WorldCat Identities

Cruickshank, William M.

Overview
Works: 43 works in 294 publications in 7 languages and 10,526 library holdings
Genres: Conference papers and proceedings  History  Case studies 
Roles: Author, Editor, Other
Classifications: LC4704, 371.9
Publication Timeline
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Most widely held works about William M Cruickshank
 
Most widely held works by William M Cruickshank
Education of exceptional children and youth by William M Cruickshank( Book )

53 editions published between 1957 and 2012 in 4 languages and held by 1,605 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 : the struggle from adolescence toward adulthood by William M Cruickshank( Book )

5 editions published between 1980 and 1982 in English and held by 792 WorldCat member libraries worldwide

The brain-injured child in home, school, and community by William M Cruickshank( Book )

23 editions published between 1967 and 1973 in 3 languages and held by 787 WorldCat member libraries worldwide

Written for parents, teachers, and others who work daily with brain injured children, the book includes consideration of the symptoms of brain damage, recommendations for diagnostic procedures and personnel, and descriptions of treatment techniques that have proved effective at home and in the classroom. An introduction to the brain injured child is given, and psychological and learning problems are delineated. All the parts of a complete diagnosis are examined. A special education program is described in terms of stimuli control, adjustment to space, and the role of structure. Appropriate teaching materials, visual motor materials and activities, and steps in the development of abstract concepts are discussed. Cited as important to the overall program are motor training, provision of psychotherapy, and language and communication development. Remarks are made concerning the future and planning for the families of such children. Included for each chapter are selected references of interest to parents, another list of references for teachers, and additional readings. The appendix contains descriptions of national, state, and local organizations concerned with brain injured children. This document is available from the syracuse university press, syracuse, new york, for $6.50. (df)
Mainstreaming : a practical guide by James L Paul( Book )

10 editions published between 1977 and 1980 in English and held by 758 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)
Learning disabilities in home, school, and community by William M Cruickshank( Book )

12 editions published between 1977 and 1980 in English and Japanese and held by 737 WorldCat member libraries worldwide

A teaching method for brain-injured and hyperactive children; a demonstration-pilot study by William M Cruickshank( Book )

26 editions published between 1961 and 1981 in 3 languages and held by 724 WorldCat member libraries worldwide

Perceptual and learning disabilities in children by William M Cruickshank( Book )

6 editions published between 1973 and 1975 in English and held by 694 WorldCat member libraries worldwide

Cerebral palsy: its individual and community problems by William M Cruickshank( Book )

25 editions published between 1955 and 1972 in English and Undetermined and held by 597 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 551 WorldCat member libraries worldwide

The preparation of teachers of brain-injured children by William M Cruickshank( Book )

4 editions published in 1968 in English and held by 473 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 )

22 editions published between 1957 and 1975 in English and held by 454 WorldCat member libraries worldwide

Concepts in special education by William M Cruickshank( Book )

8 editions published in 1981 in 3 languages and held by 441 WorldCat member libraries worldwide

Concepts in learning disabilities by William M Cruickshank( Book )

13 editions published in 1981 in English and Undetermined and held by 376 WorldCat member libraries worldwide

With respect to children with learning disabilities, I believe that all learning is conditioning, and this in turn conditions my total approach to the clinical psychology and clinical education of the large and varied group of children with perceptual processing deficits. A high degree of individualization in the educational approach is required, including a personal investment of much time in order to understand the dynamics of a given child. Understanding the nature and needs of a child, can place that child on a road which ends in positive adult adjustment. Each chapter was originally an independent article or address, so, while a common point of view exists throughout, there is a maturation of that point of view, and a blending of ideas in terms of the current professional thought of the time.--Preface
Disputable decisions in special education by William M Cruickshank( Book )

6 editions published between 1986 and 2016 in English and Undetermined and held by 342 WorldCat member libraries worldwide

Bridges to tomorrow : selected papers from the 17th international conference of the Association for Children with Learning Disabilities( Book )

3 editions published in 1981 in English and held by 275 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 122 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

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 )

4 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)
 
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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

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Learning disabilities in home, school, and communityA teaching method for brain-injured and hyperactive children; a demonstration-pilot study