1984). Wright et al.(1982), for example, noted that the"clout, regulations, and money associ-ated with P.L. 94-142 increased the ca-pacity of LEA administrators and schoolpersonnel to deliver programs and serv-ices to handicapped children in accordwith the educators' own professionalobjectives" (p. xxi). From another per-spective, the power of Hispanic parents

was demonstrated during the "IllinoisFiesta Educativa 1984" conference,which was modeled from California'sFiesta Educativa (Southwest RegionalLaboratory, 1980). Language minorityparents are expected to pressure serviceproviders to obtain equity for theirhandicapped children.

EDUCATIONAL PLANNING

Hitt (1973) outlined a ten-step strategyfor educational planning (Figure 1)which has been extremely helpful in the

FIGURE 1Strategy for Educational Planning

=

(2)

(

I 4

ALLOCATEREsouacEsr

(9)

Nate: -Adapted from Education as a Human Enterprise- by William 0 lift,. 1973. Belmont, CA.Wadsworth Publishing Co., Inc.

5$ Winter 1985

development, planning, and implemen-ir Step 7: Establish ResourceCation of services for exceptional Ian- Requirementsguage minorities in the Chicago Analysis of annual'clemographic data isschools.

essential and facilitates this step. Pres7ently, more than 200 Spanish-speaking

Step 1: Organize and Orient PlanningCommittee

The planning team should consist of agood representation of teachers, admin-istrators, parents, and the educationalcommunity.

Step 2: Assess Edueational Needs

A needs assessment is the first activityof the problem-clarification phase(Maher & Bennett, 1984); it is the proc-ess of gathering information and com-paring the actual to the desired condi-tion.

Step 3: Formulate Planning Objectives

After priority needs have been estab-lished, planning objectives are definedto help the school system move from itspresent situation toward the desiredchange.

Step 4: Identify Resources

A resource is any available means thatwill help meet the needs identified inStep 2. Examine carefully the provisionsset forth under Title VI of the CivilRights Act of 1964 and Section 504 of the&rehabilitation Act of 1973 as leverage toobtain resources from existing funds.Funding from non-special educationunits (e.g., vocational, bilingual, Chap-ter 189 -313) should be actively sought.

Step 5: Organize Program Areas

A program is defined. as any set ofrelated activities toward common objec-tives. Bilingual special education shouldnot be perceived as a separate entity,but rather as an approach to make ac-cessible the special programs, relatedservices, and other options available toall exceptional children.

Step 6: Investigate Alternatives

The next step is to investigate alterna-tive approaches for accommodating theobjectives specified in Step 5. Existinglegal provisions (e.g., Title VI of the1964-Civil Rights Act, Section 504 of the1973 Rehabilitation Act, P.L. 94-142)establish parameters.

TEACHING Eiceptional Children

bilingual special education teachers arerequired just for exceptional Hispanicsin the Chicago Schools.

Step 8: Allocate ResourCes

If planned appropriately (Moore, Walk-er & Holland, 1982) the actual cost ofmaintaining bilingual special educationshould not exceed the cost of specialeducation. (Kakalik, Furry, Thomas, &Carney, 1981). It should be noted thatbilingual special education is not sup-plemental or compensatory, nor is theresponsibility of bilingual educationprograms. Special education has theprime responsibility to provide the ap-propriate specialized services.

Step 9: Implement Plan

In Chicago, the following major plansare currently being implemented: staffdevelopment; adapting the BilingualEducation Differential Ctirriculumirite-rion-referenced fest objectives to speciallearning disabilities in reading; bilingualspeech and language therapy units forspecific disorder areas; bilingual diag-nosticians and case -study evaluationteams; and parent inservice. Futureraplans call for a co razed informa-tion management, ,, im; continuedcurriculum and therapeutic adaptation;staff development; resources for low-incidence handicapping conditions andother language minority non-English-background groups; and a bilingual spe-cial education demonstration and re-source center:

Step 10: Evaluate and Review

The need for evaluation of special edu-cation is well documented (Mollenkopf,1982; Maher & Bennett, 1984). Ev*alua-tion should be formative in nature tomake appropriate modifications duringthe period of implementation. For ex-ample, the bilingual differentiated cur-riculum adapted for LD and speech andlanguage therapy units will be evaluat-ed to determine their efficacy andwhether any modification is required.All other implemented plans must alsobe evaluated and reviewed.

59

REFERENCES

Almanza, H. T., & Mosely, W. J. (1980).Curriculum adaptation and modifica-tion for culturally diverse handi-capped children. Exceptional Children,46(8).

Baca, L. (1980). Policy options for insuringthe delivery of an appropriate education tohandicapped children who are of limitedEnglish proficiency. Reston VA: TheCouncil for Exceptional Chddren.

Baca, L., & Bransford, J. .(1982). Anappropiiate education for handicappedchildren of limited English proficiency.Special education in America: Its legal andgpvernmental foundations. Reston VA:The Council for Exceptional Children.

Baker, K., & deKanter, A. (1984). Re-sponse to "Evaluation and Incremen-talism": The AIR Report and ESEATitle VIL., Educational Evaluation andPolicy Analysis, 6(2).

Benavides, A. (1980). The exceptionalHispanic: Nobody's stepchild. Theeducation of Hispanics. WashingtonDC: U.S. Department of Education,

Birman, B. F., & Ginsburg, A. L. (1981).Addressing the needs of language-minor-ity children: Issue for federal policy.Washington DC: Office of Planning,Budget, and Evaluation, U.S. Depart-ment of Education.

Cantres, L. A. (1981). Jose P. and theright to bilingual special education. InH. Martinez (Ed.) Special education andthe Hispanic child. New York: ERICClearinghouse on Urban Education(No. 74), Columbia University.

Carpenter-Huffman; P., & Samirlon, M.(1981). Case studies of delivery and cost ofbilingual education. Santa Monica CA:The Rand Corporation.

Chicago Public Schools (1982). ESEATitle VII bilingual related services forhandicapped students evaluation report.Chicago IL: Department of Researchand Evaluation.

Chicago Public Schools (1983). Racial/ethnic surveystudents. Chicago, IL:Chicago Public Schools.

Clasen, R. E. (1979). Models for theexceptional needs of gifted children ina multicultural context. journal of Ne-gro Education, 48(3).

Greenlee, M. (1981). Specifying theneeds of a "bilingual developmentallydisabled population": Issues and casestudies. NABE Journal, 6(1).

Hitt, William D. (1973). Education as aHuman Enterprise. Belmont CA: Wads-

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MN.

132

worth Publishing Co., Inc,.Kakalik, J. S., Furry, S., Thomas,

M. A., & Carney, M. F. (1981). Thecost of special education. Santa Monica,CA: Rand Corporation.

Katz, D., & Kahn, R. (1966). The socialpsychology of organizations. New York:John Wiley & Sons.

Lantz, A. E. (1984). Effectiveness ofstrategies to encourage an innovativeeducation program. Education Evalua-tion-and Policy Analysis, 6(1).

Lau v. Nichols, 414 U.S. 563 (1974).Lesser, Saal D. (1975). Improving bilin-

gual instruction and services in specialschools. Brooklyn: New York CityBoard of Education.

Liked, R. (1967). The human organization:Its management and value., New York:McGraw-Hill.

Luetke-Stahlman, B., & Weiner, F. F.(1982). Assessing language and/orsystem preference of Spanish-deafpreschoolers. American Annals of theDeaA 127(6).

Maher, C. A., & Bennett, R. A. (1984).Planning and evaluating special educationservices. Englewood Cliffs NJ: Pren-tice-Hall.

Miles, M. D. (1969). Planned changeand organizational health. In F. D.Carver & T. J. Sergiovanni (Eds.), Or-ganization and human behavior: Focus onschoo& New York: McGraw-Hill.

Mollenkopf, D. A. (1982). Program eval-uation: CASE information disseminationpacket. Bloomington: Indiana Univer-sity.

Moore, M. T., Walker, L. J., & Holland,R._P. (1982). inetuning special educa-tion finance guide for state policymakLers. Edu ation Policy Research Insti-tute of Educational Testing.

Murphy, J. A., & Hallinger, P. (1984),Policy analysis at the local level: Aframework for expanded investiga-tipn. Educational Evaluation and PolicyAnalysis, 6(1).

Muth, R. (1984). Toward an integrativetheory of power and educational or-ganizations. Educational Administra-tion Quarterly, 20(2).

O'Malley, J. M. (1982). Children's Englishand service study. Educational needs- as-

60

Li4sessment for riguage Mack'minority eilwith limited nglish proficiency. RosslynVA: Interamerica Research, Atso-dates, Inc. '.

Ortiz, A. A., & Yates, J. R. (1983). Inci-dence of exceptionality among His-panics: Implications for manpowerplanning. NABE Journal, 7(3).

Orum, L. S. (1982). The educational statusof Hispanic American children. Wash-ington DC: The National Council ofLa Rasa.

Plata, M., & Santos, S. L. (1981). Bilin-gual special education: A challengefor the future. Teaching ExceptionalChildren, 14(3), 97-100.

Ramirez, B. A., Page, M., & Hocken-beriy, C. (1979). Special echication pro-grams for American Indian exceptionalchildren and youth: A policy...analysis-guide. Reston VA: The Council for

* Exceptional Children.Reisner, E. R., (1981).. The availability of

bilingual education teachers: Implicationsfor Title VI enforcement and good educa---tional practices. Washington DC: Edu-cational Policy Developthent Center.

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Alejandro Benavides is Special EducationAdministratorthilingual Services, ChicagoPublic Schools, Illinois.

