DOCUMENT RESUME EC 041 936 Exceptional Children Conference Papers ... - ed
DOCUMENT RESUME
ED 062 739
EC 041 936
TITLE
INSTITUTION SPONS AGENCY
PUB DATE NOTE
Exceptional Children Conference Papers: Learning and Language Disabilities. Council for Exceptional Children, Arlington, Va. Bureau of Education for the Handicapped gmEivoE), Washington, D.C.
72
112p.; Papers presented at the Annual International CEC Convention (50tn, Washington, D. C., March 19-24,
1972)
EDRS PRICE DESCRIPTORS
MF-$0.65 HC-$6.58 Conference Reports; *Exceptional .Child Research; Identification; Inservice Teacher Education; *Language Handicapped; *Learning Disabilities; Program Descriptions; Spelling; Teaching Methods
ABSTRACT The ten conference papers on learning and language
disabilities begin with discussions of staff develtpment ixocedures for teachers of language handicapped children, methods of instructional intervention for such children, and the comparative utility of the limited, intensive, and comprehensive methods of identification and evaluation of language handicapped students. Research reported concerns the elimination of isolate behavior of a girl in a learning disability class, the contributions of perceptual and conceptual skill training to ability to discriminate and reproduce geometric form, use of distributive practices to modify spelling performance, and the electroencephalogram as a predictor of intellective and academic performance. Additional papers discuss behavioral aspects of learning disabilities and recent developments in the education of learning disabled adolescents. C(W)
Exceptional Children Conference Papers
Learning and Language Disabilities
Papers Presented at the 50th Annual International CEC Convention
Washington. D.C. March 19-24, 1972
Compiled by The Council for Exceptional Children
Jefferson Plaza, Suite 900 1411 South Jefferson Davis Highway
Arlington, Virginia 22202
U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.
Table of Contents
Staff Development Procedures for Teachers of Language-Handicapped Children .... 1Ralph Teter, Houston, Texas
Methods of Instructional Intervention for Language-Handicapped Children
15
William A. Young, Jr. , Houston, Texas
Comparative Utility of the Limited, Intensive and Comprehensive Methods of Pupil Appriasal James R. Hale, Houston, Texas
... 30
Elimination of Isolate Behavior of a Girl in a Learning Disability Class
47
Phyllis F. Perelman, University of Vermont
Experience Based Training Program: Association with Public Schools
54
Elinore 0. McCandless, DeKalb County Schools
The Relationship Between Abnormal Activity of the Symmetric Tonic Reflex and Learning Disabilities in Children Miriam L. Bender, Purdue University, Lafayette, Indiana
.. 59
Contributions of Perceptual and Conceptual Skill Training to Ability to
Discriminate and Reproduce Geometric Form
62
Dorothy M. Major, Denver Public Schools
Behavioral Aspects of Learning Disabilities
73
Denis H. Stott, University of Guelph
The Use of Distributive Practices to Modify the Spelling Performance of a
Fifth Grade Student
81
Herbert J. Rieth, Jr. and Kathleen Wood
Development of a Prescriptive Network for Learning Disabled Children
86
David A. Sabatino and James E. Ysseldyke, Pennsylvania State University
The EEG as a Predictor of Intellective and Academic Performance
97
Lawrence C. Hartlage, Indiana University Medical Center and Joseph B.
Green, Medical College of Georgia
Recent Developments in the Education of Learning-Disabled Adolescents
100
Moses L. Lorentz, The Adams School, New York, New York
STAFF DEVELOPMENT PROCEDURES FOR TEACHERS OF
LANGUAGE-HANDICAPPED CHILDREN
Ralph Teter, Ed.D. Director for Staff Development
Demonstration Center for Language-Handicapped Children
Houston, Texas
A paper presented at the 50th Annual International Convention of the Council for Exceptional Children in Washington, D.C.
1
:3
STAFF DEVELOPMENT
CONTEXT OF INSERVICE TRAIN6G
Objectives The proposal creating the Demonstration Center for Language Handi-
capped children indicated that the Center will provide the inservice training for selected personnel in the pilot school systems. During the course of the project, the effectiveness of the various training techniques will be evaluated in conjUnction with the remediation techniques for which the teachers are being trained. The objective is to determine the most profitable combination of training techniques for replication in teacher education programs of the state's institutions of higher education and corresponding certification parameters for the Texas education Agency.
Basic Premises The Center operates within a public school setting and the assump-
tion of responsibilities by the two districts involved and their cooperation has been exceptional. The inservice training, as all other facets of the program, must take into account the limitations (and ovnvtunities) that exist in a public school setting.
The design called for a random selection of schools and the teachers normally assigned to the grade levels under study at those schools were included in the project. This meant that there was a range in terms of experience, age, and training for teachers involved in the project.
It is felt that regular classroom teachers can achieve, through
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