Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Diversity >> Special Needs

by Halbert Robinson, Wendy Roedell & Nancy Jackson — 1979
The information and ideas presented in this chapter have been generated in the context of the Seattle Project--a longitudinal study of intellectually advanced children undertaken by the Child Development Research Group at the University of Washington. Service activities connected with the study include a preschool program for some of the project children and a counseling and diagnostic service which provides families of intellectually advanced children with assessment and information on school placement.

by Sandra Kaplan — 1979
Although a good deal of information concerning the language arts and social studies curriculum for the gifted is well articulated and readily available in the literature, there is a gap between this information and its application in classroom practice. Several factors contribute to this situation.

by Julian Stanley — 1979
One of the most valuable types of intellectual talent for both society and the individual is mathematical reasoning ability. It undergirds much of current achievement in technology, science, and social science. Usually this ability is poorly assessed by in-school mathematics tests, because often they consist of a mixture of computation, learned concepts, and reasoning. Also, it is difficult to measure mathematical reasoning ability until the young student has acquired enough knowledge of elementary general mathematics with which to reason. The basic content of the test items must be fairly well known so that reasoning can be the chief trait measured.

by Daniel Keating — 1979
Since the last yearbook of the National Society for the Study of Education in which secondary-school programs for the gifted and the talented were discussed, several significant changes in the larger society have required rethinking of some of the programs described there. Most striking perhaps is a strong egalitarian mood, which led to the dismantling of many special schools for highly able students throughout the country. Some of these have, of course, survived (for example, the Bronx High School of Science), and recently there have been some indications that renewed efforts in this direction can be anticipated. By and large, however, plans to facilitate effectively the education of the highly able student at the secondary level are currently required to operate within comprehensive, nonselective high schools. Some private schools remain an exception to this trend, and this issue will be discussed in more detail later.

by E. Jean Thom — 1979
Shortly after World War I, the Education Committee of the Cleveland Women's City Club became convinced that able children in the Cleveland Public Schools were not being sufficiently challenged and that, as a result, the nation was being deprived of some of its most valuable assets. At the same time, Florence Hungerford, a general supervisor in the Cleveland school system, established the first class for gifted children in grades four, five, and six at the Denison Elementary School. On learning of these efforts, the Women's City Club joined forces with the school system and the Major Work Program was born.

by Virgil Ward — 1979
The Governor's School of North Carolina is a summer residential school for exceptionally talented secondary-school youth. The school originated in 1963 as one of several innovative educational developments stemming from the office of the then Governor Terry Sanford. As Special Assistant to the Governor, novelist John Ehle, a devotee of the arts in his native state, developed and proposed the idea of the Governor's School.

by Milton Gold — 1979
In the score of years since publication in 1958 of the fifty-seventh yearbook of the National Society for the Study of Education on education of the gifted, higher education witnessed a surge of interest in academic excellence followed by a student protest movement with a powerful egalitarian drive. The same period saw an enormous outpouring of government and private funds in the interest of first-rate scholarship, followed by a shrinking of financial support that threatened the continued existence, let alone the quality, of major public and independent colleges and universities. Through this all, interest in superior students reached its apogee in the early 1960s, fell to a nadir in the early 1970s, and shows signs of revival at the end of the decade. Fortunately, many programs that began in the 1950s and 1960s laid down viable roots and persevered.

by O. Lovaas & Robert Koegel — 1973
It has been our point of view—and this is consistent with a behavioristic framework—that we could develop procedures to help these children overcome their pathological behaviors and develop healthy ones without having to postulate an underlying process such as autism. Instead, we have thought that we may be able to isolate the controlling conditions for each one of these behaviors, taken one at a time. We may then find that some of these behaviors interact in the sense that if you change one behavior, certain others will change concurrently.

by Sidney Bijou — 1973
Behavior modification was first incorporated into the teaching of the retarded child in the early 1960s. Now, a little more than ten years later, it is considered by many ranking educators to be the approach with the greatest promise. This chapter will (a) describe briefly the theoretical and methodological foundations of this approach, (b) present a behavior analysis of the retarded child, (c) describe the behavioral concept of teaching (and training) the retarded child, (d) describe examples of programs based on behavior analysis, and (e) discuss some problems and issues.

by Paul Witty — 1967
For decades thoughtful leaders in America have held that education should be looked upon as a process in which the greatest development of each child and youth is sought in accord with his unique nature and needs. Although marked progress has been made, this worthy goal has not been achieved.

