Learning Disabilities: A National Survey of Existing Public School Programs

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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The Fight to save Public School Programs

American String Teacher ◽

10.1177/000313137202200217 ◽

1972 ◽

Vol 22 (2) ◽

pp. 29-33

Author(s):

Charles L. Gary

Keyword(s):

Public School ◽

School Programs

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Public School Programming for Children With Learning Disabilities

Academic Therapy Quarterly ◽

10.1177/105345126700200307 ◽

1967 ◽

Vol 2 (3) ◽

pp. 166-196 ◽

Cited By ~ 2

Author(s):

Ruth Edgington

Keyword(s):

Learning Disabilities ◽

Public School ◽

Classroom Setting ◽

School Programming

This article presents guidelines for establishing a classroom setting for children needing special assistance in learning.

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Observations from California's Unreinforced Masonry and Public School Programs and the California Multi-Hazard Mitigation Plan

Improving the Seismic Performance of Existing Buildings and Other Structures ◽

10.1061/41084(364)13 ◽

2009 ◽

Cited By ~ 1

Author(s):

Fred Turner ◽

Julie Norris

Keyword(s):

Public School ◽

Hazard Mitigation ◽

Unreinforced Masonry ◽

School Programs

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School Superintendents’ Choices of Professional Periodicals

Journal of School Leadership ◽

10.1177/105268460201200403 ◽

2002 ◽

Vol 12 (4) ◽

pp. 397-410 ◽

Cited By ~ 1

Author(s):

C. Russell Mayo ◽

Perry A. Zirkel

Keyword(s):

Educational Leadership ◽

Public School ◽

National Survey ◽

Education Leadership ◽

School Administrator ◽

Direct Influence ◽

School Superintendents ◽

Practical Utility ◽

Public School Superintendents ◽

Actual Usage

In this national survey of public school superintendents, respondents indicated the “best” and the most read from a list of 34 periodicals in education leadership. Their top choices for both highest quality and most read were, in order, Educational Leadership, Phi Delta Kappan, School Administrator, and American School Board Journal. Their primary criterion for selecting these journals was practical utility, not refereed scholarship. Therefore, professors who conduct research and publish it solely in journals perceived as unfamiliar to practitioners are, at least in the field of education leadership, missing a broader audience and direct influence on practice. Additionally, other education periodicals were not ranked often, but at least one periodical outside of education— Newsweek—ranked second only to Educational Leadership, among the responding superintendents for actual usage.

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A Study of Sex Education Programs for Visually Handicapped Persons

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7106501002 ◽

1971 ◽

Vol 65 (10) ◽

pp. 318-340

Author(s):

Frederick E. Bidgood

Keyword(s):

Public School ◽

Sex Education ◽

Education Program ◽

Residential Schools ◽

Education Programs ◽

The Public ◽

Teaching Aids ◽

School Programs ◽

Visually Handicapped ◽

Further Development

The vast majority of public and residential schools feel a responsibility to provide sex education for their visually handicapped students, and although less so, the feeling is also strong in agencies dealing with the blind. The majority offer some kind of sex education program, but many of these programs need further development. In general, the public school programs seem more thorough and better planned than those of the residential schools or agencies. There is a recognized need to provide good sex education programs, but a lack of good audio and tactual teaching aids, among other things, is blocking progress. The schools and agencies see the problem and are seeking solutions.

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Teaching Multicultural Diversity Content With the Inclusion of Individuals with Learning Disabilities: A National Survey of Social Work Faculty/Instructors

PsycEXTRA Dataset ◽

10.1037/e537302012-001 ◽

2006 ◽

Author(s):

Benjamin Thomas May

Keyword(s):

Learning Disabilities ◽

Social Work ◽

National Survey ◽

Social Work Faculty ◽

Multicultural Diversity

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The Methodological Content of Teacher Education Programs in Learning Disabilities: A Problem of Duplication

Learning Disability Quarterly ◽

10.2307/1510603 ◽

1987 ◽

Vol 10 (4) ◽

pp. 291-300 ◽

Cited By ~ 7

Author(s):

Marleen Pugach ◽

M. Elizabeth Whitten

Keyword(s):

Teacher Education ◽

Learning Disabilities ◽

National Survey ◽

Learning Disabled ◽

Learning Problems ◽

Teacher Education Programs ◽

Education Programs ◽

Methods Courses

This article features the results of a national survey of the methodological content of the largest teacher education programs in learning disabilities/mild handicaps. The data describe the relative emphasis of an array of methodologies for remediation taught in major required methods courses. Results indicate that many of the dominant methodologies are those that are commonly included in programs of general teacher education. Further, within a given course, the range of methodologies stressed include those that have proven effective, as well as those proven to be ineffective for remediating learning problems. The article concludes with a discussion of the implications of these results for preparation of teachers of learning disabled and mildly handicapped students.

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