Winter '1985

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61 """133

Early Childhood Intervention inan Urban Setting

Ruth C. WilsonMarilyn MulliganRuth M. Turner

Early childhood education of thehandicapped has long been recog-nized as a necessary part Of an over--all special education program meet-ing the needs of handicappedyouth. Many school districts are in.the process of identifying how anearly childhood program can be es-tablished within the boundaries andrestrictions of their district. The Dal-las Independent School District hasdeveloped a comprehensive earlychildhood intervention program toprovide services to handicappedchildren, birth to 6. It is called Proj-ect KIDS (Kindling Individual De-velopment Systems). In the processof developing Project KIDS, boththe exemplary and the reality werejoined in a "best practice model" ofearly childhood intervention for thehandicapped.

An extensive effort was made toenable the early childhood specialeducation program to fit into thecriteria of excellence for the overallpublic school system. Concerns ad-dressed were: providing structureand guidelines for administrators ofa special education program aboutwhich they have limited or no infor-

134

O

62Winter 1985

Delineating tasksdevelopmentallychildhood specialschcool

which arecorrect iseducation

C "310

educationally appropriate andone component of an earlyprogram in an, effective urban

pation; delineating tasks which are educationally at)-;propriate and -developmentally correct for the early

r childhood teacher; implementing a systematic methodfor monitoring student progress; providing means foradministrator and teachers to communicate with par-ents and to facilitate joint participation in the students'educational program; and implementing a method ofdocumenting student progress and communicatingthis progress with related support personnel.

EXEMPLARY PRACTICES

To be exemplary; early childhood prograins must meetthe requirements for intervention that have long beenknown to affect the development of handicappedyoungsters:

1. Intervention begins at birth or from the point atwhich the child has been identified as at risk fordevelopmental delay.

2. If the child qualifies, services are provided at nocost to the family.

3. Services are offered in either a center-based orhome-based model, depending on the needs ofchild and the family.

TEACHING Exceptional Children

4. Both educational and support services are providedon a full-year basis, along with necessary transpor-tation.

5. The intervention itself is structured, developmen-tally sequenced, and specific to the functioninglevel of the child.

6. The cultural and social needs of the family areaddressed.

Early intervention should reduce the effects of thehandicapping condition on the functioning level of thechild. It should also, reduce the -"anger" that oftendevelops toward an unwieldy system which the familyenters * a result of the birth of the handicappedinfant. Stieh a comprehensive program recognizes thatearly childhood intervention addresses the needs ofthe whole family. The handicapped youngster is notseen only as a developing child; but as a child develop-ing within the context of a family unit. Overall, thegoal is to provide educational intervention for thechild, as well as to diminish, the finanCial, social, andemotional burden of having a handicapped child as amember of the family. Not only does the districteducate the student, but it also attempts to educate theparents to become sophisticated consumers in theeducational system.

An Urban Settingas

'The Dallas Independent School District (DISE)) imple-ments many of these exemplary early childhood prac-tices in alarge urban area. As with other urban areas,there exists a tremendous range in the adaptive level offamilies. Dallas is composed of the very wealthy, thevery poor, migrant workers, nondocumentedand non-English speaking families in rural, inner city,and- suburban areas. To best meet the needs of itsdiverse population, DISD offers home-based and cen-,ter-based programs for any family with a handicappedyoungster. The home-based program serves studentsfrom birth to 2 years of age; for children ages 2 to 3, anoption in either a home-based or center-based programis offered. A full-day center-based program, includingtransportation; is provided for children ages 3 to 6.Factors which determine the educational setting forthe children below the age of 3 'are the functioninglevel of the student and the ability of the family totransport the, child to the classroom.

Teacher Preparation.'

Teachers with a variety of skills serve as home-based'and center-baied teachers. Texas has amended its

1

certification requirements so that teachers with generic,certification can serve as teachers in early childhood

education of the'handicapped. Project KIDS, however,has identified and recommended additional guidelinesfor selection of teachers:

I. A minimum of 3 years experience working withyoung handicapped children.

2. Certification in special _education or a related areasuch as deaf education, speech, occupational thera-py, and so on.

3: A willingness to pursue early childhood certifica-tion.

4. A personal presence and firity which allowsthem to relate credibly to the w e range of familieshaving handicapped children.

.The state requirements are more specific for teachersof students ages 3 to 5. Minimum requirement iscertification in special edycatiOn, with a preferencegiven to teachers certified in early childhood educa-tion. Project KIDS adopted standards of excellenceproviding guidelines for these teachers on adaptationsto the instructional setting necessary to meet theunique needs of the young handicasped child and hisfamily. These include the develotment and use offunctional environments, minimal use of establishedcurriculum "kits," group instruction,' and the imple-mentation of centers in The classroom setting.

For the early childhood educator to be effective,.additional issues must be addressed in the implemen-tation of the child's education program. These issues,which are discussed in the sons that follow, includethe role of the teacher in the home, the role of the earlychildhood educator in the public schools, teacher ex,pectations of parents and family, cultural diversity,and the additional impact of extended care providerson the handicapped child. The structure and continu-um of services provided through the KIDS modelfacilitates a smooth transition from the home to cam-pus-based program for the child, family, and schoolpersonnel. This enhances the likelihood of an effectiveeducational program.

ROLE OF THE EARLY CHILDHOOD TEACHER IN.,THE HOME

The teacher serving children in the home has theunique opportunity to integrate the family into theeducational process, not only by providing educationalservices for the handicapped student, but also byassisting the parent in meeting the needs of the family.Initially, this involves establishing a working relation-ship with members of the family who come in contactwith the handicapped child. Establishing this relation -

ship requires a recognition of the family's culturalpractices, economic restrictions, and basic life situa-tions in order to avoid conflicts or the development oferroneous assumptions. The homebound teacher must

136

not only be able to teach the child, but must also havethe ability to be seen as a credible source of informa-tion, willing to work in the best interests of the childand the family.

The first step in establishing this positive workingrelationship is identification of the parent's or primarycaregiver's priorities concerning the child. Within thediversity of a large urban setting, these priorities oftenare the basic needs of food, clothing, medication, andshelter rather than educational or skill development.In this instance, the appropriate role of the teacher is toact as a facilitator for the parent in accessing appropri-ate community resources. It would not be inappropri-ate for a teacher to spend some of the home visitationtime assisting the parent in filling out a SupplementalSecurity Income form, or informing the parent 'that SSIfunds may be available for the child. The homeboundteacher needs to be aware of the needs of culturallydiverse families and the various community resourcesthat are available. For example, a family of Undocu-mented aliens, struggling for food and shelter, may behesitant to access the public service system and mayneed to be directed to church groups for assistance,The teacher must recognize that until basic needs havebeen at least addressed, the educational needs of thehandicapped child cannot be a focus of concern for thefamily.

The homebound teacher helps the parents 'Under-stand the normal developmental sequence as it appliesto skill acquisition for their handicapped child. Manytimes paretits have major goals for their child that donot seem to be addressed' by the teacher. It is' theteacher's responsibility, to show the parent that theirgoals are being addressed and that the child Mustachieve developmentally lower skills before themate goal can be achieved. For example, often aparent's main objective' is that their child walk_ Theteacher can explain that the development of headcontrol and protective reactions are necessary beforecrawling or walking can be learned. The teacher canmaintain the parent's goals while restating them interms of a more realistic time-line.

It is essential to recognize that parents are notnecessarily skilled in stating their concerns in terms ofgoals and objectives. The attentive teacher can recog-nize parents' priorities through comments made dur-ing general conversation, and can facilitate the identifi-cation of parent concerns by asking leading questionsin the areas which affect young handicapped children.These concerns very often have to do with the activi-ties of feeding,dressing, grooming or self-care, inde-pendent play or play with other children, and generalbehavior in the community. The teacher must listen forsuch comments as "I wish he'd behave better when hisgrandmother has him." This indicates major goals inthe area of leisure or social skills that should becovered in the student's individualized education pro`gram (I EP).

64 Winter 1985

411111L,

The teacher serving children in the home has a" uniqueopportunity to integrate the family into the educationalservices for the handicapped child and also to assist theparent in meeting the needs of the family.

The homebound teacher is in the unique and envi-able position of having a variety of functional materialsand Settings in which to instruct the handicappedchild. Instead of trying. to find a quiet, school-likesetting within The home for isolated instruction, theteacher needs to take advantage of the opportunity toteach the child functional skills in natural settings andwith the materials the child will use to perform thoseskills. For example, the bathroom can be used forteaching self-help skills, body parts, basic concepts offunctional object use or object matching. The kitchensink can be a bathtub, and shoeboxes can be stacked,used for sorting, or for activities designed to facilitatethe development of object perinanence., t

Ultimately the use of common objects is an excellentModel to show the parent that it is not necessary toaccumulate a large number of toys in order to teach thechild effectively. While teachers must have their ownsupply of instructional materials, the use of items inthe home reduces the quantity and variety needed.Project KIDS has a lending library of toys and re-sources which are available to parents to jocilitate

TEACHING Exceptional Children

carryover of the educational/program between teachervisits.

