Sample records for visually handicapped students

  1. [Causes of blindness in students at the school for blind children in Ilvesheim. Changes between 1885 and 2008].

    PubMed

    Rohrschneider, K; Mackensen, I

    2013-04-01

    Since 1868, the Department of Ophthalmology at the University of Heidelberg has been providing care for the pupils of the school for blind and visually handicapped children in Ilvesheim, Germany. Previous studies on the causes of low vision have demonstrated the effects of the advances in medicine and ophthalmology with an explicit decrease in the number of inflammatory corneal diseases, followed by a reduced number of students suffering from congenital cataract and glaucoma. The aim of the present study was to evaluate current data and to compare it to previous data. Ophthalmological data and additional disorders could be evaluated in 268 students visiting the special education school Schloßschule Ilvesheim between 2000 and 2008. The findings were compared to the results of previous studies concerning the degree of visual impairment and diagnosis. The children were divided according to German social law into blind, severely visually handicapped and visually handicapped. Out of the 268 students 83 (31.0%) were premature infants and 69 of these had additional disabilities, 130 were blind and 51 severely visually handicapped. Of the students 142 had additional learning, mental and/or motor handicaps. The most frequent cause of blindness or severe visual impairment was optic nerve atrophy (36.2 % and 37.3 %, respectively). The frequency of hereditary retinal diseases among the blind children was slightly higher with 24.6 % as compared to the data analysis from 1981 and was 15.7 % and 17.1 % among the severely visually handicapped and visually handicapped, respectively. Retinopathy of prematurity was diagnosed in approximately 20% of blind and severely visually handicapped children. As a result of the enormous advances of medical capabilities during the last decades the number of (formerly) premature infants has markedly increased. Most of these students are multiply handicapped and need extensive assistance. While the number of students suffering from hereditary retinal diseases was only minimally increasing during the last 40 years, the number of blind students without additional disabilities has decreased due to the improved technical means to integrate even blind students into main-stream schools.

  2. The Visually Handicapped Child in the Regular Class.

    ERIC Educational Resources Information Center

    Aiello, Barbara

    This handbook was developed for teachers who have a visually handicapped child in their regular classroom. Classroom activities designed to prepare students to receive a visually handicapped classmate are described. Recommendations are made on the use of special resources available to the teacher, and descriptions are given of successful…

  3. Socially Mainstreaming Handicapped Students.

    ERIC Educational Resources Information Center

    Miller, Maurice; Loukellis, Irene

    The basis for socially mainstreaming handicapped children as well as changing attitudes toward the handicapped are discussed; and a list of teaching activities and resources for introducing students to the mentally retarded, the visually impaired, the physically handicapped, the hearing impaired, and the learning disabled is presented. A summary…

  4. Teaching Biology to Visually Handicapped Students. Resource Manual.

    ERIC Educational Resources Information Center

    Ricker, Kenneth S.

    This resource manual presents numerous techniques for adapting science activities to the visually handicapped student, applicable to introductory biology courses in which microscopes are used extensively in the laboratory. Chapters include information on the following: alternative microscopic viewing techniques, physical models, tactile diagrams,…

  5. Making Choices in Functional Vision Evaluations: "Noodles, Needles, and Haystacks."

    ERIC Educational Resources Information Center

    Bishop, V. E.

    1988-01-01

    An approach to functional vision evaluations clarifies the types of data collection and suggests protocols for three broad categories of visually handicapped children: "normal" school-age students, "normal" preschoolers, and multiply handicapped pupils. Visually impaired infants are classified with multiply handicapped pupils…

  6. Tape Recorded Textbooks for the Blind: A Survey of Producers and Users.

    ERIC Educational Resources Information Center

    Aldrich, Frances K.; Parkin, Alan J.

    1988-01-01

    Volunteers (n=55) who produce narrated tape recordings of textbooks for use by visually handicapped students were surveyed to determine their recording experience, equipment, guidance, and feedback. Eighty visually handicapped students who used the recordings in higher education were also surveyed concerning waiting time for books, listening…

  7. Mildly Handicapped Students in the Social Studies Class: Facilitating Learning.

    ERIC Educational Resources Information Center

    Simms, Rochelle B.

