New opportunities for handicapped children thru special education

1972 ◽  
Author(s):  
S. J. Bonham
Keyword(s):  
Special Education ◽  
Handicapped Children

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

Provision of Related Services for Children with Chronic Disabilities

PEDIATRICS ◽  
1985 ◽  
Vol 75 (4) ◽  
pp. 796-797
Author(s):  
Keyword(s):  
Special Education ◽  
Program Planning ◽  
Individual Education Plan ◽  
Speech Pathology ◽  
Supportive Services ◽  
Related Services ◽  
Handicapped Children ◽  
Physician’S Role ◽  
Free Appropriate Public Education ◽  
Physician's Role

The term "related services" is defined in Public Law 94-142, the Education for All Handicapped Children Act of 1975, as follows: . . . related services means transportation, and such developmental, corrective and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation, and medical and counseling services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a handicapped child to benefit from special education, and includes the early identification and assessment of handicapping conditions in children. Under PL 94-142, all handicapped children are to have available to them "a free, appropriate, public education which includes special education and related services to meet their unique needs." Such services are to be provided at no cost to the child or family in conformity with an Individual Education Plan. PROBLEMS In the implementation of PL 94-142, the physician's role in providing related services has been narrowly defined as meaning: . . . services provided by a licensed physician to determine a child's medically related handicapping condition which results in the child's needs for special education and related services. This definition fails to recognize the physician's potential role in the supervision, program planning, medical management, and monitoring process. According to the definition, the physician's role in the delivery of related services has become limited to diagnosis. Little physician input is sought on treatment-related issues. As a result, the delivery and coordination of related services have posed a serious problem.1,2

Integrating Handicapped and Nonhandicapped Preschoolers: Developmental Impact on Nonhandicapped Children

1984 ◽  
Vol 51 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Samuel L. Odom ◽  
Michelle Deklyen ◽  
Joseph R. Jenkins
Keyword(s):  
Special Education ◽  
Normal Development ◽  
Control Group ◽  
Handicapped Children ◽  
Academic Year ◽  
Age And Sex

To examine the effects of placing young nonhandicapped children in classes primarily containing handicapped children, 16 nonhandicapped children were randomly assigned to four integrated special education preschool classes. A control group consisting of 16 children, matched for age and sex, who were enrolled in three preschool classes containing only nonhandicapped children, was employed as a comparison. A battery of assessments were administered to both groups at the beginning and end of the academic year. No significant differences in performance on these measures were found. Placement of nonhandicapped children in integrated special education classes, where the majority of peers were handicapped, did not appear to interfere with normal development.

Special Education Student-Teacher Ratios For Mildly Handicapped Children

1989 ◽  
Vol 23 (1) ◽  
pp. 95-106
Author(s):  
James E. Ysseldyke ◽  
Martha L. Thurlow ◽  
Joseph W. Wotruba
Keyword(s):  
Special Education ◽  
Student Teacher ◽  
Education Student ◽  
Handicapped Children ◽  
Special Education Student
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