The Project KIDS Continuum

Project KIDS represents the first in a continuum ofservices the child and family will receive during thechild's school-age. years. Handicapped children areidentified and served at birth through age 5 in order tomeet the needs of the family without requiring achange in the service- prccviding agency, procedures,or approaches. to intervention. The infant homeboundteacher in the Project KIDS program serves not only asthe first contact the parent, child, and family will have

- with the school district, but will also assist the familyin the transition from a home-based to a center-basedprogram. Project KIDS approaches' this transition in avariety of ways, depending on the needs of the parent,those of the family, and the availability of teachers.,The homebound teacher of the infant may be theclassroom teacher for the half-day program. In thisway, only the environment of instruction is changedwhen the child moves' to the center-based program.More often, however, the infant teacher meets withthe new teacher and parent in the classroom, or theclassroom teacher visits the family with the infantteacher in the home. In all instances, the same IEP isimplemented and developed as the child movesthrough the level of services provided by Project KIDS,reaches the age of 6, and enters the traditional publicschool system.

A great deal of flexibility is maintained within theProject KIDS continuum in order to meet the individ-ual and changing needs of the family. For example,. achild may be attending a half-day program, butchanges in the family's circumstances (such as achange in working hours or loss of the family car) mayrequite that 'the child be served on a home-boundbasis'. This flexibility is possible iptil the child reaches--;the age of 3 and is eligible' for transportation to theProject KIDS classroom for handicapped children, ages3 to 6 years.

The Project KIDS teachers also act as parent traas the child and family move through the public schcsystem. During this period, they help the parentsunderstand what to expect from the public schoolsystem, how to access the system to meet their needs,and how to differentiate whai should be availablethrough theschool district and what should be provid-ed by other agencies. The major role of the teacher asparent trainer is to help parents become sophisticatedconsumers of special education and effective advocatesfor their children. This primarily involves preparingfor the MP meetings, establishing goals and priorities,knowing their rights, and developing the ability toquestion professionals regarding appropriate pro-gramming.

137

ROLE OF THE EARLY CHILDHOOD TEACHER INTHE SCHOOL

Early childhood education of the handicapped is arelatively new addition. to the public school system.This, coupled with the fact that often teachers follow adifferent administrative line than the other teachers inthe school, tends to perpetuate the early childhoodclassrooms as a separate entity. The Project KIDSinfant classrooms, for example, are differentiated fromthe rest of the school by the age' of the children, theclass schedule, and parent involvement. A cen6r-based class 'is available to children 2 years of age fivehalf-days per week. Children from 3 to 6 years of ageattend a full-day program five days per week. Parentsare encouraged to participate in the class for the 2-year-olds, and gradually remove themselves from theclass when their children enter the 3-year-old class. Allthe Project KIDS classrooms are self-contained andlocated in regular elementary school buildingsthroughout the district.

Early childhood educators in the public schools needto work against the stigma of being "different." To dothis they must be willing to take on a role equal toother staff members in the building and serve oncommittees, hall and bus duty, lunchroom duty, andso on. The early childhood classroom needs -to beestablished as the beginning of the educational contin-uum, not as a separate entity or public school babysit-ting. The more teachers work to establish themselvesas integral members of the faculty, the more earlychildhood students will be, perceived, as part of theeducation continuum.

Teaching in an early childhood classroom in thepublic schools removes the teacher-from intimate con-tact with the child's family. Yet the teacher still needsto be sensitive to family conditions. as they relate toidentifying and fulfilling the educational goals of thechild. Such indicators as a child who is continuallyhungry, unbathed, ill, bruised, or wearing inappropri-ate or ill fitting .clothing should signal the teacher thatthere are primary needs not being met. The teacherthen needs to work through school administration anddistrict support personnel to identify the major familyproblems and locate assistance. Teachers who areschool-based still maintain the' role of parent trainerand contact person for other services available throughthe district.

TEACHERS' EXPECTATIONS OF THE FAMILY

Regardless of whether early childhood teachers areworking with handicappedschildren in the home or inthe classroom, they need to recognize and deal withtheir own judgments concerning the participation ofthe parent in the child's educational program. Unfor-tunately, teachers may be quick to assume that the

138

parents are uninterested or uninvolved in their child'seducational program. They use such indicators asavoiding school functions, lack of school lunch money,or inability to provide transportation as evidence that aparent "doesn't care."

Before reaching this conclusion, the teacher shouldinvestigate the family's situation to determine theparent's ability to meet the primary needs of thefamily. An assumption that the parent does not care.may, negatively infilience the teacher's attitude toward'the student. This negative bias can have the effep ofdepressing the student's overall performance. iheteacher is encouraged to document all attempts toincrease parent participation, no matter how small.

It is not unusual for teacher and parent to beconfused about who should and can be teaching thechild. Both need to recognize that the parent is thechild's first teacher; this is particularly important withyoung children. When the teacher comes into thehome, the parent often relinquishes that role. Theteacher should recognize this conflict in the parent andemphasize that the play between the child and parentis significant and affects the child's growth and devel-.opment. To identify the parent as teacher does notmean that the parent should conduct class in thehome, but rather should continue in the nurturing andfacilitating role:. While emphasizing this point, theteacher may take the opportunity to encourage the"participation of other adults in the household, besides'the primary caregiver. It is an error on the part of theteacher to assume that an adult-who is not continuallypresent in the home is not interested or willing toparticipate in the education of the child.

EARLY CHILDHOOD EDUCATION ANDCULTURAL. DIVERSITY

Early childhood education in a large urban setting willinvariably involve service to handicapped childrenfrom varying cultural orientations. Cultural differencesare particularly significant when they involve some ofthe basic childrearing patterns in the home or expecta-tions of how a child should behave. Early childhoodteachers, especially those who instruct in the home,must be aware of the effects of culture on parentingbehavior, the-role of the caregiver, and the role of thechild in the home.

Most obvious are those students whose home lan-guage differs from the majority of the population.Obviously some provision needs to be made so thatboth the parent and the professional are able to com-municate about the specific details relating to thechild's needs. The KIDS Model has the KIDS Inventoryin Spanish, -the second most common language inDallas. Other approaches commonly used are bilingualprofessionals and paraprofessionals and the use ofinterpreters.

6Winter 1 J85

The teacher and parents may verbally agree uponidentified instructional goals for the handicappedchild. The actual operationatization of the instructionaltechniques or the specification of the behaviors to beobserved may differ greatly. For example, in the IEPmeeting, all may agree that the child needs to develop_compliance to authority. In the home, however, somecultures do not discipline or place any type of require:ments for correct performance on the child. The teach-er may be attempting to instruct the primary car verin basic behavior management techniques when therole of the mother is clearly one of total support kndnurturing of the child.

SuCh differences need to. be identified and recodied. Often this is achieved by recognizing that tprimary caregiver and the primary decision-maker arenot the same person. This becomes evident wheninstructions to the primary caregiver are not carriedthrough. The teacher must meet with the caregiverand the decision-maker to establish goals and inter-vention strategies. If this meeting has no effect, theassistance of school administration may be needed,especially if the teacher is female and there is a need toestablish the authority of the school district throughthe. presence of a male. All contacts, attempts atcontacts, and responses should be documented thor-oughly.

The early, childhood teacher may come in contactwith families whose cultural background leads them todisagree with the identified instructional objectives forthe handicapped 'child. Many people of different cul-tures immigrating to the United States maintain ahigher level of tolerance for or assimilation' of thehandicapped than typically occurs in our society: ThiSmay be because less technological societies are moreeasily able to accommodate the mentally handicappedor because the preiralence of extended families reducesthe impact of the handicapped person on one primarycaregiver. The early childhood teacher needs to besensitive to these cultural differences, realign identi-fied goals in accordance with family needs and expec-tations, accept the family's priorities, and assist thechild in meeting the needs of the parent and family inthe society in which they live.

THE EARLY CHILDHOOD TEACHER ANDOTHER CARE PROVIDERS

Occasionally, the home-based teacher may find thatdirect care of the handicapped child will be provided insome type of day-care arrangement. This may occurfor varying reasons among families across the entireeconomic spectrum. To provide an effective program,the teacher must train the care providers within the

.day-care setting. This means that the teacher will needto establish a working relationship with the director ofthe center by pointing out the benefits of such trainingto the other day-care staff and children. One of themore effective methods of training is for the teacher towork with the handicapped' child in clear view of theother care providers and, as much as possible, in theclassrooms and with the materials typically used inthat setting.

The early childhood teacher needs to keep 'in mindthat the parent or primary caregiver is still the majordecision-maker for the child. A line of communicationfrom day-care staff and teacher to parents needs to beestablished, maintained, and periodically evaluated.Again, all contacts and attempts to contact should bedocumented, no matter how small..

The teacher needs to guard against making the\judgment that the parent does not care or is notinter4ted in the child's development because the child.',

is pla,

ed in day care. Rather, extra effort needs to bemade o identify the parents as the major persons inthe h dicapped child's life and involve them, asmuch as possible, in the development and implemen-tation of programming for the child.

CONCLUSION

The Dallas Independent School District has addressedthe needs of handicapped youngsters, birth through 5years of age, by the implementation of Project KIDS.This model, currently in its ninth year, has served theneeds of over 2,000 children from a wide range ofeconomic and cultural backgrounds. Exceptional early'intervention strategies require that the. role of theteacher be expanded in early childhood education ofthe handicapped. Not only is the teacher called on toaddress the developing needs of the child but also tobe responsive to the needs of the parents and family.Project KIDS is in the process of implementing these"best practice" proCedures.

Presently a longitudinal study is being conducted todemonstrate the effectiveness of the Model. Untilthese data are analyzed the strongest evidence wehave of the effectiveness of the Model is the continuedcomments from the parents on the positive effect earlychildhood intervention has had on their child andfamily unit.

[EPIC]In the Dallas Independent School Distrt , uth C. Wilsonis Coordinator of Project KIDS; Marilyn Mulligan isOutreach Specialist for Project KIDS; and Ruth M. Turneris Director of Special, Education, DISD, and Director ofProject KIDS.