    1984-01-01

    Problems experienced by mildly handicapped students include visual perceptual and visual motor problems, inability to use and organize time, poor notetaking and outlining skills, and deficient reading vocabulary and writing skills. What the social studies teacher can do to alleviate each of these problems is discussed. (RM)

  8. An Art Activity Guide for Teachers of Severely Handicapped.

    ERIC Educational Resources Information Center

    Burst, Judy; And Others

    This manual presents 48 visual art activities developed for severely disabled elementary and secondary school students. Brief explanations are presented for several handicapping conditions (cerebral palsy, Down's Syndrome, microcephaly, hydrocephaly, and communication handicaps), and information is given for positioning of students and…

  9. Help Physically Handicapped Students Achieve Business Skills.

    ERIC Educational Resources Information Center

    Simon, Judith C.

    1980-01-01

    Lists suggestions for teachers to prepare them for teaching clerical skills to handicapped students. Specifically discusses teaching typewriting to students with missing fingers or arms and business skills to hearing and visually impaired students. Lists sources of additional information. (JOW)

  10. Teaching the Mammalian Heart to the Visually Handicapped--A Lesson in Concrete Experience

    ERIC Educational Resources Information Center

    Francoeur, Pearl; Eilam, Bihah

    1975-01-01

    Utilizes programmed instruction with concrete experiences and raised diagrams to teach the mammalian heart to an integrated high school classroom (one containing sighted and visually handicapped students). (LS)

  11. Distance Teaching and the Visually Handicapped: Some New Developments Using Synthetic Speech.

    ERIC Educational Resources Information Center

    Vincent, A. T.

    1983-01-01

    Distance education is important for many physically handicapped students where attendance at a conventional institution is not possible, either because of their physical condition or for reasons in common with the nonhandicapped. This paper examines an area of disability, visual handicap, and examines research into the use of microelectronic…

  12. An Introduction to Development of Curriculum for Educable Mentally Retarded Visually Handicapped Adolescents.

    ERIC Educational Resources Information Center

    American Foundation for the Blind, New York, NY.

    Suggestions for curriculum development for educable mentally handicapped, visually handicapped students aged 13 to 18 years are presented. A discussion of communication skills includes the areas of listening, oral communication, reading, writing, and spelling and teaching methods for each. The goals of the computation skills sequence, basic…

  13. The Ways of the Hand: A Study of Hand Function among Blind, Visually Impaired and Visually Impaired Multi-Handicapped Children and Adolescents.

    ERIC Educational Resources Information Center

    Rogow, Sally M.

    1987-01-01

    The manual development of 148 blind, visually impaired, and visually impaired multi-handicapped students, aged 3-19, was studied. Results indicated a significant relationship between object manipulation and speech, and an inverse relationship between object manipulation and stereotypic hand mannerisms. Optimal development of manual functions and…

  14. Chemical Instrumentation for the Visually Handicapped.

    ERIC Educational Resources Information Center

    Anderson, James L.

    1982-01-01

    Describes a simple, relatively inexpensive, and easily implemented approach for introducing visually handicapped students to chemical instrumentation via experiments on operational amplifiers as examples of some of the electronic building blocks of chemical instrumentation. The approach is applicable to other chemical instruments having electrical…

  15. Vocational Home Economics for the Mainstreamed Physically Handicapped Student: The Least Restrictive Environment.

    ERIC Educational Resources Information Center

    Olson, Susan J.

    School building and classroom accessibility are the first factors considered in a discussion of making provisions for mainstreamed physically handicapped students in vocational home economics programs. Legal mandates are cited, and ideas for adapting food labs and sewing labs for wheelchair students and students with visual impairments are noted.…

  16. How to Test Handicapped Learners.

    ERIC Educational Resources Information Center

    Brigham, Bettie Ann

    1980-01-01

    Provides some suggestions for testing handicapped learners using essay and objective tests. Sources for audiotapes of textbooks and supplementary readings for visually impaired students are also indicated. (CMV)

  17. From Old Wisdom to Future Trends.

    ERIC Educational Resources Information Center

    Baker, D.

    1993-01-01

    This article discusses educational services and programs provided by the New Mexico School for the Visually Handicapped. The school provides free appropriate education for children with visual impairments within an array of service models and environments, protects the rights of students with handicaps and their parents, and makes technical aids,…

  18. The Gifted and Talented Handicapped. 1985 Digest.

    ERIC Educational Resources Information Center

    Maker, C. June; Grossi, John

    The digest examines aspects of serving gifted and talented handicapped students in the schools. This population includes persons of outstanding ability or potential who are capable of high performance despite handicaps such as visual, hearing or orthopedic impairments; emotional disturbances; or learning disabilities. Examples of prominent gifted…

  19. Self-Study and Evaluation Guide/1979 Edition. Section D-16: Other Service Program.

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    The self evaluation guide is explained to be designed for accreditation of services to blind and visually handicapped students in service programs for which the NAC (National Accreditation Council for Agencies Serving the Blind and Visually Handicapped) does not have specific program standards (such as radio reading services and library services).…

  20. Wisconsin School for the Visually Handicapped. A Curriculum Guide for Students. Bulletin No. 7393.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children and Pupil Services.

