Systems for data collection and analysis have been developed to help teachers systematically specialize and individualize their instruction for special children. The appearance of severely and profoundly handicapped children as regular members of the school population has led to questions concerning the applicability of traditional response and measurement units to this population. A review of units used by researchers with the severely handicapped was conducted. A discussion of the applicability of the various response units (e.g., percent) in reference to the desired effects of instruction or intervention and in regard to the specific learning stage are discussed. The author concludes that a careful application of traditional units with some reservations may prove effective for teachers of the severely handicapped.
The author is a British architect who clearly feels for handicapped children and has given deep thought to his subject. The book deals primarily with mentally handicapped children with a brief chapter on the additional problems of those who also have physical handicaps. In general he describes what is necessary for older children including those in wheelchairs, with little very specific reference to those who, because they are younger or more severely handicapped, are not at all mobile. The parts on play areas, observation and recording facilities will be particularly valuable.
The research and demonstration program for handicapped children provided by Public Law 88–164, as amended by PL 89–105, is discussed. Actions related to applications and funding for fiscal years 1964 and 1965 are summarized. Types of programs which may be funded, future projects planned by the Branch, and application procedures are described.
Occupational injuries of teachers and educational staff at special schools with multiple and severely handicapped children in Rhineland‐Palatinate (Germany): results of a cross‐sectional study