7TEACHING Exceptional Children 139

OneSchool's-Search forExcellence

John Jewell

sy

"Any school staff can dcr a better job! Each schoolhas aspects of program about which its staff can bejustifiably proud. These achievements . . should becritically examined to determine ways the educationalprogram can become even more effective. Improve onyour success! Conversely, each staff (member] canic&ntify an aspect of program that is weak or needsimprovement. This condition should become the focusof a cooperative, consorted effort for improvement."

These statements made by Dr. William McCleary,Assistant Superintendent for Curriculum 'and Instruc-tion in the Highline School District, State of Washing-ton, reflect the philosophy underlying the district'sEffective Schools Project. Adjacent to but separatefrom Seattle, Highline serves 15,700 students of which1,600 have handicapping conditions. At Woodside, anoptional/ alternative middle/high school of 120 stu-dents who need a self-contained setting, the staff isserious about becoming more effective. Following arethe steps they have taken to reach that goal;

STEP 1: PLANNING TEAM SELECTED

Following the Highline District model (see Figure 1),Judy Beckon, Woodside principal, formed a planningteam of parents, central staff, students, communitymembers, teachers, and support staff. Their task was

140 ti

to assess the needs of the school, create a vision of the"best possible," and then develop the strategies toachieve that vision.

STEP 2: NEEDS ASSESSED

Using district surveys and an interview process, as-sessment specialists measured the perceptions of par-ents, students, 'and staff. The items on the survey andin the interview were drawn from research on school'and instructional effectiveness. EaCh ittm was a state-ment that related to the characteristics of an effectiveschool which were used as a model for the HighlineSchool Board (see Figure 2): These characteristics areidentified within the context of 10 categories, includinggoals, school board, building principal, teaching staff,curriculum, support services, students, school climate,assessment, and parent and community involvement.To measure perceptions, participants were asked torate each statement in the survey as to "What Is" and -what C.414.-1 be the "Impact Potential." A scale of 1 tolplwas used for rating the statement (see TableAI).

STEP 3: CREATING ME BEST POSSIBLE VISION

The planning team re dewed the survey and interviewdata. Team membe s found many .oiitstandingachievements and sc> e aspects of the program that

68 Winter 1985

needed strengthening. The results were really a "mo-rale lifter," according to Judy Backman, an outsideinterviewer. She summed it up: "As a, person, wholistened, . . . the impression I had was (that] the stafffelt they were making a difference. They were provid-ing an environment where kids could be successful.They cared about each student. That impression, I felt,was clearly from everYbodV, including the kitchenhelp, the bus driver, the secretaries, the classroomteaChers,,and the custodians."

itab According to Dr. Arthur Maser, Director of Educa-qtion Research and Evaluation for the school district,the assessment results, supported the interview find-ings. There were outstanding strengths at Woodside. -

For example, he wrote, the data results indicated:A The principal recognizes the collegial nature of

teachers.The principal at this school is accessible and respon-sible to teachers.The principal is active in securing resources, arrang-ing opportunities, and promoting staff develop-

.ment.There are written Statements on student behaviorexpectations which all teachers have a commitmentto reinforce.Each student receive Support services as needed(e.g.. counseling, medical and speech therapy).

'TEACHING Eicelitional Children 69

mailrat:

r. iyr

iteraau... ,

in an effective 'school, staff feel that they can make adifference that they can provide an environment wherestudents can be successful.

Different learning environments :are provided tomeet.the needs of individual learners.The teaching staff rewards-, praises, and showsappreciation to all students for success during in-

..structiOn:Teachers treat students as persons.,StudentS in this school are willing to approach thestaff for advice and help.

The survey results also indicated things the staffconsidered important but with which they were.dissat-isfied. Any items on the survey showing a discrepancyof .9 or greater between "what is" and 'potentialimpact" mite looSely regarded as an index of dissatis-faction. For example, Table 1 presents sample itemsthat were closely examined by the staff.

After reviewing the survey and assessment informa-tion, the principal helped the team create visions ofwhat their school could be under the best of condi-tions. Each person was encouraged tol'imagine an idealschool.. Thfse visions served as the guides to theselection of specific objectives within the framework ofthe Effective Schools Project. Objectives for the build-ing have now been identified by the planning commit-tee and accepted by the staff. Two samples of theseobjectives are: (a) to increase community involvementby developing and implementing strategies forstrengthening support constituency unity; and (h) to

141

FIGURE 1One'Vlay of 'Reaching an Effective School

Induktive

Defining High line's. 10Characteristics of an

Effective School

I

SitesSelected

1

FacilitatorSelected

and Trained

Planning TeamSelected & Trained

A. Inductive ApproachB. Deductive Approach

PrincipalseParententral Staff er-Th1School Board

Students- hers Community4-.4

Informationto Schools

Teachers

Deductive

Vision ofBest Possible

Selected

Needs Assessed,Priorities

Determined

Plan DeliverySystem

It nplementation.

Sul sport Structures

Evaluation

Representatives Meet

Parents Sam' SupportStaff

Commitment toParticipate

With the Sum Being More Than the Parts

Vision Minim Effective Present Practices =What's,Needed for Results

Weighing Adtrantagei/Disadvantagesof Different Method,. Return to Visionto Reassess Needs if Necessary

Groups Patticipants.Strategies for Success

...\.3tkk

Reward Systems etc. *----+Presentation PlanImplementation Plan

Student Leadership Parents & Teachers Business & Community

Are the New PracticesProducing the Vision?If Not, Reassess Needs

142o Winter 1985

FIGURE 2Characteristics of Effective Schools

1, GOALS, OBJECTIVES AND Eym,...yA ON1.1. Learner objectives exist 'Which are clear, vali 'and seqiienced.

- 1.2. Goals and objectives are fierioditally review and fed

2. ROLE. -QF SCHOOL BOARD, 'SIAERINtENDENT ' e

2,1. The schools and the diStrI4 have assessed their and pricadias-lor school liriPrciferrieriL'21, The:School board and superinterident'COMO- to school cornrow* includiq stUdaOts, pareatet,

and staff.-- 2.3. Effective -communications eft to report'studenVoiitcarg_-0-apd,knp*tegietit alfakta"-te, theetaltent

, ,

3. BUILDING PRINCIPALS , =

3.1. There is dear, strong, centra4ediristniCtionatleadershipat thil School.,.3.2, The principal supports and encourages staff deve ent.3.3. The principal sets high arid realistic skaridaids'of perks:mark*.3.4. The priricipal involves the staff-,artit students *reaching WM.3.5. The prindpal actively seeks parental and community.irivolvernent in students' education.

4. TEACHING STAFF4.1. Teachers are well-tfilreehtted.highly rnd4.2. Teachers have high expectationt of achievement for,4.3. Teachers establish an environment for effective lea4.4. Teachers select and use appropriate Instructional actiivit es.4.5. Teachers prepare for inclividUaliiing instruction:

5. CURRICULUM -. .

5.1. The curriculum includes dearly stated monitored basic's5.2. There is a match between instruction and written curriculum.5.3. Instructional materials are current of high quality, and readily evaila5.4. Curricular programs and priorities are regUlarly upda

6. SUPPORT SERVICES6.1. Central instructional supptirt staff'provides-adequate services to schobla6:2. The functions of the central support staff meet educational; needi of students.6:3. The functions of the business and plant diVISiOn meet citrrentfechliatIanal

t7. STUDENT OPPORTUNITIES- - . .-

7.1. The organization of the :instructional set g is such that allatudentahaveen'appartaal _,_ f'aucSess,7:2. Teachers give rewards, praise, and.r Mph to, students for theni rfonnanet. -,,. ''''7,3. Values and norms are consistent throughout the school and actepted:By staff and stisdepti,

8. SCHOOL CLIMATE8:1. Respect and trust.8.2. High morale and cohesiveness.8.3. Specific symptoms or indicators of positive china8.4. Conditions- in this school support a pleasant and cOmforta

9. ASSESSMENT9.1. The school (or district)'has established; evaluation apt assessment p9.2. The school has an evaluatiOn program that monitors and reports stu dent progress9.3. Each student is monitored freciiently and receives information regarding_perforniance. ,

9.4. Student outcome results and other evaluations are reported to appropriate bileSend irtdividtAls, and theresults used to make decisions for program improveitie

10. PARENT:AND COMMUNITY INV VEMENT10.1. Thescommunity as a whole-:-induding'businesk.other institutions, and

is involved in supporting the school.,10.2. There is a strong program of parent support and participation in the schtioC.10.1 Parents work with students at home in support of the schoori program

TEACHING Exceptional Children 71 143

TABLE ISample of Survey Results

Statement What Is" Potential Impactb

Parents are actively involved in working on sthool advisory committees with staff and students.

Student outcome results-for school or district are reported to parents, school board, and genpublic.

Students and-teachers are systematically involved in selection of library resource mate ia

1.84 3.06

2.29 3.20

1.59 3.06

'Mean value on a rating scale of 1 to 4 with the value of 1 indicating the condition is not present and 4 indicating theconditionis present and operating well.'Mean value on the impact potential scale of 1 to 4 with 1 indicating no potential for effectiveness and 4 indicating a highpositive potential.

improve school climate by developing a discipline planthat involves all staff members.

