WorldCat Identities

ERIC Clearinghouse on Handicapped and Gifted Children

Works: 429 works in 900 publications in 1 language and 17,681 library holdings
Genres: Conference papers and proceedings  Biographies  Case studies  Abstracts 
Classifications: LC3981, 371.95
Publication Timeline
Most widely held works by ERIC Clearinghouse on Handicapped and Gifted Children
A Practical guide to counseling the gifted in a school setting by Joyce VanTassel-Baska( Book )

6 editions published between 1983 and 1990 in English and held by 356 WorldCat member libraries worldwide

Intended for personnel without specific training in counseling and guidance, the booklet addresses considerations in counseling gifted students. In "Issues in Affective Development of the Gifted," L. Silverman examines perceptions of others and of one's self, the effects of lack of recognition of students' special needs, and the tendency toward emotional excitability. B. Parke in "Who Should Counsel the Gifted: The Role of Educational Personnel" considers the teacher's, administrator's, and pupil personnel staff's role. "The Parent's Role in Counseling the Gifted: The Balance Between Home and School" by A. Munger, suggests techniques for parents as well as for staff working with parents. J. Van Tassel-Baska outlines approaches to meeting students' psychosocial, skill development, and life planning needs in "School Counseling Needs and Successful Strategies to Meet Them." L. Baska, in "Educational Therapy for the Gifted: The Chicago Approach," emphasizes counseling as a standard element within a variety of prototypes. Two examples illustrate the educational therapy orientation. In a final paper, "a Model for Counseling the Gifted at the High School Level," R. Seegers presents a teacher-counselor approach to help students become successful in academic pursuits and enhance their abilities. (Cl)
Early childhood special education : birth to three by June B Jordan( Book )

6 editions published between 1988 and 1990 in English and held by 350 WorldCat member libraries worldwide

Twelve author-contributed papers address current issues in service delivery to infants and toddlers (birth to age 3) with handicapping conditions. Issues focus on the legislative mandate of Public Law 99-457, the Education of the Handicapped Act Amendments of 1986. An introductory chapter by James J. Gallagher summarizes major questions for the field. These issues are then addressed in subsequent chapters: "Administrative Challenges in Early Intervention" (Corinne Garland and Toni Linder); "Linking Screening, Identification, and Assessment with Curriculum" (Patricia Hutinger); "Model Programs for Infants and Toddlers with Handicaps" (Merle Karnes and Vicki Stayton); "Parent Involvement in Early Childhood Special Education" (Cordelia Robinson, et al.); "Staffing Patterns and Team Models in Infancy Programs" (Jeanette McCollum and Mary-alayne Hughes); "Defining the Infancy Specialization in Early Childhood Special Education" (Eva Thorp and Jeanette McCollum); "Early Intervention Team Approaches: The Transdisciplinary Model" (Geneva Woodruff and Mary McGonigel); "Program Evaluation: The Key to Quality Programming" (Lawrence Johnson); "Early Intervention Public Policy: Past, Present, and Future" (Barbara Smith); "Preparing for Change: The Implementation of Public Law 99-457" (Pascal Trohanis); and "Where Do We Go from Here? An Attempt at Synthesis" (James Gallagher). (JW)
Attitudes and attitude change in special education : theory and practice by Reginald L Jones( Book )

7 editions published in 1984 in English and held by 335 WorldCat member libraries worldwide

