WorldCat Identities

United States Office of Special Education

Works: 218 works in 494 publications in 1 language and 8,526 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Directories  Life skills guides  Bibliography  Abstracts 
Classifications: LC4019, 649.15
Publication Timeline
Most widely held works by United States
Parent helper : handicapped children birth to five, socialization( Book )

6 editions published between 1982 and 1983 in English and held by 278 WorldCat member libraries worldwide

Evaluating handicapped children's early education programs : proceedings of the 1979 WESTAR Evaluation Workshop, Jan. 31-Feb. 2, 1979 by WESTAR Evaluation Workshop( Book )

1 edition published in 1980 in English and held by 190 WorldCat member libraries worldwide

Seven papers from a 1979 workshop address program evaluation factors (specifically planning) in the Handicapped Children's Early Education Program. R. Sheehan ("Evaluation Strategies in Early Childhood Education: A National Perspective") summarizes the state of the art and lists seven guidelines, such as that evaluation efforts must reflect qualitative changes in children's performance. In "Practical Program Evaluation: Many Problems and a Few Solutions," O. White details the advantages of curriculum referenced approaches to evaluation, while R. Sheehan ("Measuring Child Progress: Large Group Design and Norm Referenced Alternatives") reviews other evaluation designs. M. Stevens and R. Kroth address problems and issues in "Evaluating Parent Training Programs: Some Considerations." Inservice training is the focus of "Evaluating Staff Development" by L. Lynch and V. Lynch. The final paper ("Evaluating the Impact of Demonstration and Dissemination Activities" by P. Bradley) considers components of impact evaluation studies and describes conditions which should be met before undertaking one
Hand-in-hand : parents and educators building a partnership( Book )

2 editions published in 1983 in English and held by 166 WorldCat member libraries worldwide

Parent helper : handicapped children birth to five, communication( Book )

4 editions published between 1981 and 1982 in English and held by 147 WorldCat member libraries worldwide

Curricular processes for the school and community integration of severely handicapped students ages 6-21 : project replication guide( Book )

3 editions published in 1983 in English and held by 142 WorldCat member libraries worldwide

Special education policies for American Indian and Alaska Native exceptional students : a development and resource guide by Bruce A Ramirez( Book )

3 editions published in 1980 in English and held by 137 WorldCat member libraries worldwide

EXETRA perspectives : concepts in therapeutic recreation by Larry L Neal( Book )

4 editions published in 1982 in English and held by 122 WorldCat member libraries worldwide

Fifteen papers address issues in therapeutic recreation for disabled persons from the perspectives of practitioners, educators, and students. The following papers are presented. "Therapeutic Recreation Service: The Past and Challenging Present" (H. Sessoms); "Therapeutic Recreatiion in an Era of Limits: a Crisis...A Challenge... An Opportunity" (K. Halberg); "Living Up to the Name: Research Support for Therapeutic Recreation Service" (J. Dixon and D. Dustin); "The Formative Program Evaluation Procedure: An Internal Evaluation Tool for Therapeutic Recreation Services" (P. Connolly); "Status of the Therapeutic Recreation Professional: Unit Directors' Perceptions" (J. Witman and L. Powell); "The Effects of a Treatment Program for Chronic Pain Patients Using Relaxation Techniques, Enjoyable Imagery, and Biofeedback" (P. Mckee); "Some Uses of the Multi-modal Model of Curriculum Evaluation in Therapeutic Recreation" (C. Howe); "a Study to Determine the Educational Level and Practical Experience of College Teachers in Therapeutic Recreation: 1980" (S. Smith and R. McGowan); "Systematic Curriculum Development" (S. Anderson and H. Finch); "Creativity: Strategies for Innovative Teaching and Parenting" (C. Stensrud); "Attribution Theory in Therapeutic Recreation" (A. Voight); "Instruction in Interpersonal Relationship Skills: An Evaluative Research Study" (R. Kunstler and D. Austin); "An Analysis of an Easter Seal Camp's Perceptions of Organizational Characteristics, Acceptance of Self, Acceptance of Others and Conflict Characteristics" (J. Glick); "Philosophical Basis for Therapeutic Recreation and Leisure Lifestyle Adjustment in Cardiac Rehabilitation" (G. Hayes and R. Antozzi); and "Leisure Counseling: a Component of Cardiac Rehabilitation and Heart Disease Intervention Programs" (T. Hoeft). (Cl)
Mainstreaming : our current knowledge base( Book )