The potential for increased effectiveness is verygood, according to David Hunziker, photographyteacher on the Woodside staff. He commented,"Woodside is more of a philosophical and professionalcommitment. The staff really does believe in the con-cept and program they offer. The staff does go thatextra yard or mile to provide a safe and positivelearning environment for the students. It is reflected ina thousand different ways; for instance, teachers work-ing on weekends with the pupils, taking them tolunch, working with them in clubs and activities forwhich 'there is no monetary compensation. It is doneout of a sense of genuine love. Any'effective school-must have a core staff made up of members who aretotally committed to the program."

STEP 4: KEEPING IT GOING

To assist Woodside and other schools in the district,central office curriculum and instruction administra-tors and staff serve as Effective School Project facilita-tors. They assist the building planning teams in askingsuch questions as:

1. What are the strengths and weaknesses in theschool's current instructional program and adminis-tration when compared with the district's identifiedcharacteristics (Figure 2)?

2. What areas should be targeted immediately forimprovement?

3. flow may the central office adrhinistrative staff bemore helpful aAcl supportive in facilitating progresstoward the effectiveness of the school?

The traditional roles of the Curriculum and Instruc-tion Division consultants and specialists have changed

`significantly as a result of the Effective School Project.

'144

In addition to serving as district curriculum specialists,they are now committing 20% of their time as facilita-tors to the Effective Schools Project. Specifically, theycreate awareness of the project among school staffmembers; assist staff in investing ancrcommitting tothe project; assist with the assessment of school status;help 'the staff select objectives for change; help 'theprincipal build teacher involvement in meeting class-room concerns; provide resources, communicationlines, and contact persons to assist staff; and assist inannual evaluation of the Effective School Project.

To summarize, the Effective School Project is de-signed to provide staff with a method of facilitatingschool improvement. It also provides the district withongoing information about the quality of educationbeing delivered to students. The approach is simple:Leadership teams, including central office staff, arebuilt and continually trained in the research-basedEffective Schools practices. Within the school, the

. leadership team outlines improvement goals based ontheir particular school ,needs. Staff members imple-ment the plans, monitor their own progress, andreport the results of their efforts to the community andthe district.

At this time, Woodside is actively working on specif-ic goals and objectives. The planning team meets on amonthly basis to monitor those goals. According to theprincipal, "I can't think of a better way to improve the,instructional program than to use the parents, teach-ers, business community, and student leadership tomake the school a more effective, meaningful place forstudents."

[E 'I

John P. Jewell is Director of Special Education and Coun-seling Services for the Highline School District, Seattle,Washington and CEC PAN' Coordinator for the slate ofWashington.

72winter 1985

The next issue of Curriculum Review will take an. depthlook at the new titles your colleagues Will be considering.Don't make a curriculum decision without knowing whitthey know.

CURRICULUM REVIEW is the selection tool no educator shoUld be without. It is the magazine thatmakes the immense job of screening and selecting curriculum materials manageable. Without it,

you, could be missing important new information about new titles and trends that can affect thequality of education you give your students.

Every issue of CURRICULUM REVIEW gives gifted education specialists like, you a preview of im-portant new texts, supplements, software and A/V materials:In-depth evaluations, written by

education specialists, weigh the be'nefits and drawbacks of the.tnaterials you should beconsidering before you make a curriculum decision.

There's more:Each year CURRICULUM REVIEW evaluates more than 'BOO titles.

Each issue also includes a special feature thit focuses on thetopics that affect you and your students creativity, problem solv-

ing, future technology, adolescent alienation-to name few.Education's most experienced authorities like Jeanne S. Chan,

Robert Yager, Joseph Renzulli keep you informed.

Look for reviews of these new prodods in the November/December issue of CURRICULUM REVIEW:

HARTLEY'S MEDALISTSERIES

SCHOLASTIC'S GIFTED READERCOLLECTION

PBS VIDEO'S CREATIVITYWITH BILL MOVERS

plus a thought provoking interview with Joseph Ren-ault', developer of the lbwichment Thad model thatfocuses on gifted behavior rather than on giftedness.

Order shit impostant issue or a whole year'sworth of CURRICULUM REVIEWStart using education's indispensable, tool with a singleissue. lust check "November/December issue only on thecoupon below. Better yet, subscribe to a full year andbegin using the selection tool 10,000 American educatorsconsider essential.pi Ull fat NM NM OM US as MI NM as 111104M UM OR MI ONO WEI

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SuitT11517 South JeffersonChicago, Illinois 60607

NameTitleAddressSchool NameCity

7g

State Zip

DISCoverS

1 1 1at the Special Ethic on

Software Center ConferenceMay 2-3, 1985

Alexan a, Virginia

DISCover the Possibilitiesbrought to you by the Special Educa-tion Software Center.

Yes, yinterested in sI'm nterested in the SpecialEducation Software Center Conference.Please send information to:

NA ME

ADDRESS

-7

I am a software:developer 0 programmerpublisher consultant consmer

146

DISCoverexciting new software appli-cations that are etpandingthe possibilities for excep-tional students. Participate ina future oriented forum fordevelopers, programmerspublishers, consultants, andconsumers. Discover how toturn possibilities into, realities.

Mail this form to

DISCoveryElsa GlassmanCEC1920 Association DriveReston, Virginia 22091

74 Winter 1985

416

Off The Shelf .Marcia KlafterDepartmet4 Editor

Except as noted, products have beenreviewed by: Marcia B. Klafter, Technol-ogy and Materials Specialist, EasternPennsylvania Regional Resources Cen-ter for Special Education. .

Technology Resources

"Say As I Do" (S. A. I, D.). ConoverCompany, 1984.

The "Say As I Do" (S.A.'. D.) program isone of the few commercially., availablesoftware packages specifically designedfor use by a severely mentally handi-capped population. An Apple 114- (with16K language card) or Apple lie and anEcho II speech synthesizer are required.Initially developed by the InstructionalMedia Production Project for the Se-verely Handicapped at Vanderbilt Uni-versity, the program incorporates anerrorless procedure with fading/shapingtechniques to train recognition of fivetarget words: bus, cup, spoon, toilet,chair. The target word and six differentillustrations of' the word are presentedalong with verbal accompaniment. Thestudent then sees a labeled graphic ofthe word and a distractor. The comput-er verbally asks the student to identifythe target word. Responses are madevia a standard joystick or paddle or onemodified, for the physically handi-capped, Musical and verbal reinforcers

t or corrections are provided and reteach-ing of the,word occurs if three consecu-tive incorrect choices .are made. Thesecond part of the program fades the

Publishers are invited to submitnew products for possible review inthis column. However, these itemscannot be returned and reviewswill be included at the discretion ofthe editor. Send products to: Mar-cia B. Klafter Editor, Off the Shelf,cio Regional Resources Center/PRISE, 200 Anderson Road, King ofPrussia PA 19406.

TEACHING Exceptional Children

graphics in steps and eventually onlythe written word is left. Reach levelthe student is asked to make` response;performance for all activities is graphedand can be printed. The "Crane Game"and the "Astrowords" disk use a gameformat to provide reinforcementthrough word matching and "find themissing letter" activities. Student datafrom all three portions of the programcan be saved on the student data disk. Ateacher manual steps the user throughall functions and uses of the program.

Available from: Conover Company, P.O.Box 155, Omro, WI 54963. $129.95.

Basic Language, SeriesSpatial Con-cepts. C.C. Publications.

The Basic Language SeriesSpatial Con-cepts, a six disk software package, pro-vides instruction and practice in master-ing 24 basic spatial concepts such as top,bottom, left, right, through, and over.The content is based on the publisher's"Steps Toward Basic Concepts Develop-ment" program. The materials are ap-propriate for younger children first.learning these concepts or for childrenthrough grade six who are in need ofremediation. An Apple 114- (with a 161Klanguage card) or an Apple He and anEcho II speech synthesizer are requiredfor operation. After setting up a stu-dent's record on the management sys-tem diSk, a concept is selected. Theprogram instructs' the child on the useof the spacebar, "N" and "Y" keys, andthen a color graphic of the target con-cept is presented., Subsequent multisen-sory activities require the child to matchthe model, to discriminate the correctfrom incorrect graphic tepresentation,,and to trace and then to type the spell-ing of the concept word. A timed testand reproducible worksheets providefor assessment and further reinforce-ment. The speech synthesizer proVidesfor verbal identification of each conceptand verbal instruction. Scores for activi-ties and tests from each of the 24 lessons

'75

are stored for up to 60 students and canbe printed to obtain a hard copy.

Available from: C.C. Publications, P.O.Box 23699, Tigard, OR 97223-0108.$249.95 (without Echo II Speech Synthe-sizer). $327.95 (with the Echo II SpeechSynthesizer).

Curriculum AfSQUICes

The Edmark Reading ProgramLevel2. Edmark Corporation, 1984.

The Edmark Reading ProgramLevel 2, a

continuation of the Level 1 program,uses a sight word approach to teachingreading to adolescents or adults. withskills below third grade level. Masteryof the 150 words in Level 1 is a prerequi-site for student use of this new package.Two hundred new words taken fromstandard grades 1-3 word lists are intro-duced in lessons that require studentsto practice pairing the spoken or signedword with its printed equivalent. Illus-trated story lessons built around ceal-life situations involving teen-aged char-acters provide for further reinforcementand opportunities to check for compre-hension. Picture/phrase lessons thatteach word meanings and discrimina-tion use comic strip formatted illustra-tions that must be matched to, cone-sponding descriptive .phrases. Theguide suggests that the program-can beimplemented by teachers, volunteers,parents, or aides. It alsolncludes teach-ing strategies and appropriate verbalreinforcements and outlines the contentof each component. Upon completion ofthe program students will be at an ap-proximate 3rd grade level in readingand with sufficient guidance, be able touse other commercially available read-ing materials at that level. The kit in-

- dudes a guide, non-consumable booksand cards, reiztiew and testing materials,and 10 consumable lesson plan forms.