by Robert Havighurst, Thomas Moorefield, A. Passow & David Elliott — 1967
In the first chapter of this yearbook, the committee differentiated between the terms "educationally retarded" and "disadvantaged." The members of the committee were aware of the large variety of terms used to describe these groups. The committee believes that these presentations will provide a helpful background for reading the chapters of the yearbook which contain descriptions of programs.

by Abraham Tannenbaum — 1967
Over the years, Americans with little wealth, power, and prestige have been tagged with such interchangeable labels as socially (or culturally) "disadvantaged," "depressed," "deprived," "disinherited," "disenfranchised," "alienated," "underprivileged,'' and ''handicapped." These euphemisms connote a tradition of public sympathy for the underdog, perhaps even some embarrassment over his plight. More recently, however, passive good will has given way to a nearmilitant crusade to banish intergroup inequity and to affirm intergroup equality.

by Paul Witty, Louise Daugherty & Alfred Rudd — 1967
The members of the committee for the yearbook, The Educationally Retarded and Disadvantaged, recommended that a description be included of the remarkably successful program developed in the Army for "functionally illiterate" soldiers during World War II. The committee members believed also that the principles derived from this work would prove especially applicable and helpful in our efforts to cope with the problems of the disadvantaged today.

by Walter Barbe — 1967
The identification and diagnosis of the educational needs of retarded and disadvantaged children and youth assume special significance in this day of great concern for the conservation of human talent. It cannot be denied that talent has been wasted and that only in recent years has it been widely accepted that much of this waste is found in the group known as the educationally retarded and disadvantaged. They have been neglected less, perhaps, from lack of concern than from a lack of understanding them.

by Marjorie Smiley — 1967
An important aspect of the massive efforts of the 196o's to improve the education of those segments of our population least well served by our system of free compulsory education is the emergence of a new educational purpose. "Compensatory education," a term introduced in the middle of this decade to describe a variety of special programs for disadvantaged children and youth, is descriptive of this new aim-to compensate for those environmental deficits in society and in the school which retard and limit the educational progress of the children of the poor.

by Catherine Brunner — 1967
Early childhood is a period of rapid growth. Changes, some of which are the greatest that occur in the total development of the individual, become evident as the child manifests differences in physical appearance and abilities and develops, in a few short years, a multiplicity of complicated skills and behavior patterns. Some developmental tasks, such as walking, running, jumping, and talking, emerge dramatically and can be observed readily as they are initiated and refined. Feelings, attitudes, and concepts, which are personality components, are also engendered by early experiences but may evolve relatively unnoticed due to their less perceptible nature.

by Muriel Crosby — 1967
The role of the elementary school in the education of the disadvantaged child is crucial. The child enters school at five or six years of age already fairly well established in the pattern of his life. His accomplishments in the first few years of life will seldom be matched in quantity and quality by those of any other comparable span of time. He has entered the world as an extremely unfinished product, utterly helpless and utterly dependent. In a very few years he has become relatively independent, having mastered the complicated tasks of walking, of talking, of communicating through behavior and through language. He is well on the way from his earlier complete egocentricity toward accepting socialization. These are the expected accomplishments of the child whose environment is favorable to his growth and development.

by Charles Spiegler — 1967
What are the basic provisions and programs on the secondary level that are beginning to meet the needs of educationally disadvantaged youth?

by Daniel Schreiber — 1967
In America today, the school dropout looms as one of the nation's major problems. Presidents of the United States, Congress, governors, labor and business officials, educators, social workers, and juvenile court judges have expressed their concern publicly and frequently. Yet, the school-dropout problem has been with us a long time; in fact, it is only slightly less ancient than the schools themselves.

by Clyde Campbell — 1967
This chapter will present (a) a general appraisal of the setting for community programs; (b) reasons for the community-school approach; (c) an organizational plan designed to carry out community-centered programs; and (d) plans for working with the retarded and disadvantaged.

by Ella Griffin — 1967
Today, most children in the econ01nically advanced and technologically developed countries take education at all levels for granted. Education is compulsory, and there are adequate resources to provide enough schools, teachers, and teaching materials for all the children of all people. Yet, even in the United States of America, there is still much to be done in backward areas of the country where education has long been substandard.

by B. Chandler — 1967
Attention is focused in this chapter on administrative problems and procedures in urban school systems. Special attention is given to administration in relation to the education of the educationally retarded and disadvantaged in such systems. We are aware that such pupils are found in rural areas and small towns, and much that will be said applies equally to schools in small communities. However, because the vast majority of the pupil population in the United States live in cities (it is estimated that 70 per cent of the population live in urban areas), and because we plan to present as many specifics in this paper as space permits, we chose to stress the problems and procedures in city school systems.

