WorldCat Identities

United States Office of Special Education

Overview
Works: 218 works in 494 publications in 1 language and 8,719 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Directories  Life skills guides  Bibliography  Abstracts 
Classifications: LC4019, 649.15
Publication Timeline
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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 163 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 138 WorldCat member libraries worldwide

The policy statements and options contained in the guide are designed to assist state, Bureau of Indian Affairs, tribal or Indian community controlled and cooperative local education units in developing special education administrative policies and procedures for the education of Indian and Alaskan native exceptional students. The guide is divided into four main sections covering policies and resources for the development and implementation of special education and related services. Section I on service delivery contains information on population, child identification, student evaluation, placement, and continuum of services. Section ii addresses procedural safeguards with units on legal and administrative protections guaranteed to handicapped children and their parents in terms of due process, student records, administration of medication, school disciplinary measures, and child abuse and neglect reporting. A third section presents policy areas associated with administrative organization and jurisdiction, program management, facilities, transportation, personnel, and fiscal management. The final section provides a general overview of selcted agencies, programs and organizations concerned with the education of exceptional and/or Indian students. Some of the resources include federal/national resources (such as nongovernmental organizations conducting national programs or activities for the handicapped); state resources (such as gifted and talented consultants); and material resources. The initial three sections contain information in table form (with columns headed "Policy Statements and Options" and "Policy Development Considerations") while the final section contains resource information in outline form. (Sbh)
EXETRA perspectives : concepts in therapeutic recreation by Larry L Neal( Book )

4 editions published in 1982 in English and held by 123 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 111 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)
The smallest minority : adapted regular education social studies curricula for understanding and integrating severely disabled students : lower elementary grades : understanding self and others by Sue Brown( Book )

6 editions published in 1982 in English and held by 99 WorldCat member libraries worldwide

The first of 11 documents on the Hawaii Integration Project (hip) of severely disabled students presents information on ways to tailor social studies lessons for lower elementary nonhandicapped students (k-3). The curriculum stresses similarities among students and the importance of students learning from each other. Unit I explores similarities and differences among peers and disabled and nondisabled children. Unit ii offers opportunities to practice problem solving skills, with lessons on using prostheses as tools and exploring mobility alternatives. The final unit focuses on communication and incorporates lessons on pantomime, sign language, and communication with nonverbal persons. Appended material includes information on etiquette with people who have disabilities and suggestions for integrated recreational activities for disabled and nondisabled peers. (Cl)
Critical issues in educating autistic children and youth by Barbara, Ed Wilcox( Book )

2 editions published in 1981 in English and held by 94 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 76 WorldCat member libraries worldwide

The manual is intended to facilitate the initiation of service delivery programs for learning disabled (ld) students in the university mainstream. The first chapter addresses the development of a comprehensive diagnostic and academic support service program; sections detail program initiation activities, assessment, and intervention. The second chapter presents the steps involved in conducting awareness and informational activities for advisors, faculty, counselors, and other staff members; it contains sections on the advisory committee, academic advisors, staff development activities, and university considerations. The next chapter considers the development of materials for dissemination including university and staff materials, and materials for ld students and parents. The last chapter addresses the identification and conduct of research in selected academic areas; sections deal with single subject research design, the development of local norms for assessment purposes, and the identification of unique areas of assessment and intervention. (Db)
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 73 WorldCat member libraries worldwide

The final report describes accomplishments of a project to identify specific competencies perceived by independent living trainers as necessary to effectively teach secondary level handicapped students in an independent living center. A systematic methodology was employed to identify and categorize the competencies drawn from the reports of both effective and ineffective incidents of teaching behavior from trainers currently teaching at independent living centers. The first of two project phases, competency determination, focused on determining teaching competencies in the transition from school to work and the community for handicapped individuals, aged 16-21, by trainers who are themselves teaching in an independent living setting. During the second phase, competency organization and evaluation, an evaluation of the relative importance of each competency and suggestions for their categorization were received from judges who are experts in independent living. Ss were from 18 independent living centers. Two data producing instruments were developed and used in the investigation. The questionnaire was developed using procedures outlined in the critical incident technique. This research technique outlined procedures for collecting and analyzing critical behaviors in defined situations. The statements of competencies that were identified in the determination phase constituted the nucleus of the questionnaire to be used in the competency evaluation phase. The bulk of the report is composed of appended material, including sample forms and letters and a state-by-state compilation of independent living centers that responded to the study survey. (Author/CL)
Mainstreaming: training systems, materials, and resources : a working list( Book )

3 editions published in 1981 in English and held by 71 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 70 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 69 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 65 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 64 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 64 WorldCat member libraries worldwide

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

3 editions published in 1981 in English and held by 63 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

Languages
English (64)