WorldCat Identities

Council for Exceptional Children

Works: 1,322 works in 2,204 publications in 1 language and 34,733 library holdings
Genres: Periodicals  Abstracts  Conference papers and proceedings  Case studies 
Roles: Responsible party, Editor, Publisher, Other
Classifications: LC3950, 371
Publication Timeline
Most widely held works about Council for Exceptional Children
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Most widely held works by Council for Exceptional Children
Exceptional children : journal of the International Council for Exceptional Children by Council for Exceptional Children( )

in English and held by 2,964 WorldCat member libraries worldwide

Original research on the education and development of exceptional infants, toddlers, children and youth and articles on professional issues of concern to special educators made on the basis of blind peer review
Teaching exceptional children( )

in English and held by 2,299 WorldCat member libraries worldwide

Teaching exceptional children in all America's schools : a first course for teachers and principals by Maynard C Reynolds( Book )

8 editions published between 1977 and 1982 in English and held by 799 WorldCat member libraries worldwide

Intended for pre and inservice training of regular and special education teachers, the textbook offers a mainstream approach to educating handicapped and gifted students. The first two chapters give an historical overview of the development of special education and discuss some of the major conceptual shifts that seem to be inherent in the mainstreaming movement. Chapter 3 focuses on assessment of both programs and students, and chapter 4 considers how student and program assessments can be matched to provide individualized programs for each exceptional student with particular emphasis on the parents' role in the planning process. Seven chapters provide information on the state of the art in the following areas: giftedness and talents, mental retardation, learning disabilities and behavior disorders, physical and health impairments, speech problems, hearing impairments, and visual impairments. Additional chapters cover emerging trends in school personnel roles and instructional procedures; emerging programs relating to early childhood education, child neglect and abuse, drug handicapped learners, and school age parents; and present problems and issues that appear to hold strong portents for the future development of public school operations. For each issue considered, the authors contrast the prevailing practices with preferred approaches. Each of the 14 chapters begins with suggestions for students and instructor on how to develop the topic into a learning unit with additional resources and activities. Appended are the names and addresses of organizations agencies concerned with exceptional persons and information on teacher training materials. (Sbh)
Exceptional child education resources( )

in English and held by 676 WorldCat member libraries worldwide

Comprehensive, bibliographic database for those interested in education and development of individuals who have disabilities or who are gifted. The database is maintained by the Council for Exceptional Children. Records are drawn from the professional literature, English and non-English, including books, journal articles, doctoral dissertations and various non-print media. Coverage includes all areas of gifted education, special education and related services provided by audiologists, speech therapists, occupational therapists and educational psychologists
Journal of exceptional children( )

in English and held by 558 WorldCat member libraries worldwide

Behavioral research on exceptional children. editors, Samuel A. Kirk [and] Bluma B. Weiner by Samuel A Kirk( Book )

6 editions published in 1963 in English and held by 523 WorldCat member libraries worldwide

This monograph provides reviews of behavioral research studies which include author, title, purpose, subjects, methods or procedures, and results. Reviews are grouped by 11 exceptionality areas and administration of special education. The areas of exceptionality are (1) gifted, (2) educable mentally retarded, (3) trainable mentally retarded, (4) visually impaired, (5) hard of hearing, (6) deaf, (7) cerebral dysfunction, (8) orthopedic handicaps and special health problems, (9) speech and language impairments, (10) emotionally disturbed, and (11) delinquents. Introductory remarks for each area and comments by the reviewer on some studies are included. An author index is included. The document was published by the council for exceptional children, 1201 16th street, N.w, washington, D.C. 20036, and is available paperbound as stock number 551-19530 for $4.50 or clothbound as stock number 551-19532 for $6.50. (my)
Teaching exceptional children plus( )

in English and held by 482 WorldCat member libraries worldwide

Differentiating instruction for students with learning disabilities : best teaching practices for general and special educators by William N Bender( Book )

4 editions published between 2002 and 2008 in English and held by 388 WorldCat member libraries worldwide

Differentiated instruction strategies that target the special needs of students with learning disabilities! These classroom-proven strategies empower the teacher to target instructional modifications to the content, process and products for students with learning disabilities in the general and the special education classroom. These best practices are the most up-to-date tactics available and specify numerous ways to differentiate instruction for students with learning disabilities. Invaluable for teachers in both inclusive and individual classes. This book provides numerous ideas and examples: Stress the brain-compatible teaching guidelines for varied instruction; Create practical, flexible lessons by varied instructional tactics, including webbing, cubing, scaffolded instruction, metacognitive tactics and many other strategies; Foster the attention of diverse learners via self-monitoring, self-management and responsibility strategies; Institute various peer tutoring systems that are practical and manageable in the inclusive class; Implement performance assessment and portfolios to diversity evaluation; Enhance social skills through group projects, role-play and sharing tutoring responsibilities. The use of these research-proven practices will result in academic enhancement in your classroom. Whether your challenging students are identified as learning disabled or low-achieving, these strategies and tactics can lead to significant gains for them in reading comprehension, language arts and math. This is a survival guide for differentiating instruction in today's classrooms!
Early childhood education for exceptional children : a handbook of ideas and exemplary practices by June B Jordan( Book )