Available from: Edmark Corporation,P.O. Box 3903, Bellevue, WA 98009.$375,00.

147

Children's Psychological.. Testing: AGuide for Non-Psychologists. D. L.Wodrich, 1984.

Reviewed by: Susan Volk, EvaluationSpecialist, Pennsylvania' Resources andInformation Services for Special Educa-tion.

Written in simple,, nontechnical lan-guage, this book's major objective is toprovide its readers with a clear under-standing of children's psychologicaltesting. The author defines his audienceas any professionals (educatorS, attor-neys, social workers, etc.) who mustmake decisions about children basedupon psychological test results. In at-tempting to 'transform these nonpsy-chologists into "informed consumers"the book addresses such issues as hOwto make, referrals, what tests can andcannot do, and guidelines on what ade-quate psychological reports should in-clude. Individual chapters iscuss in-fant, preschool, and sch age devel-opment, and describe apprbpriate testsfor each level. The concepts of learningdisabilities; mental retardation, andchildren's emottonal problems are pre-sented, with discussions on the impor-tance of understanding the limitationsof mental measurement in these areas.Over 50 of the most frequently usedchildren's psychological tests are 'cov-ered, with indepth descriptions andanalyses of more than 20 (including theBayley Scales of Infant Development,Stanford-Binet Test of Intelligence,Wecl)sler Intelligence Scale for Chil-drenRevised, and the Peabody Pic-ture Vocabulary Test). Sample test itemsare presented, along with case eXiamplesillustrating how these tests are used andinterpreted. To achieve a broad under-standing of children's psychologicaltesting, the author suggests reading thebook's chapters in the order presented.However, the material is presented insuch a way that each chapter can be'read and understood independently ofthe others. In this way,' readers 'withspecialized interests may select onlythose chapters most relevant to theirneeds. An extensive reference section isprovided for further information.

Available from: Brookes Publishing Com-pany, P.O. Box 10624, Baltimore, Mary-land 21204. Approx. $1(05.

148

New Products

Back _Off. Do ac, P.O. Box 1699, Bea-verton, OR '97075. $4.95. Fifth in aseries of workbooks that illustrate andprovide simple contextual stories forcommon American idioms.

Computability Power Pad. Preston Corpo-ration, 60 Page Road, Clifton, NJ07012. $195.00. A large graphics touchpad for the Apple Ile with overlaysthat converts it to an alternative inputdevice for the severely or physicallyhandicapped.

Day Care Center Aid. Harvest Education -al'Labs, 73 Pelham Street, Newport,RI 02840. $36.00. Sound filmstripabout opportunities for special stu-dents in caring for young children.

The Hanley-Peterson Articulation' Program.C.C. Publications, P.O. Box 23699,Tigard, OR 97223. $110.00. Tapes,books and manual to remediate pre-school and elementary students' com-mon articulation problems.

Life-Coping Skills Series. Steck-Vaughn,P.O. Box 2028, Austin, TX 78768.$8.19. (for either student or teacher'seditions) Three work-texts for second-ary speciarstudents that cover infor-mation and skills needed to live and

....kwork independently.We Living Reading Series. Educational

Activities, P.O. Box 392, Freeport, NY11520. $59.00. A set of books (2.5reading level), filmstrips, and dittosthan teach older handicapped stu-dents recognition and understandingof basic signs and safety concepts.

Talking Beant. Crestwood Company,P.O. Box 04513, Milwaukee, WI53204. $34.95. A 5 ounce battery-oper-ated light pointer that attaches to thevisor of a head cap to enable a non-verbal physically impaired person topoint to needed area on a communi-cation board.

Time Tales and Tasks. DLM TeachingResources, P.O. Box 4000, Allen, TX75002. $45.00. Audio cassettes, cards,and blackline masters that teach timeand calendar concepts.

The Teacher's ERIC

ED 242 667. Effective Teaching: Commit-ment to Learning in the Mainstream.

Models for structuring professionalcollaboration among teachers and spe-cial education staff in delivering servicesto mainstreamed secondary school stu-

dents, are described: (1) "TraditionalModel " -- special educators provide in-struction in content areas so that stu-dents meet graduation requirements;and the students' enrollment in electivecourses integrates them in the main-stream of the school schedule; (2) "Con-sultative Model"----resource teachersmaintain services by being available toteachers and assisting in modifying ma-terials, providing resources, and proc-toring assessment procedures; and (3)"Decentralized Model " -- members ofthe special education staff -are assignedto different functions, 'including teamteaching, remediation assistance, andconsultant assistance to departmentmembers in regard to identified stu-dents. Tips are offered on specific teach-er behaviors which are effective withdifferent types of studentsthe visuallearner, the auditory learner, and thetactile learner. Emphasis is placed onactive monitoring of student progress,positive and sustaining feedback,- andconstructive interaction patterns whichfocus on enhancing student achieve-ment.' 21 pp. Available from EDRS for$1.17 on microfiche or $3.74 paper copy.

ED 235 502. The Teaching of WrititNitt ourSchools. Fastback 193.

Intended for all teachers involved inwriting instruction, this booklet servesas an inservice guide, focuses on writ-ing as crafting and authoring, and ex-amines components of instruction inwriting. as it process. The booklet dis-cusses the following topics: (1) the pub-lic face of writing in schools, (2) thewriting process, (3) the use of modelsfor writing, (4) the writing environ-ment, (5) the role of grammar and me-chanics, (6) writing evaluation, (7) writ-ing and special learners, (8) writingacross the curriculum, (9) standards forwriting programs, and (10) national andlocal efforts to improve writing pro-grams. 42 pp. Availabl om Phi DeltaKappa, Eighth and on, Box 789,Bloomington, IN 4740 .75; quantitydiscounts.) or from E for $1.17 onmicrofiche or $5.49 pa r copy.

ED 221 970. Exceptions: A. Handbook forTeachers of Mainstreamed Students. FirstEdition.

Intended for regular teachers withmildly handicapped learners, the hand-book covers techniques for adapting in-struction, for compensatory instruction,for remedial instruction, and for teach-ing basic survival skills. An introduction

Winter 1985

surveys types of appropriate modifica-tions for mainstreaming. Adaptive tech-niques discussed include the following:adjusting instruction for mainstreamedstudents, adapting textbooks, kiweringreadability, tape recording, adapting as-signments, adapting guides, us-ing learning contracts, using motiva-tional methods, and adapting tests.Techniques for compensatory instruc-tion are discussed for language arts,mathematics, and vocabulary: Sampletechniques include using a typewriter,organizing the notebook, making a mul-tiplication aid, and using a keywordmnemonic method to recall vocabulary.Provided for remedial instruction aregames appropriate for various subjectareas (such as crossword math and a seethrough study sheet), techniques andmaterials for written expression, reme-dial reading activities, and spelling tech-niques. The final section covers survivalskills with suggestions for teachingstudy skills, flowcharting arithmetictasks; and learning to fill out forms. Theappenclik consists of suggested formsused for, a mainstreaming program in-cluding a report form from thf regularclass to the learning disability esourceroom, a mainstreaming progres report,

and a weekly assignment sheet. 157 pp.Availableirom: Project Mainstream, Rt.3, Hillside School, Cushing, OK 7402345100) or on microfiche only from EDRSfor $1.17.

Ed 235 603. Teaching Study Skills to theExceptional Black Student.

A rationale for teaching study skills toblack exceptional students is presentedalong with a suggested instructional ap-proach. The importance of teacher andparent expectations is emphasized, as isthe need for developing strategies fornurturing self-esteem, motivation, im-proved attitudes, and adaptive learningstyles in exceptional black students. Ac-tive rather than passive learning isstressed, along with the development ofpositive attitudes that contribute to theformation of realistic short- and long-hirm goals and aim at getting studentsto work above minimum competencylevels. Aspects of study skills thatshould be taught include preparing andplanning an effective study schedule,keeping written records of assignmentsand class notes, becoming active read-ers, and selecting appropriate readingmaterials. Preparation for examinationsshould be another program emphasis,

including reducing anxiety throughteaching relaxation methods, makingstudents aware of general content andtypes of questions on exams, and pro-viding review sessions or other reviewmethods. It is also suggested that indi-vidual and group counseling can 'helpstudents acquire such habits as punctu-ality, cooperation and wise use of lei-sure time. 14 pp. Available from EDRSfor $1.17 on microfiche or $3.74 papercopy.

Advertisers' Index

The COuncil for Exceptional Chil-dren, pp. 111, 126, 146, 149, 152

Curriculum Review, p. 145DLM Teaching Resources, cover 3Foundation for Exceptional

Children, p. 133

The Johns Hopkins University, p.121

Laureate. Learning Systems,. p. 93NAEA, p. 121Self-Esteem Educational Aid, p. 105The Sisters of the Good Shepherd.

p. 150Telex,. cover 4Visualtek, p. 110

ttitudes andAttitude Change inSpecial Education:Theory a4d Practice

Reginald L. Jones, Editor(...ontents:

Attitudes and Attitude Change in Special EducationPerspectives and Issues in the Study of AttitudesAttitude Change: Theories and MethodsApproaches to the Measurement of Attitudes'Sociometric Research in Special EducationClassrol;iri Learning Structure and Attitudes towardHandicapped Students in Mainstream SettingsAttitudes toward Mentally Retarded Children

Learning Disabled in School and blo/neChildren's Attitudes toward Emotionally Disturbed PeersAttitudes toward the Physically DisabledAttitudes of Educators toward the HandicappedModifyinp-Attitudes toward the Handicapped:A Revirw of the Literature and Methodology

1984. 257pp.CEC1ERIC $20.00

CEC Member Price, $17.00

The (.2ouncil for Exceptional Children. 1920 Association Dr., Dept. A-TT 10, Reston. VA 22091 703 /620-3660

77

Dates to Remember

CEC Activities

February 7-9, 1985, Dickinson, North Dakota. North DakotaFederation Convention, Holiday Inn. Write: Ava Lanes,Box 1057, Dickinson ND 58601 (701/225-1550).