Twelve papers address issues of attitudes towards handicapped persons. The authors were invited to summarize and critically evaluate the literature in their area of expertise, including their own research. Contributions touch on measurement and methodological issues as well as other topics. The following papers are included: "Attitudes and Attitude Change in Special Education" (R. Jones and S. Guskin); "Perspectives and Issues in the Study of Attitudes" (H. Triandis, J. Adamopoulos, D. Watts); "Approaches to the Measurement of Attitude" (R. Dawes); "Sociometric Research in Special Education" (D. MacMillan and G. Morrison); "Classroom Learning Structure and Attitudes toward Handicapped Students in Mainstream Settings: a Theoretical Model and Research Evidence" (D. Johnson and R. Johnson); "Attitudes toward Mentally Retarded Children" (J. Gottlieb, L. Corman, R. Curci); "Attitudes toward the Learning Disabled in School and Home" (B. Reid); "Children's Attitudes toward Emotionally Disturbed Peers" (C. Chiba); "Attitudes toward the Physically Disabled" (J. Siller); "Attitudes of Educators toward the Handicapped" (J. Jamieson); and "Modifying Attitudes toward the Handicapped: a Review of the Literature and Methodology" (A. Towner). (Cl)
Reflections on growing up disabled : a product of the ERIC Clearinghouse on Handicapped and Gifted Children by Reginald L Jones( Book )

4 editions published between 1982 and 1983 in English and held by 333 WorldCat member libraries worldwide

The book offers firsthand accounts of the experiences and perceptions of disabled persons, as well as the views of parents of disabled children. Entries include the following titles: "Reflections of Disabled Children" (J. Umbreit and D. Baker); "The Handicap That Had No Name" (D. Brown); "Orthopedically Disabled: Determination on Wheels" (D. Lattin); "I'm a Person, Not a Wheelchair! Problems of Disabled Adolescents" (M. Winter and D. DeSimone); "Plunged into the Mainstream" (S. Hofmann); "Loss of Hearing: Coping with a New Reality" (Z. Coleman); "The Deaf: Handicapped by Public Ignorance" (L. Jacobs); "Blindness; Disability or Nuisance?" (K. Jernigan); "Parents and Professionals: Irrational Assumptions in Their Communications" (B. Greer and B. Galtelli); and "Parents, Practices, and Attitudes: The Distance Traveled" (K. Morton). (Sw)
Integration of students with severe handicaps into regular schools by Susan Bray Stainback( Book )

7 editions published in 1985 in English and held by 309 WorldCat member libraries worldwide

Intended for both regular and special educators, the book outlines ways to promote integration between students with severe handicaps and their peers. The first of five sections includes an overview about students with severe handicaps as well as background information on the integration of severely handicapped students. Three chapters in section ii address interactions in integrated settings, with separate attention to providing opportunities for interaction, assessing those opportunities, and promoting interactions. Section iii concerns ways to educate nonhandicapped students about individual differences and includes discussion of the rationale, assessment procedures, and a model for educating nonhandicapped students. Section iv consists of two author contributed papers on training social and other skill areas in severely handicapped students to facilitate their interaction. A final section provides three papers on additional information useful to classroom teachers in promoting the positive integration of students both in the classroom and the community. (Cl)
The Underserved : our young gifted children by Merle B Karnes( Book )

6 editions published in 1983 in English and held by 296 WorldCat member libraries worldwide

Nine author-contributed papers focus on the needs of preschool gifted and talented children. M. Karnes presents "The Challenge" of educating this population, reviews characteristics of gifted/talented children, and offers guidelines for developing programs for students, including gifted minority and gifted handicapped children. A variety of identification models is considered by A. Shwedel and R. Stoneburner in "Identification," including information on specific standardized measures. Problems in identifying young children from special populations are also considered. Five conceptual models (open classroom, Structure of the Intellect, Enrichment Triad, Bloom's Taxonomy and Williams' Cognitive Affective Model) are described by M. Karnes, P. Kemp and M. Williams in "Conceptual Models." Characteristics, selection, and training of teachers for the gifted is the focus of another paper, "Teachers," by Karnes. Examples of differentiated curricula in the academic skill areas are provided and suggested approaches to encouraging creativity, divergent thinking, and higher level thinking skills are discussed in "Differentiating the Curriculum" by M. Karnes, S. Linnemeyer and C. Denton-Ade. The development of self concept, self esteem, and social development, and techniques to enhance them are suggested in "Affective Development," by K. Abroms. "Creativity and Play" presents a discussion by A. Gunsberg on ways to encourage creativity through play. Research on the influences of parental attitudes and behaviors is reviewed by M. Karnes in "The Role of the Family." He also offers options for parent involvement in the education of their gifted child. In a final chapter, "Evaluation," A. Shwedel discusses the importance of, and reviews models for, evaluating preschool gifted programs. (Cl)
Schools and the culturally diverse exceptional student : promising practices and future directions by Reston, VA Council for Exceptional Children( Book )