4 editions published in 1977 in English and held by 379 WorldCat member libraries worldwide

Intended as a guide for educators and researchers, the volume provides ideas and program descriptions in the field of education for young exceptional children. An introductory chapter (J. De Weerd) presents an overview of education for handicapped children and describes the establishment under the Bureau of Education for the Handicapped (beh) of the Handicapped Children's Early Education Program, sometimes known as the First Chance Program. Presented are a review of relevant legislation, descriptions of existing programs, and guidelines to aid in the development of new programs in the field of early childhood education for the handicapped in chapters with the following titles and authors: "The Enabling Legislation: How Did It All Begin?" (J. Harvey), "Alternative Models for Delivering Services to Young Handicapped Children" (M. Karnes and R. Zehrbach), "Identification, Screening, and Assessment" (A. Hayden and E. Edgar), "Record Keeping" (H. Fredricks, et al), "Curriculum and Instruction" (M. Wood and O. Hurley), "Special Program Needs of the Culturally Diverse Child" (J. Harvey), "Physical Facilities and Environments" (M. Jones), "Parent Involvement" (M. Shearer and D. Shearer), "Multiple Staffing Patterns" (A. Hayden and E. Gotts), and "Evaluation of Programs" (C. Huberty and W. Swan). Appended are a directory of beh First Chance Projects listed by states, and a listing, by title, of standardized tests used by beh First Chance Projects. (Im)
What every special educator must know : the ethics, standards, and guidelines for special educators by Council for Exceptional Children( Book )

14 editions published between 2003 and 2009 in English and held by 361 WorldCat member libraries worldwide

Describes CEC ethics, standards and guidelines for special education preparation and practice. Includes CEC Code of Ethics; Professional Practice Standards, Mentoring Standards; and standards for beginning special education teachers, administrators, educational diagnosticians, transition specialists, and paraeducators
Creating schools for all our students : what 12 schools have to say : Working Forum on Inclusive Schools by Council for Exceptional Children( Book )

4 editions published in 1994 in English and held by 358 WorldCat member libraries worldwide

A forum on inclusive schools, developed cooperatively by 10 national organizations, focused on the experiences of 12 schools and school districts across the United States and Canada. Twelve features are identified as characterizing inclusive schools: (1) a sense of community; (2) leadership; (3) high standards; (4) collaboration and cooperation; (5) changing roles and responsibilities; (6) an array of services; (7) partnership with parents; (8) flexible learning environments; (9) strategies based on research; (10) new forms of accountability; (11) access; and (12) continuing professional development. After a chapter describing how two schools began to use an inclusive approach, five chapters focus on these 12 characteristics with examples from the participating schools. Following the main body of the report, each of the schools is individually profiled. An appendix presents the policies and position statements on inclusive schools issued by five major national organizations: the Council for Exceptional Children; the National Association of State Boards of Education; the National Association of Elementary School Principals; the National Education Association; and the National School Boards Association. (Db)
Microcomputer resource book for special education by Dolores Hagen( Book )

4 editions published in 1984 in English and held by 345 WorldCat member libraries worldwide

The book focuses on the use of microcomputer technology in special education. It is intended for users with no programming knowledge. An introductory section provides suggestions for finding software and considers the microcomputer's role in communications and environmental control. The second chapter addresses key elements of microcomputer implementation (access, motivation, authoring systems, self-expression, and normal function). Applications for five specific types of disabilities are described: learning disabilities, deafness and hearing impairments, blindness and visual impairments, mental retardation, and physical handicaps. Applications are drawn from some of the entries from the Johns Hopkins University Search. A chapter on logo, a computer language emphasizing discovery learning, is followed by one on communication via microcomputers (with special attention to on-line services, instructional services, and educational/career enhancement). The adaptability of the microcomputer is cited and its use to help handicapped children gain access to normal activities and to provide opportunities for computer assisted instruction, drill and practice, and other well known uses is discussed. A chapter analyzing the future of microcomputers in special education concludes the text. (Appended material includes a list of software puplishers and distributors). (Cl)
Attitudes and attitude change in special education : theory and practice by Reginald L Jones( Book )