4 editions published in 1981 in English and held by 109 WorldCat member libraries worldwide

The nine author contributed chapters are intended to provide a basic introduction to the rationale and processes of mainstreaming handicapped children. The first paper, "The Whys and Hows of Mainstreaming" by T. Tice, provides a philosophical examination of the basic principles of P.L. 94-142, the Education for All Handicapped Children Act, and its counterparts in Canada and England. In the second chapter, "Mainstreaming and the Myth of Equality," K. Okun examines the historical exclusion of handicapped pupils from general education classes, the rise of special education, and issues that arise when equal educational opportunities are sought for all children. Next, C. Vergon and J. Ross consider "Educating Handicapped with Nonhandicapped Children--The Legal Foundation for the Least Restrictive Environment Concept" through a summary of the law's terms and provisions and the possibility of a national policy on education for handicapped persons. R. Jones, et al. Examines the potential for modifying attitudes of school personnel toward mainstreaming and suggest directions for future research in the area of attitudes and attitude assessment in their paper entitled "Attitudes and Mainstreaming--Theoretical Perspectives." M. Trippe and L. Choksey in "Accessibility and Barrier-Free Design" stress architectural accessibility as a life span developmental need of the general population as well as the handicapped. "What We Know About Mainstreaming from Experience" by N. Zigmond and J. Sansone gives a description of different mainstream arrangements and the necessary conditions for success. R. Bruininks and V. Bruininks look at institutionalized children and youth and the educational responsibility of their local school districts in a paper entitled "Deinstitutionalization--Implications for Special Education." The last two chapters stress practical aspects of mainstreaming. They are: "Organizing the School's Social Structure for Mainstreaming" by D. Johnson and R. Johnson and "Self Management in Classrooms--Implications for Mainstreaming" by G. Markel. (Db)
Critical issues in educating autistic children and youth by Barbara, Ed Wilcox( Book )

2 editions published in 1981 in English and held by 93 WorldCat member libraries worldwide

This book evolved from a conference convened to address critical issues in the education of children and youth with autism (Reston, Virginia, February 1980). Fourteen papers deal with critical issues in the education of autistic children and youth from perspectives of administrators, teachers, parents, researchers, and program developers. B. Wilcox provides an overview and E. Sontag et al. Present an introduction to the volume. The following titles and authors are represented: "Organization of Education Services for Autistic Children and Youth" (J. Olley); "a Developmental-Behavior Model for the Prescriptive Evaluation of Autistic and Severely Socially Impaired Children" (C. Lord and P. O'Neill); "An Educational Perspective of Autism: Implications for Curriculum Development and Personnel Development" (A. Donnellan); "Programming the Delivery of Instruction for Autistic Children" (G. Dunlap and R. Koegal); "Generalization of Treatment Effects Following Educational Intervention with Autistic Children and Youth" (E. Carr); "Reducing Behavior Problems in the Classroom" (G. LaVigna); "Teaching Functional Language" (A. Schuler); "Social Behavior Programming with Severely Handicapped and Autistic Children" (P. Strain); "The Teacher's Perspective: The Struggle to Provide Quality Education to Autistic Children" (K. Norsworthy and P. Sievers); "Behavioral Teaching with Young Autistic Children" (O. Lovaas); "The Evolving Parent-Professional Relationship" (J. Kyne); "Secondary Education for Severely Handicapped Students: Guidelines for Quality Services" (G. Bellamy and B. Wilcox); "Issues in the Provision of Community Services" (D. MacCoy); "Future Directions in Educational Planning: The Problem Is the Problem, and It's Real" (F. Warren). R. Thompson concludes with an afterword. (Cl)
Legislation affecting park services and recreation for handicapped individuals by David C Park( Book )

1 edition published in 1980 in English and held by 83 WorldCat member libraries worldwide

