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Full-Text Articles in Education
Consequences Of Categorical Labeling Of Preschool Children, Bruce L. Mallory, Georgia M. Kerns
Consequences Of Categorical Labeling Of Preschool Children, Bruce L. Mallory, Georgia M. Kerns
Education
The use of categorical diagnostic labels prescribed in P.L. 94--142 with children below school age is examined in this article. National practices relative to categorical labeling are reviewed, and questions are posed concerning the consequences of categorical labeling for children from 3 to 6 years old. Data from the state of New Hampshire concerning the frequency of usage for specific categorical labels are presented and are found to be consistent with national trends. Data are presented on the number of children who transition from non-categorical early intervention programs serving children birth to 3 years into categorical preschool programs for children …
Deaf Students Responding To The Writing Of Their Peers, Sue Livingston
Deaf Students Responding To The Writing Of Their Peers, Sue Livingston
Publications and Research
No abstract provided.
Cognitive, Behavioral, And Adaptive Functioning In Fragile X And Non-Fragile X Retarded Men, E. Dykens, J. Leckman, Rhea Paul, M. Watson
Cognitive, Behavioral, And Adaptive Functioning In Fragile X And Non-Fragile X Retarded Men, E. Dykens, J. Leckman, Rhea Paul, M. Watson
Communication Disorders Faculty Publications
The cognitive, behavioral, and adaptive functioning of 12 men with fragile X syndrome (aged 23 to 62 years) was systematically assessed and compared to two matched groups of retarded men without fragile X syndrome residing at the same institution. The fragile X group was largely indistinguishable from the comparison groups on the cognitive, behavioral, and adaptive measures. Fragile X patients were, however, significantly more likely to have achieved levels of adaptive functioning commensurate with their intellectual abilities. Fragile X subjects who had similarly affected siblings emerged as significantly higher-functioning in all areas than Fragile X subjects who did not have …
Social-Vocational Skills Of Developmentally Disabled And Nonhandicapped Workers In Two Community Employment Sites, Benjamin Lignugaris / Kraft, Charles L. Salzberg, S. Rule, J. J. Stowitschek
Social-Vocational Skills Of Developmentally Disabled And Nonhandicapped Workers In Two Community Employment Sites, Benjamin Lignugaris / Kraft, Charles L. Salzberg, S. Rule, J. J. Stowitschek
Special Education and Rehabilitation Counseling Faculty Publications
The social interactions of employees with and without developmental disabilities were observed in two community employment settings during work and breaks. Conversations were frequent and generally concerned work-related topics. Target workers different in how often they interacted with coworkers with and without developmental disabilities. During work, workers with developmental disabilities received commands more often than did their counterparts without developmental disabilities. Work-related information was requested more often from workers who were not developmentally disabled than from those who were. During breaks, requests for information were observed most often. Differences were found between workers in the frequency with which greetings, kidding, …
A Comparison Of Three Transfer Of Training Strategies In Inservice Adult Teacher Training, John A. Henschke Edd
A Comparison Of Three Transfer Of Training Strategies In Inservice Adult Teacher Training, John A. Henschke Edd
IACE Hall of Fame Repository
The need for effective inservice education for teachers in great. Often, inservice programs teach new knowledge and skills, but there is little carry over into teaching practice. The purpose of this study was to develop an effective inservice program in methods of teaching specific subject matter and to compare the effectiveness of four difference follow-up strategies: consultant coaching, team coaching, group meeting, and no follow-up. The major hypotheses tested were: teachers receiving training will demonstrate a significant increase in mean scores on a knowledge test and on a skill performance instrument when compared with a group of teachers not receiving …
Long Term Impact Evaluation Of Continuing Education Programs, John A. Henschke Edd
Long Term Impact Evaluation Of Continuing Education Programs, John A. Henschke Edd
IACE Hall of Fame Repository
The information explosion in our technologically oriented society has brought with it a shortened time span of cultural and factual knowledge change in each succeeding decade. Thus, professionals constantly need continuing education programs which provide up-dated information and skill development in their respective fields to keep from becoming obsolete. However, a question remains for those who seek to serve those needs: How will the long term impact of these continuing education programs be measured, determined and evaluated? One continuing education program has sought to answer that major question. In 1975 some rural health care professionals originated a request to an …