6 editions published in 1984 in English and held by 341 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)
Public school classes for the emotionally handicapped : a research analysis, a research project conducted for the Council for Exceptional Children, National Education Association by William Charles Morse( Book )

5 editions published in 1964 in English and held by 333 WorldCat member libraries worldwide

The study identified themes running through special class programs for the emotionally handicapped, analyzed classroom procedures, and described the teachers' backgrounds, attitudes, and purposes and the students' perceptions of the programs. Initially, 117 public school programs for the emotionally handicapped were located and surveyed by mail; then 54 programs were selected for site visits. Areas surveyed were the origin and operation of the programs, general characteristics of pupils, and classroom conditions and operations. The following conclusions were drawn: pupils, teachers, and observers found positive change as a result of participation, and program types were shown related to changes; specific pattern and uniformity in approach were lacking; school personnel realized that their original program plans required extensive modification and that flexibility was needed; program types differed widely; programs maintained a school related focus; and clinical support and understanding were helpful. The major statistical findings and evaluations are provided. (BW)
Life centered career education : a competency based approach by Donn E Brolin( Book )

11 editions published between 1978 and 1997 in English and Undetermined and held by 306 WorldCat member libraries worldwide

The text describes an approach to career education for handicapped children developed by Project price (Programing the Retarded in Career Education) which encompasses 22 student competencies in three primary categories (daily living skills, occupational guidance and preparation, and personal-social skills). The bulk of the document is composed of listings of competency units for teaching each of 102 subcompetencies. Each unit contains information on objectives, activities/strategies, and adult/peer roles. A fourth chapter lists commercially available materials for career education activities, and includes information on material type, instructional level, price and publisher. Resources are listed for each of the 22 student competencies. A sixth and final chapter reviews methods for assessing student competency and planning for individualized education programs. Among three appendixes are the Competency Rating Scale Manual. (Cl)
Integration of students with severe handicaps into regular schools by Susan Bray Stainback( Book )

8 editions published in 1985 in English and held by 306 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)
What every special educator must know : the international standards for the preparation and certification of special education teachers by Council for Exceptional Children( Book )

10 editions published between 1995 and 2000 in English and held by 295 WorldCat member libraries worldwide

This document presents standards and guidelines for the preparation and certification of special educators, as identified by the Council for Exceptional Children (cec), cec Divisions, and others. Part 1 includes the cec Code of Ethics and Standards for Professional Practice for Educators of Persons with Exceptionalities. This section provides general guidance for professional conduct. Part 2 is designed as a reference for states and provinces in determining certification requirements for entry into the profession. It presents cec International Standards for Entry into Professional Practice, and is coded to facilitate easy reference for each knowledge and skill item. Part 3 is presented especially for use by special education professional preparation programs. The same sets of knowledge and skills identified in part 2 are presented in a format similar to that used by the National Council for Accreditation of Teacher Education. Standards for knowledge and skills essential for all beginning special education teachers are outlined first, followed by knowledge and skills for beginning special education teachers working with students who have deafness or hearing impairments, emotional and behavioral disorders, gifts or talents, learning disabilities, mental retardation and developmental disabilities, visual impairments, and physical and health disabilities, as well as preschool children with developmental delays. The items in parts 2 and 3 are coded by area, topic, and knowledge or skill, in order to provide a framework for creating a searchable database of knowledge and skills items. Space is provided next to each item for citing course numbers or other descriptions or examples of where the knowledge or skill is covered in the curriculum or continuing education program. (Db)
Early childhood special education : birth to three by June B Jordan( Book )

6 editions published between 1988 and 1990 in English and held by 293 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)
Schools and the culturally diverse exceptional student : promising practices and future directions by Alba A Ortiz( Book )

7 editions published between 1988 and 1990 in English and held by 293 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)
Exceptional children research review by G. Orville Johnson( Book )

5 editions published in 1968 in English and held by 292 WorldCat member libraries worldwide

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Differentiating instruction for students with learning disabilities : best teaching practices for general and special educators
What every special educator must know : the ethics, standards, and guidelines for special educatorsWhat every special educator must know : the international standards for the preparation and certification of special education teachers
Alternative Names

C.E.C. (Council for Exceptional Children)


CEC (Council for Exceptional Children)

Council for Exceptional Children in Canada

Etats-Unis Council for exceptional children

International Council for Exceptional Children.

International Council for the Education of Exceptional Children

National Education Association of the United States Council for Exceptional Children

National Education Association of the United States International Council for Exceptional Children

English (230)