Assisting the learning disabled : a program development and service delivery guide for university service providers, diagnosticians, tutors, counselors, and learning disabled students by Anna Gajar( Book )

3 editions published between 1986 and 1989 in English and held by 75 WorldCat member libraries worldwide

Using successful independent living training competencies in the secondary schools to ease handicapped students' transition from school to the world of work and the community : final report by Jane Ann Razeghi( Book )

3 editions published between 1984 and 1988 in English and held by 72 WorldCat member libraries worldwide

Mainstreaming: training systems, materials, and resources : a working list( Book )

3 editions published in 1981 in English and held by 69 WorldCat member libraries worldwide

Preparing educators to serve disabled individuals in diverse community settings : a transdisciplinary response by W. Wes Williams( Book )

3 editions published in 1982 in English and held by 68 WorldCat member libraries worldwide

Over the past decade there has been a growing movement to deinstitutionalize disabled persons, and educational services should be adapted to fit the needs of these persons. There has also been an enormous growth in the prevalence, scope, and diversity of community services that support them and their families. Increasing proportions of fiscal resources are being allocated to community services through sheltered workshops, group homes, early detection programs, public school programs, supervised apartments, and adult education programs. The delivery of these diverse community services has required the participation, cooperation, and collaboration of professionals trained in many different academic disciplines. Multidisciplinary and/or multi-agency approaches are being used in programming for the handicapped. The ultimate goal of these approaches has been to improve the services and support to the disabled by eliminating the fragmentation of services, increasing the coordination of actions between agencies, and improving communication between professionals. This paper: (1) identifies and articulates a set of generic knowledge and skills that define a core of competency clusters around which a preparation program could be organized; (2) describes several alternative methods for teaching the core competency clusters; and (3) discusses issues and challenges that remain for programs which choose to prepare such professionals. (Jd)
A report regarding interagency collaboration to facilitate services for rural handicapped students by Doris Helge( Book )

3 editions published in 1981 in English and held by 67 WorldCat member libraries worldwide

Education service requirements mandated by Public Law 94-142 and Section 504 of the 1973 Vocational Rehabilitation Act emphasize the need for interorganizational relationships in rural schools. A survey of 43 special education cooperatives and 32 districts in 17 states indicates that by the 1979-80 academic year 97% had developed interagency agreements to facilitate a free, appropriate public education for rural handicapped students. While regionalized rural service delivery allows a greater range of special services to be provided at greater cost effectiveness by fewer personnel, regionalized special education often results in arguments over locus of decision-making control, the location of the unit, personnel choices, loss of community pride and ownership in programs, and higher transportation costs. Data on interagency collaboration gathered during 1980-81 by a telephone survey of representatives of 100 federal agencies, national professional organizations and federally funded handicapped regional projects reveal that role clarification is essential among all involved agencies, "turf" issues must be resolved at national levels, internal agency plans as well as a systematic national plan and central leadership are needed, and resource constraints and lack of communication between local and federal agencies are concerns. (Nec)
Planning services for young handicapped American Indian and Alaska Native children( Book )

3 editions published in 1980 in English and held by 63 WorldCat member libraries worldwide

Serving young handicapped children in rural America : proceedings of the HCEEP Rural Workshop, Maxwell House Hotel, Nashville, Tennessee, March 12-14, 1980 by Hceep Rural Workshop( Book )

3 editions published in 1980 in English and held by 62 WorldCat member libraries worldwide

Local implementation of PL 94-142 : second year report of a longitudinal study by Anne R Wright( Book )

3 editions published in 1980 in English and held by 62 WorldCat member libraries worldwide

Training, recruiting, and retaining personnel in rural areas( Book )

3 editions published in 1981 in English and held by 61 WorldCat member libraries worldwide

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Alternative Names

controlled identitySpecial Education Programs (U.S.)

controlled identityUnited States. Bureau of Education for the Handicapped

controlled identityUnited States. Department of Education

controlled identityUnited States. Office of Special Education and Rehabilitative Services

United States. Department of Education. Office of Special Education

United States. Office of Special Education and Rehabilitative Services. Office of Special Education

United States. Special Education, Office of

English (64)