February 14-16, 1985, Birmingham, Alabama. Alabrna CECSuperconference, Holiday Inn Medical Center. W}'ite: PamHarwood, Dept. of Rehabilitation and Spec. Education,Auburn University, AL 36849 (205/826-5943).

February 14-16, 1985, Hilton Head Island, South Carolina.South Carolina Federation Convention, Marriott Hotel.Write: Ms. Kay Wright Rush, 1822 Woodsboro Drive,Columbia SC 29210 (359-4178).

February 21-23, 1985, Indianapolis, Indiana. Indiana Federa-tion Convention, Hyatt Regency. Write: Mr. Mark Water-man, RR 3, Box 153, Ferdinand IN 47532 (812/482- 6661).

March 1-2, 1985, Manhattan, Kansas. Kansas FederationConvention, Holidome. Write: Sharon Hixson, 665 W. 4th,Colley KS 67701 (913/462-8282).

March 7-9, 1985, Boston, Massachusetts. National Confer-ence on Secondary, Transitional, and Postsecondary Edu-cation for Exceptional Children. Write: CEC, Departmentof Professional Developinent, 1920 Association Dr., RestonVA 22091-1589 (703/620-3660).

"A person is of morevalue than a world"

Amy is fourteen, feels isolated and confused, has run away once morefrom home Miguel, a truant feels he has to fight to make his rrt4rIc inlife Mrs.Wilson. a single parent of three small children, feels skie hasno one she can turn to .

If you feel called to live out your Christian vocation as a Good Shep-herd Sister by helping troubled teenagers and families to develop ascnseof self-worth, and to believe that they are lovable and can become crea-tive members of sociOty-why not write to us. THE SISTERS OF THEGOOD SHEPHERD, a world-wide community of religious women.

SR. FRANCES LOMEO, R.G.S.82-31 DONCASTER PtACEJAMAICA, NY 11432

Please send me more information about your international com-munity of 1 HI 'AVERS InF tHE GOOD SHEPHERD.

hrarne

Address

City .. State fir)

Reciost. will he forwarded to Vocation Direr tor nearest you.

150

March 14-15, 1985, Minneapolis, Minnesota. MinnesotaFederation Convention, Minneapolis Plaza. Write: RoySandness, 244 W. Main, Marshall, MN 56258 (507/532 -2221).

March 29-30, 1985, Tucson, Arizona. Arizona FederationSpring Conference, Holidome - Holiday Inn. Write: MadaKey Morehead, President Elect, 221 East Erie Drive, Tern-pe, AZ 85282 (602/967-7038).

April 15-19, 1985, Anaheim, California. CEC's 63rdpirtalConvention, Anaheim Convention Center. Wee: CEC;Department of Professional Development, 1920 Associa-tion Dr., Reston, VA 22091-1589 (703/620-3660).

October 9-11, 1985, Bangor, Maine. Maine Federation, Ban-gor Civic Center. Write: Dr. Richard 1. Bartlett, AdamsPond Road, Boothbay, ME (207/289-3451).

October 9-12, 1985, Las Vegas, Nevada. CEC Division onCareer Development Third International Conference, Rivi-era Hotel. Write: Dr. Allen A. Mori, Dept. of Counselingand Educational Psychology, University of Nevada, LasVegas, NV (702/739-3253). -

March 31-April 4, 1986, New Orleans, Louisiana. CEC's 64thAnnual Convention. Write: CEC, Department of Profes-sional Development, 1920 Association Dr., Reston VA.22091-1589 (703/620-3660).

April 20-24, 1987, Chicago, Illinois. CEC's 65th AnnualConvention. Write: CEC, Department of Professional De-velopment, 1920 Association Dr., Reston VA 22091-1589(703/620-3660).

Other Activities

February 13-15, 1985, Baton Rouge. Louisiana Departmentof Education 6th Annual Super Conference on SpecialEducation. Write: Mrs. Nancy P. Hicks, Office of Sp. Educ.Srvcs., Department of Education, P.O. Box 94064, BatonRouge LA 70804.

March 24- 28,1985, New Delhi, India. 7th World Congress ofthe International Association for the Scientific Study ofMental Deficiency. Write: Congress Travel Information, doDr. V. R. Pandurangi, 36-A Osberton Place, Sheffield, 5118XL, England.

July 16-19, 1985, Nottingham University, England. Interna-tional Congress on Special Education. Write: Dr. BrianStratford, Secretary, Programme Committee.. School ofEducation, University of Nottingham, University Park,Nottingham NG7. 2RD, England:

August 5-9, 1985, Hamburg, West Germany. Sixth WorldConference on Gifted and Talented Children. Write: Ham-burg Gifted Conference, Psychologisches Institut II, Uni-versitat Hamburg, von Melle Park 5, D-2000 Hamburg 13,West Germany.

78Winter 1985

Professional Opportunities

Classified Advertising

Notices of professional opportunities in specialeducation are accepted from colleges, universi-ties, school systems, organizations, and institu-tions offering professional positions', specialseminars, study opportunities, and travel-study programs. as well as from individualsseeking employment. Individuals must includename and address or refer to personal boxnumber and post office.

Classified advertising notices are publishedin CEC's journals, TEACHING Exceptional Chil-dren (TEO and Exceptional Children (E0. For-ward copy to Classified Advertising, 'Att'n Car-ol May. Department of Information Services,CEC, 1920 Association Drive, Reston VA ?2091 -

1589_ Ad copy deadlines for 1984-85 are asfollows,

Fall (September) TEC. July 2; September EC.July A; October EC, July 25; November EC.August 15:,Winter (December) TEC, October 5:January EC. October IS: February CC, Novem-ber 21; Spring (March) 'TEC, January 4; AprilEC, January 23; Summer (May) TEC. March 5.

Rate: SI 25 per word, S30 minimum. Advance;latontait required on till tionoisoflohnial orders,frirrionx N aerinitteil to oisttiutions when order ispre;:ented on a biota fide eurchase order stetu'd byaolhorized loth, tub.

ASSISTANTiASSOCIATE PROFESSOR. Speech-Language Pathology, tenure track, beginning Sep-tAber 1985. Rank and salary negotiable. Doctoratein speech-language pathology, CCC required. Es-tablished record i scholarly achievement andteaching compete ce for Associate Professor rank.Duties include teaching undergraduate and gradu-ate courses in areas of expertise; limited clinicalsupervision: scholarly activity including research.By February 1. 1985, send nominations or applica-tions with names and addresses of three referenceswho may be contacted, placement credentials, cur-rent vita-. pertinent reprints, and a letter describingteaching and research interests to: Dr. jack D.Anderson. Search Committee Chair, The Universi-ty of Tulsa. 600 South College, Tulsa, OK 74104. TUIS AN EQUAL, OPPORTUNITY, AFFIRMATIVEACTION EN1P1.OYER,

CONFERENCE ANNOUNCEMENT RESEARCHIN ACTION IV. The Institute for Child and FamilyStudies. Tex:e, Tech University. is sponsoring thefourth annual national RESEARCH IN ACTIONConferenee,.19, be held February 13-15, 1985, inLubbock, Texas'Tire-purpose of the conference isto report new research in the of early child-hood for both handicapped and non-liandicappedchildren and to suggest strategies for practicalphi:anon of the research in direct service. Theconference is open to anyone interested in servingyoung children and their families, including HeadStart. day care. public and private schools, univer-

TEACHG Exceptional Children

CEC STAFF POSITIONS

SPECIAL ASSISTANT TO THE EXECUTIVEDIRECTOR FOR MINORITY AND HANDI-CAPPED CONCERNS, The Council for Excep-tidnal Children. Minimum three years CECMembership (preferably 5 years prior to appli-

-Mon. Beginning any time after June 30, 1985.Employer paid benefits, salary Commensuratewith experience and qualifications. Applicationmust be postmarked by February 1, 1985.

k -EDITOR FOR TEACHING EtXCEPTIONALCHILDREN and other special ptiblications. Be-ginning anytime but preferably ietween Janu-ary 1 and March-14,-19K Qualifications: excel-lent writing and Oiling skills; recent or currentexperience ire direr instruction on or adminis-tration of special education classroom pro-grams; broad view df the field, though leader-ship activities in CEC or some other means;member in good standing of CEC1for at least 3years prior to making application ;`; and knowl-edge of the practice and content of specialeducation.

For either position, write or call Brenda Tillman,Office Manager. for application packet. .CEC.1920 Association Drive, Restpn, VA 22091 (703/620-3660) CEC is an equal opportunity employ-er.

sities, state agencies, health care and others. Formore information contact: RESEARCH IN ACTIONIV, Institute for Child and Family Studies, TexasTech University, Box 4170; Lubbock, TX 79409.(806) 742-3296.

