WorldCat Identities

Cruickshank, William M.

Overview
Works: 36 works in 294 publications in 6 languages and 9,374 library holdings
Genres: Cross-cultural studies  Conference papers and proceedings  History 
Roles: Author, Editor, Other
Classifications: LC3951, 371.9
Publication Timeline
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Most widely held works about William M Cruickshank
 
Most widely held works by William M Cruickshank
Psychology of exceptional children and youth by William M Cruickshank( Book )

68 editions published between 1955 and 1980 in 4 languages and held by 2,108 WorldCat member libraries worldwide

Twelve chapters, each prepared by an authority in a given field, deal with the psychological growth and development of exceptional children and youth, particularly with the psychological considerations of the influence of physical deviation upon normative child growth and development. In Part 1, Foundation Concepts, a theoretical chapter on the somatopsychology of physical disability contains concepts basic and essential to the total field of disability. Other chapters discuss a handicapping condition as a social phenomenon and the psychological assessment of exceptional children. In Part 2, which surveys the psychological components of disability, speech defects and their nature, causes, and psychological concomitants are examined, as are the psychological problems of children with impaired vision, psychological considerations with the physically handicapped, psychological characteristics of brain-injured children, and psychological problems of those with chronic medical problems. A psychology of auditory impairment is also presented. Part 3, which concerns the intellectual and emotional exceptionalities, contains discussions of the psychology and psychological characteristics of the mentally retarded, the gifted, and the emotionally disturbed. (Kw)
Education of exceptional children and youth by William M Cruickshank( Book )

47 editions published between 1957 and 2012 in 4 languages and held by 1,610 WorldCat member libraries worldwide

"The education of exceptional children under various labels and different philosophies has had a long and important history in both public and private education in the United States. At the time of the preparation of this volume, it has reached and has been accorded by general educators the highest peak in its long period of development. The early chapters of this book will trace the nature of this development and the significant characteristics of special education for exceptional children. Perhaps the period which has seen the most rapid growth and the greatest refinement of all aspects of special education has been the period since World War II. The growth in community understanding, the advances in technology, the development of teacher education centers, and the preparation of an ever-increasing number of specialist teachers has, each in its own way and together, collectively contributed to the observed and marked growth of services to exceptional children. The purpose of this volume is to bring together the basic information regarding the education of the major groups of exceptional children in the light of the marked developments which have been referred to in the preceding paragraphs. Since the education of exceptional children is such a diversified and complex professional area, it was felt by the editors that a team of experts could more adequately prepare this volume. No single educator can be sufficiently and authoritatively prepared to treat all facets of special education with equal skill. In selecting the contributing authors an attempt has been made to secure the cooperation of individuals who have had classroom experience with one group of exceptional children as well as those who have had advanced graduate work in special education, who have done supervisory and administrative work with special education, and who have had college teaching experience in the area of their specialty. An outstanding panel of authors has contributed to this volume. This volume is restricted to education and educational concepts. Some years ago another volume was edited and published, Psychology of Exceptional Children and Youth (see record 1956-00683-000). The Education of Exceptional Children and Youth should serve as a companion volume to the former, and together they should provide a comprehensive overview of the current thought on the psychology and education of children with physical, intellectual, and emotional differences"--Preface. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Learning disabilities in home, school, and community by William M Cruickshank( Book )

42 editions published between 1970 and 1997 in 4 languages and held by 879 WorldCat member libraries worldwide

Learning disabilities : the struggle from adolescence toward adulthood by William M Cruickshank( Book )

5 editions published between 1980 and 1982 in English and held by 816 WorldCat member libraries worldwide

Mainstreaming : a practical guide by James L Paul( Book )

10 editions published between 1977 and 1980 in English and held by 773 WorldCat member libraries worldwide

This book offers practical guidelines for planning and implementing mainstreaming at the local school level. Chapter I describes a process for planning which results in the individual school being organizationally and psychologically ready for mainstreaming. Chapter ii examines the roles and responsibilities of students, parents, and the community in mainstreaming. Chapter iii discusses the roles and responsibilities of central administrators and principals, regular classroom teachers, resource teachers, school psychologists, counselors and therapists relative to placement procedures, individualizing instruction, social adjustment, and parent consultation. Chapter iv describes the changes needed in in-service teacher education and discusses specific ways to implement these changes in training teachers. Chapter v focuses on preservice teacher education and analyzes the changes needed in curriculum, faculty and training procedures in schools of education. Chapter vi deals with implementing mainstreaming, including a discussion of principles of program development and implementation. Problems and issues involved in implementing mainstreaming at the local school level are also described and recommendations are made for improving that process. (Author/CM)
Cerebral palsy: its individual and community problems by William M Cruickshank( Book )

20 editions published between 1955 and 1972 in English and Undetermined and held by 603 WorldCat member libraries worldwide

Individual and community problems of cerebral palsy, discussed by professional workers on the basis of their experiences
Misfits in the public schools by William M Cruickshank( Book )

9 editions published in 1969 in English and held by 567 WorldCat member libraries worldwide

Perception and cerebral palsy; studies in figure-background relationship by William M. Cruickshank [et al.] with the cooperation of Edward Podosek and Edwin R. Thomas by William M Cruickshank( Book )

18 editions published between 1957 and 1975 in English and held by 457 WorldCat member libraries worldwide

Disputable decisions in special education by William M Cruickshank( Book )

7 editions published in 1986 in English and Undetermined and held by 346 WorldCat member libraries worldwide

The individual education planning committee : a step in the history of special education by William M Cruickshank( Book )

