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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