LEADERSHIP PREPARATION! Tulane Universityin New Orleans offers a unique 36 hour M.Ed. inAdministration-Supervision of Early Childhood-Special Education programs. Graduates in EarlyChildhood, Special Education, and Speech andHearing are encouraged to apply. August, January,and June admissions. Tuition waivers provided.Contact; Dr. Kippy I. Abroms, Department of Edu-cation, Tulane University, New Orleans, LA 70118.(504) 865=5342.

ALBUQUERQUE PUBLIC SCHOOLS acceptingapplications for Special Education Teachers, Diag-nosticians, Therapists. Openings in Learning Dis-abilities, Behavior Disordered; Gifted4alented,Mental Retardation, OccupationaVPhysical Thera-py, Speech Pathology. Send letter of interest andupdated resume to Raquel Reedy, Of, PersonnelDepartment, P.O_ Box 23704, Albuquerque, NM87125, Equal Opportunity Employer,

CONSIDERING A CHANGE? Have breakfast athome, lunch in -Mexico, and dinner at the beachBrownsville Independent School District, located insemi-tropical South Texat is seeking special educa-tion teachers and speech therapists. Opportunities

73

abound for achievement-oriented professie'nals.Brownsville 1.S.D. offers career-oriented employ-ment; professional development opportunities;equal employment opportunity; credit union;SI0,000 group life insurance; group health insur-ance; professional liability insurance; attractive cli-mate and geography; competitive salaries; gener-ous travel allowance for itinerants; professionalorganizations available, but not mandatory; nostate income tax; and no social security withhold-ings. Write or call now: Ronald Schraer, Ph.D.,Director of Special Services, or Becky Parker, Direc-tion Services Counselor, 1102 E. Madison, Browns-ville, TX 78520. (512) 546-0411 or 546-3101, ext. 213.

RESEARCH SCIENTIST/GROUP HOME DIREC-TOR. Coordinate habilitation and research in auniversity related group home for severely andprofoundly retarded adults who will be deinstitu-tionalized. Teach graduate level courses. Doctoratein special education or applied psychology withexpertise in applied behavior analysis and severedisabilities. Contact: Dr, Diane Browder or Dr. F. .

Charles Mace by January 1. LehiiS University, 526Brodhead Avenue, Bethlehem PA 18015. (215) 861 -'.3256.

GRADUATE ASSISTANTSHIPS IN A. GROUPHOME. Provide habilitation and conduct researchin a group home for severely and profoundlymentally retarded adults, Doctoral of master's levelin special education, school psychology, or devel-opmental disabilities, Beginning Summer 1985.Contact: Dr. Diane Browder or Dr, F. Charles Maceby January 1. Lehigh University, 526 BrodheadVenue. Bethlehem, PA 18015. (215) 861-3267.

AWARD WINNING MASTER'S PROGRAM INEMOTIONAL DISTURBANCE. If you are lookingfor adventure, hard work and are committed toreeducating emotionally disturbed Children. TheAmerican University School of Education is offeringa one-year combined internship program at TheRose School, a D.C. Mental Health Facility, begin-ning in June. The program includes 36 academichours. Applicants are awarded 54000 if accepted.Write to Dr. Nicholas Long, The Rose School, 4820Howard Street. NW, Washington, DC 20016. TheAmerican University is an EEO/Affirmative Actioninstitution.

DOCTORAL STUDY. Intensive leadership train-ing: Research. Clinical Processes, InstructionalTechnology, Public Policy. Advocacy, SEDILD Em-phasis. Field work and mentor assignments inte-grated with Ph.D. or EceD program. Ninemonths--S8,955, Contact: Mary M. Wood, Divisionfor...Exceptional Children, University of ZNA.irgia,Athens GA 30602.1404) 542-1685,

PHYSICAL THERAPISTS. The Closer Park SchoolDistrict needs registered Physical Therapists withESA certification Write for applications to: CloverPark School District 10020 Gravelly Lake Drive SW.Tacoma, WA 98499.

151

EMOTIONALLY HANDICAPPED, LEARNINGDISABILITIES, SEVERELY EMOTIONALLY IM-PAIRED, grades K-12, for 1984-85 school year.Florida certification required. Salary range!,.$14.300to 518,300. Paid life and health insurance. Contact:Director of Exceptional Student Education, High -land : County Schools. 426 School Street, Sabring,

33870. (813) 382-1121.

OVERSEAS STUDY. Special and general educa-tion tour in Japan and Hong Kong. June IS to July2. 1985. Write: Dr. Hisama, 114 N. Lark, Carbon-dale; IL 6290I.'

FELLOWSHIPS. The Bush Foundation Programsin Child Development and Social Policy at theUr;iversity of Michigan. University of North Caroli-na (Chapel Hill), and Yale University are acceptingfellowship applications through March 13. 1983.

Training focuses on applying child development

knowledge to social policy construction. Limited':postdoctoral and mid-career fellowships available.Pre-doctoral fellowships 'available to students cur-rently enrolled in graduate studies at one of thethree universities. Contact Bush Network, P.O. Box11A, Yale Station, New Haven 'CT 06520.

GRADUATE ASSISTANTSHIPS. Positions avail-able for full-time students beginning Fa111983 in thePh.D. programs in Psychoeducational Studies (ma-jors in School Psychology, Special Education, andDevelopmental Disabilities) at Lehigh University.Positions contingent upon receipt of funding. Sup-port includes full-tuition scholarship plus 56,000stipend per year. Contact: Dr. Diane M. Browder,Coordinator, Special Education; Dr. Edward S. Sha-piro. Coordinator, School Psychology; or Dr. F.Charles Mace, Coordinator, Developmental Dis-abilitiek, Lehigh University, 526 Brodhead Avenue,Bethlehem, PA 18015. (215) 861-3256. Application'deadline, February 1, 1985.

SYMPOSIUM ANNOUNCEMENT. February. 16,17, 1985, MIND & MEDICINE SYMPOSIUM IV."BODY & MIND: Emotional Problems in PhysicalDisability". The symposium is designed to providepractical clinical understanding and techniques toenhance the effectiveness of professionals whowork with physically disabled persons. PG: Holi-day Inn Golden Gateway, San Francisco. 14 hoursCME credit. Contact: Dolores Monies,' ContinuingEducation, UCSF, Langley Porter Psychiatric Insti-tute, Box 2-D, 401 Parnassus Ave., San Francisco,CA 94143. (415) 681-8080, x256.

TRINITY COLLEGE MASTERS DEGREE FEL-LOWSHIP PROGRAM. To train practitioners towork with minority handicapped populations. Anextensive internship in Washington D.C. metropol-itan area schools and professional organizations iscentral to the program. Contact: Marjorie KohenKramer, Trinity College, 125 Michigan Avenue NE,Washington, DC 20017. (202) 939-5139_

Do You Know How to CounselYour Gifted and Talented Students

A reterenc,- for personnel who workwith gifted students but may not hovespecidl training in glii(icifICe anC, counseling

A Practical Guide'to Counseling the Gifted in a School SettingEdited by Joyce VanTasselBaskaWritten from the perspective that counseling is an indispensable componentin educating gifted students..Stock No. 268 ISBN 0-86586.146-3.1983 48pp. $5.95CEC Member Price $5.06

A Product of the ERIC Clearinghouse on Handicapped and Gifted ChildrenThe Council for Exceptional Children

Department 2090, 1920 Association Drive Reston, Virginia 22091Order by phone (703) 620-3660

152 80 Winter 1985

DLM.TEACHING URCES

Aseries of seminars on the Woodcock-Johnson/Scales ofIndependent Behavior Diagnostic System. Beginning January1985, DLM Teaching Resources will offera series of one- and

two-day seminars in over 15 cities across the country

SCALES OF INDEPENDENT BEHAVIORINTRODUCTORY SEMINAR

One day Cost: $50.00

WOODCOCK-JOHNSONINTRODUCTORY SEMINAR

Two days. Cost: $95.00

WOODCOWOHNSONADVANCED SEMINAR

One day Cost: $50.00

DLMft*kWTeaching

KA ResourcesOne DIM Park Allen, Texas 7.5002

AD163

For complete details,cat/TOLL FREE 800-527-5030(In Texas, 800-442-4711)and ask for laDonne Thompson.

414

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Many of you hate used the Telex TOR-E oi,TDR-41Auditory. Trainer system, in schools throughout the court.';:.try: And many of yoolreedlhat these wars mostadvanced FM receiVerlilivailable. In fact the more youused them, the more yoWaskidatirleatUris to themmore universal and 'Walt kindi.of losses.We listened to your requests. We had our own Chuck Wittand a team of Telex project engineers evaluate your suggsstions. Then we consulted with many users and final-ly, added a few ideas of our own. The result is the .

TOR-7. Binaural FM receiver, the first real MasterAuditory Trainer.Chuck points oUt that he TDR-7 feltures,the wide rangeadjustabiliry for tom. 9sin and output so necessary to fithearing losses from es profound. For maximum flex-lbility, the TOR-7 can switchdd from its internal hear-I aid microphone to TE transducers. This also letsB E users switch to the temal mic when new eermolds

are needed. Thshew, smaller STE casing and high flexcords fit youngsters more-conveniently with a choice ofVended or power ear kooks. Finally the new. ChargeGuard" assures the units charge properly due ,oautomatic shut-Off and overcharge protection.

4Most importantly, the TDR-7 oilers the same provenreliability as other Telex FM receivers and with the mine3-year *mails:1'0ms warranty. It's still just as compact,still as conveMient to service, Still can operate on readilyavailable '9 volt batteries.For detailed information about the TOR-7, contact TelexCommunications, Inc., 9600 Aldrich Ave. South, Min-neapolis MN 58420.

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