5 editions published in 1990 in English and held by 199 WorldCat member libraries worldwide

Services to blind children in New York State by William M Cruickshank( Book )

4 editions published in 1959 in English and held by 152 WorldCat member libraries worldwide

Attitudes of educators toward exceptional children [by] Norris G. Haring [et al.]. Including lectures by George Lee Abel [et al by Norris G Haring( Book )

11 editions published between 1958 and 1978 in English and held by 123 WorldCat member libraries worldwide

The purpose of the investigation was to determine the extent to which the utilization of a workshop can modify attitudes of classroom teachers toward greater and more realistic acceptance of exceptional children. Teachers and administrators from four schools were provided 15 workshop sessions within 30 weeks. Meetings included a lecture on an area of exceptionality, followed by small discussion groups. Five tests (a picture judgment test, a general information inventory, a classroom integration inventory, an activities index, and a critical incident test) were administered. The teachers increased significantly in information about exceptional children (p<.001) and subsequently changed their instructional techniques. The teachers demonstrated increased acceptance of children with hearing, speech, and visual handicaps (p<.001), orthopedic and cardiac disorders (p<.01), and emotional disturbances and physical unattractiveness (p<.02). No significant change in acceptance of mentally retarded, gifted, behavior disordered, or toilet problem children occurred. There was no marked increase in realistic placement of exceptional children. The personality structure of the teachers remained characterized by extreme personal reserve; individual changes revealed through the activities index indicated resistance to the workshop experience. Appendixes include the tests used. (Sn)
The exceptional child in contemporary education by William M Cruickshank( Book )

3 editions published between 1952 and 1957 in English and held by 53 WorldCat member libraries worldwide

Teaching methodology for brain injured and hyperactive children : a demonstration-pilot study by William M Cruickshank( Book )

6 editions published between 1900 and 1959 in English and held by 36 WorldCat member libraries worldwide

An investigation was made of the effectiveness and value of a controlled classroom environment, especially prepared materials, and highly structured teaching methods upon learning problems and school adjustment of mentally retarded, emotionally disturbed children, with or without clinically diagnosed brain injury. Children whose emotional difficulties are characterized by mental retardation and hyperactive aggressive behavior and children with mental retardation and known or suspected brain injury between the ages of 7 and 11 years were studied. A thorough case study of each child was made. A control group of endogenous children and hyperactive children without neurological indications of brain injury, taught by conventional methods, was used. The two experimental groups were in an educational situation designed in general along the lines described by strauss and lethtinen. Experimental group one included children with conclusive evidence of brain injury and mental retardation and children with mental retardation and hyperactive aggressive behavior without evidence of brain damage. Group two included children whose case histories and behavior are typical of the brain injured, but without neurological indications of brain injury, and children with mental retardation and hyperactive aggressive behavior without neurological indications of brain damage. Achievement in learning was demonstrated in both groups. The study showed, however, statistically significant differences in gain for the experimental group. (Gc)
A comparative study of the performance of mentally handicapped and intellectually normal boys on selected tasks involving learning and transfer [December 1, 1956-November 30, 1957 by William M Cruickshank( Book )

5 editions published in 1957 in English and held by 31 WorldCat member libraries worldwide

The responses of educable mentally retarded children and intellectually normal children of similar mental ages to tasks involving certain aspects of learning and transfer of that learning were studied. The major objective was to test the hypothesis that differences in achievement and intelligence test performances between the two groups tested are related to differences in the progress they make in learning and transfer. Thirty endogenously mentally retarded boys within the iq range of 50 to 75 and 30 boys within a normal iq range (100-115) were matched individually on the basis of binet mental age (8, 9, and 10 years inclusive). The mentally retarded group were selected from the syracuse state school, and the normal boys, from an institutional setting. In addition to the determination of the iq by individual assessment, each subject was screened for academic achievement, and adequate vision and hearing. The significance of any differences between the groups in mental age was evaluated by means of the t test. A series of tests, including such items as card sorting and paired associates, furnished data for the study in evaluating performances of the subjects. (Gc)
Study of newsprint and other paper waste as a substrate for ethanol production by Canada Centre for Mineral and Energy Technology( Book )

1 edition published in 1993 in English and held by 22 WorldCat member libraries worldwide

Schwierige Kinder in Schule und Elternhaus : Förderung verhaltensgestörter, hirngeschädigter Kinder by William M Cruickshank( Book )

3 editions published in 1973 in German and held by 12 WorldCat member libraries worldwide

Development of yeast cultures for efficient fermentation of pentoses in cellulose hydrolysates by Devaki Mohandas( Book )

2 editions published between 1993 and 1994 in English and held by 9 WorldCat member libraries worldwide

Research and global perspectives in learning disabilities : essays in honor of William M. Cruickshank( Book )

2 editions published between 2001 and 2011 in English and held by 1 WorldCat member library worldwide

The executive committee of the International Academy for Research in Learning Disabilities planned this volume on the occasion of its 25th anniversary to honor the founder of the Academy, William M. Cruickshank
 
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Mainstreaming : a practical guide
Alternative Names
Cruickshank, Bill

Cruickshank, Bill 1915-1992

Cruickshank, William M.

Cruickshank, William Mellon 1915-1992

クリュックシャンク, W. M

Languages
English (223)

Spanish (33)

German (6)

French (2)

Japanese (2)

Dutch (1)

Covers
Mainstreaming : a practical guideResearch and global perspectives in learning disabilities : essays in honor of William M. Cruickshank