6 editions published between 1988 and 1990 in English and held by 283 WorldCat member libraries worldwide

The 14 papers were given at a 1986 Ethnic and Multicultural Symposia and are intended to provide state-of-the-art information on the education of culturally and linguistically diverse exceptional students. Papers have the following titles and authors: "Demography As It Affects Special Education" (James Yates); "a Prereferral Process for Preventing Inappropriate Referrals of Hispanic Students to Special Education" (Alba Ortiz and Shernaz Garcia); "High Risk Predictors and Prereferral Screening for Language Minority Students" (Alejandro Benavides); "Language Assessment of Hispanic Learning Disabled and Speech and Language Handicapped Students: Research in Progress" (Alba Ortiz and Eleoussa Polyzoi); "Understanding School Language Proficiency through the Assessment of Story Construction" (Vicki Jax); "Characteristics of Learning Disabled, Mentally Retarded, and Speech-Language Handicapped Hispanic Students at Initial Evaluation and Reevaluation" (Alba Ortiz and James Yates); "Educational Assessment of the Culturally Diverse and Behavior Disordered Student: An Examination of Critical Effect" (George Sugai); "Finding and Nurturing Potential Giftedness among Black and Hispanic Students" (Donnelly Gregory et al.); "Cultural and Acculturational Commonalities and Diversities Among Asian Americans: Identification and Programming Considerations" (Esther Leung); "Enhancing the Involvement of Black Parents of Adolescents with Handicaps" (LaDelle Olion); "California Bilingual Special Education Model Sites (1984-1986): Programs and Research" (Jana Echevarria-Ratleff and Victoria Graf); "The Need for Community-Based Special Education Programs in the Band-Operated Schools of Manitoba" (Ron Phillips and Ford Cranwell); "What Attracts and Keeps Outstanding Black Special Education Teachers in the Profession" (Ruben Gentry and Shih-sung Wen); "American Indian Exceptional Children: Improved Practices and Policy" (Bruce Ramirez and Marilyn Johnson). (Db)
Microcomputers in special education : selection and decision making process by Florence M Taber( Book )

3 editions published in 1983 in English and held by 282 WorldCat member libraries worldwide

Intended for special educators, the book is designed to provide information for assessing classroom needs, making decisions about purchasing software and hardware, and using the microcomputer effectively. Each chapter begins with statements to think about and a list of sources. At the end of each chapter are questions and exercises designed to aid the reader in understanding chapter information. Six chapters cover the following topics (sample subtopics are in parentheses): introduction to the microcomputer (microcomputer languages); software considerations and evaluation (external and internal evaluation of software); hardware considerations and inservice education (peripherals); media selection and microcomputer uses (administrative uses); microcomputer uses in special education; and elementary programing for the microcomputer (program development support). (Sw)
The School psychologist and the exceptional child( Book )

4 editions published in 1985 in English and held by 243 WorldCat member libraries worldwide

Teaching students with behavioral disorders : basic questions and answers by Timothy J Lewis( Book )

5 editions published in 1991 in English and held by 238 WorldCat member libraries worldwide