by Irving Melbo & David Martin — 1967
The areas of greatest concern to administrators, as they view the role of teachers, frequently encompass a range of behavior that can be subsumed under the rubric, morale. This is especially true when they work with teachers in depressed urban areas, and most observers have stressed the presence of low morale among these teachers.

by Paul Witty — 1967
In the yearbook, we have, of course, included descriptions of only a limited number of programs extending from preschool through the adult levels. We believe that these programs reflect the best features of present practice and, hence, provide a helpful resource for persons seeking to improve current practice or to inaugurate new offerings. We sought, also, to indicate the effectiveness of the programs and practices. This was attempted through descriptions of accomplishments in accord with the varied purposes of each undertaking.

by William Wattenberg — 1966
The last yearbook of the National Society for the Study of Education to deal with social deviancy was issued in 1948. That yearbook was based on the state of knowledge, both as to theory and technology, in the period ending with World War II. Much of what was then believed true has stood the test of time. Yet, there has been enough significant new knowledge, enough changes in the play of social forces, and enough experience with new programs to warrant a thorough re-examination of the field of social deviancy as it relates to education.

by Marcia Freedman — 1966
There is an earnestness about social criticism that renders it unpalatable to those who are in positions of responsibility for carrying out day-to-day programs, probably because it challenges the efficacy of many program activities. It seems, therefore, the duty of the critic to point out that problem-centered discussion must, by its nature, accentuate the negative. Since this chapter seeks to present some of the data relevant to the developmental problems of adolescents in the United States, it does not deal with the functional aspects of the social structure. Obviously, such a narrow focus may seem to distort issues. By way of demurrer, the reader is asked to keep in mind that the generalizations contained in the chapter, in most cases, apply to a minority of the population. The problems described are real and urgent, but if they ever come to involve the majority of youth, the resulting social upheaval would make such relatively calm discussion all but impossible.

by Robert Havighurst — 1966
In order to understand social maladjustment, it is useful to see it against the perspective of deviancy. Social maladjustment is an undesirable form of deviancy. However, there are desirable forms of deviancy. Therefore, it is useful to consider the various forms of deviancy that are shown by children and youth, including the various forms of social maladjustment. Some of these forms of deviancy should be encouraged by the educational process. The purpose of this chapter is to take a comprehensive look at deviancy and to indicate why certain forms of deviancy are undesirable and should be reduced by education.

by David Bordua — 1966
Since juvenile delinquency and other forms of socially deviant conduct are largely the product of social forces, both our understanding of such phenomena and our efforts to cope with them must of necessity be largely influenced by sociological theory. It is the purpose of the present chapter to review realistically the present status of sociological thought.

by Eli Bower — 1966
The primary problem which all these groups, small and large, face is to maintain and enhance the social and individual goals of their members. To accomplish this, groups organize and maintain institutions—organizational arrangements of living governed by rules, customs, rituals, laws, and values. In addition to the problems which each group or society has in the administration of these organizational arrangements of living, it has the job of educating its children to function within the changing boundaries of these customs, rules, and laws. Societies seek continuity of goals, values, and their way of life. Yet, they recognize that technological and social change requires that flexibility and skill be taught to the young so that they, in turn, can modify and adapt their human institutions to their problems and needs.

by Winton Ahlstrom — 1966
There appear to he two major aspects of career development which hear on the achievement of a satisfactory identity as a worker: (1) identification as a male with an orientation toward work as an essential adult function; and (2) opportunity to try out this identification in various role-playing situations that facilitate the development of values and instrumental behaviors appropriate to the identification.

Found 154
Displaying 61 to 90
<Back | Next>
Recent Posts
Book Reviews
by Alexandre J. S. Morin, Christophe Maïano, Danielle Tracey, & Rhonda G. Craven (Eds.)
reviwed by Rebecca Wylie & Sara Flory — 2018

by Meghan Cosier & Christine Ashby (Eds.)
reviwed by Abby Cameron-Standerford — 2017

by Jered B. Kolbert and Laura M. Crothers (Eds.)
reviwed by Raol Taft, Jr. — 2016

by Julian G. Elliott and Elena L. Grigorenko
reviwed by Saili Kulkarni — 2016

Found 56
Displaying 1 to 10
<Back | Next>

Found 36Displaying 1 to 10 Next>
Member Center
In Print
This Month's Issue