This booklet reviews the literature while addressing over 100 questions that classroom teachers commonly ask concerning teaching students with behavioral disorders. Questions are grouped into three major categories. The first section, on effective assessment and evaluation practices, examines assessment for classification, diagnostic, and instructional purposes. The second section, on developing curriculum and instruction, focuses on designing intervention strategies to change academic and social behaviors, with emphasis on strategies to increase positive behaviors as opposed to stressing the reduction of negative behaviors. The third section, on collaboration, looks at issues surrounding the development of positive partnerships between teachers and other teachers, paraprofessionals, administrators, community agencies, and parents. Each section lists suggested readings. (Db)
Teaching young children with behavioral disorders by Mary Kay Zabel( Book )

4 editions published in 1991 in English and held by 229 WorldCat member libraries worldwide

This booklet reviews the literature and considers applications of Public Law 99-457 (Education of the Handicapped Act Amendments--1986) in developing programs for young children with behavior disorders. The following topics are considered: provisions of the law (states are required to provide a free, appropriate public education to all eligible children, ages 3 to 5, by 1991); intervention services (the law encourages efforts focused on collaboration, prevention, and family-centered services); public awareness campaigns (parents need to be alerted to program availability); developmental therapy (a curriculum model based on the child's current level of performance and behavior rather than chronological age); the engineered or orchestrated classroom (a model focused on creating a"harmonious learning climate"); the psychoeducational model (the security and comfort of a predictable structure and schedule are central); behavior modification (interventions are based on positive reinforcement, timeout, and natural consequences); social skills development (direct instruction is usually most effective with this population); focus on family (family strengths and needs are addressed rather than child deficits); teacher training and professional resources (both general and special educators need more information about behavioral disabilities, strategies that work, and ways of collaborating). Includes 42 references. (DB)
Gifted and talented education in perspective : under one cover by Joseph S Renzulli( Book )

1 edition published in 1980 in English and held by 228 WorldCat member libraries worldwide

Alternative futures in special education by James J Gallagher( Book )

6 editions published between 1986 and 1988 in English and held by 225 WorldCat member libraries worldwide

Twelve author-contributed papers from a 1984 conference examine the future of special education. The following titles and authors are represented: "The Institute for Research on Exceptional Children at the University of Illinois" (S. Kirk and W. Spalding); "The Family with a Child Who Is Handicapped: Research Focus for the 1980's" (J. Gallagher); "Families with Mentally Retarded Members: An Agenda for Research 1985-2000" (B. Farber); "Future Directions in Early Childhood Education for Exceptional Children" (M. Karnes); "The Future of Early Childhood Special Education: a Perspective on Prevention" (K. Scott and D. Carran); "Technology and Special Education Futures: Paradigm Shift" (S. Ashcroft); "Technology: a Look Into the Future for Special Education" (L. Stolurow); "The Center for Studies in Education and Human Development: a Programmatic Approach to Research in the Area of Deafness" (D. Moores); "Leadership Training Models for the Future" (C. Howe); "a Proposed American Academy of Scholars in Education of the Handicapped" (L. Dunn); "The Future of Legislative Advocacy for Exceptional Children" (E. Boggs); "Public Policy and Special Education: An Unfinished Agenda" (E. Martin). (Cl)
Flexible pacing for able learners by Neil Daniel( Book )

6 editions published between 1988 and 1990 in English and held by 223 WorldCat member libraries worldwide

The monograph describes the application of flexible pacing as a means of meeting the educational needs of gifted students in schools throughout the country. Flexible pacing is defined as placing students at an appropriate instructional level and allowing them to move forward in the curriculum as they master content and skills. Flexible pacing is achieved by such methods as continuous progress, compacted course, advanced level courses, grade skipping, early entrance, concurrent or dual enrollment, and credit by examination. An introductory chapter looks at the historical and theoretical context of flexible pacing and gives a brief explanation of the canvassing and survey methods used to obtain data. The next two chapters describe flexible pacing programs in 8 elementary and 11 secondary schools. Chapter 5 looks at district-wide programs for all students or all gifted students and finds six such school systems. The next chapter examines cooperative programs between schools, colleges, or other educational institutions. The seventh chapter discusses selected features of flexible pacing including school policy, strategies of implementation, staff selection/development, and record keeping. A staff development program to prepare teachers for flexible pacing in mathematics is described in the eighth chapter, contributed by Kathleen Martin. The concluding chapter identifies principles of implementation including capitalizing on what is available, initiating a program gradually, and winning support. The survey form and a sample program description are appended. (Db)
Behaviorally disordered? : assessment for identification and instruction by Robert Algozzine( Book )

5 editions published in 1991 in English and held by 222 WorldCat member libraries worldwide

Based on presentations given at a 1989 conference, this booklet offers a literature-based perspective on systematic screening procedures and functional assessment procedures to facilitate services to students with emotional and behavioral disorders. The following topics are addressed: assessment decisions (in the areas of classification, evaluation of progress, and instructional planning); eligibility (screening, prereferral, and certification); use of appropriate definitions that lead to intervention strategies; description of problem behaviors using a school-based or educational model; analyzing relationships between specific behaviors and their settings; functional assessment; attitudes and the impact of labeling; systematic screening; the multidisciplinary team; identification practices focusing on observable behavior; instructional decisions based on assessment; a model for curriculum-based assessment; curriculum-based assessment and social behaviors; and identifying critical behaviors. (Includes 70 references.) (Db)
Youth suicide : what the educator should know by Eleanor C Guetzloe( Book )

5 editions published in 1989 in English and held by 217 WorldCat member libraries worldwide

This book is intended to aid educators in understanding the phenomenon of suicidal behavior among youth and in developing programs for intervention within the school setting. The first section, aimed toward an understanding of the phenomenon, covers risk factors, history, current trends, research, the problem of contagion, three levels of prevention in the public health context, and other relevant issues. The second section, focusing on prevention through the schools, discusses assessment of suicide potential, crisis intervention in the school, working with parents, counseling guidelines, procedures for the aftermath of a suicide, and enhancing emotional health in the schools. (Pb)
Language minority students with disabilities by Leonard Baca( Book )

5 editions published in 1991 in English and held by 217 WorldCat member libraries worldwide

Discusses the preparation needed by schools and school personnel to meet the needs of limited-English-proficient students with disabilities
Moving on : transitions for youth with behavioral disorders by Michael Bullis( Book )

4 editions published in 1991 in English and held by 213 WorldCat member libraries worldwide

Programming for aggressive and violent students( Book )

5 editions published in 1991 in English and held by 207 WorldCat member libraries worldwide

Addresses issues that educators and other professionals face in contending with episodes of violence and aggression in the schools
Affective education for special children and youth by William Charles Morse( Book )

2 editions published in 1980 in English and held by 201 WorldCat member libraries worldwide

Affective education methods in special education are the concern of the text. Goals, definitions, and processes in affective education are considered in Chapter 1, which also examines such topics as the relationship between affective education and mainstreaming, teacher role, and pupil focused affective education. Specific program content is presented in the succeeding three chapters for special preschool, elementary age, and adolescent students. Each addresses the basic support needs for affective growth, affective tasks of each age group, and appropriate affective educational processes. A final chapter touches on evaluation of affective education. (Cl)
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Alternative futures in special education
Alternative Names

controlled identityERIC Clearinghouse on Disabilities and Gifted Education

controlled identityERIC Clearinghouse on Exceptional Children

E.R.I.C. Clearinghouse on Handicapped and Gifted Children

Educational Resources Information Center Clearinghouse on Handicapped and Gifted Children

Educational Resources Information Center (États-Unis). Clearinghouse on Handicapped and Gifted Children

Educational Resources Information Center (Spojené státy americké) Clearinghouse on Handicapped and Gifted Children

Educational Resources Information Center (U.S.) Clearinghouse on Handicapped and Gifted Children

Educational Resources Information Center Washington, DC Clearinghouse on Handicapped and Gifted Children

ERIC Clearinghouse on Handicapped and Gifted Children‏

English (97)