    The curriculum guide sets forth the course of study at the Wisconsin School for the Visually Handicapped. An initial section presents the school's philosophy regarding the need for specialty skills to be incorporated into regular academic instruction. The content of the primary and elementary programs (kindergarten through grade 6) is reviewed in…

  1. Educational Methods for Deaf-Blind and Severely Handicapped Students. Volume III.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Special Education.

    Fourteen author-contributed papers from a series of 1978 workshops focus on educational strategies for deaf-blind and severely handicapped students. Four papers ("The Child-Centered Educational Process for Deaf-Blind Children" by L. Frank; "Issues in Assessment" by R. Condon; "Assessing Multihandicapped Visually Impaired Children" by J. Jones; and…

  2. Alabama School for the Blind Fitness and Nutrition Project.

    ERIC Educational Resources Information Center

    Patterson, Douglas

    This project compared the relative physical fitness levels of 30 visually handicapped/blind students (aged 7-18) at a residential school with that of non-handicapped peers, to develop a school-based fitness and nutrition intervention program and determine impact of the intervention. The compounding handicapping nature of fitness deficits and…

  3. Guidance, Counseling, and Support Services for High School Students with Physical Disabilities: Visual, Hearing, Orthopedic, Neuromuscular, Epilepsy, Chronic Health Conditions. Includes State Resource Directory.

    ERIC Educational Resources Information Center

    Foster, June C.; And Others

    Intended for use by high school guidance personnel, the two volumes provide general information and a resource guide on physical disabilities including visual impairment, hearing impairment, orthopedic handicap, neuromuscular handicap, epilepsy, diabetes, and other chronic health conditions. The first section provides an overview of each of the…

  4. Funding Sources for Visually Impaired Students in Higher Education.

    ERIC Educational Resources Information Center

    Traber, M.

    1987-01-01

    Financial aid sources available to visually handicapped students for postsecondary educational, vocational, or technical programs are outlined. Sources include national and state blindness agencies, colleges and universities, state vocational rehabilitation agencies, and the federal government. (Author/JDD)

  5. Beyond the "Handicapped" Label: Narrating Options to Teach Foreign Languages to Blind and Visually Impaired Students

    ERIC Educational Resources Information Center

    Imperio Arenas González, Maria

    2012-01-01

    This article describes the research project carried out with a blind student, who studied French at a public university. The pedagogical experience over three years began in a classroom when a foreign language teacher and educator felt herself "handicapped," as she had not been prepared for working with blind people. In order to put her…

  6. Teaching Objectives for the Itinerant Resource Teacher of Visually Limited Students.

    ERIC Educational Resources Information Center

    Riordan, Mary

    The manual, to be used by the itinerant resource teacher, presents teaching objectives and proficiency levels for the development of communication, living, and social skills of visually handicapped students in kindergarten through grade 12. Communication skills are enumerated (number is indicated in parentheses) for totally blind students in areas…

  7. Training Manual for School Bus Drivers Transporting the Handicapped. [A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students, Volume IV-A].

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students.

    One of a series designed to help Florida school districts provide special programs for exceptional children, the training packet is intended to be used in a 2-day training session for school bus drivers who transport handicapped students. The manual includes a brief introduction to five disability areas (physical impairments, visual impairments,…

  8. Positioning Ballet.

    ERIC Educational Resources Information Center

    Kassing, Gayle, Ed.; And Others

    1981-01-01

    A series of articles discusses the development of ballet instruction in secondary and higher education, beginning ballet in high school and in college, teaching techniques, ballet for visually handicapped students, and methods for the prevention of injuries in beginning students. (JN)

  9. Visually Impaired: Curriculum Guide.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    The curriculum guide provides guidelines for developing academic and living vocational skills in visually handicapped students from preschool to adolescence. The document, divided into two sections, outlines objectives, teaching strategies, and materials for each skill area. Section 1 covers the following academic skills: communication,…

  10. Woodworking Guide for Visually Handicapped Students. A Five County Vocational Skills Training Program for the Blind.

    ERIC Educational Resources Information Center

    Gaver, Wayne

    Presented is an industrial arts curriculum guide for woodworking which developed out of a 3 year program designed to meet the unmet vocational education needs of visually impaired students enrolled in junior high, secondary, and community colleges in a five county region of California, and to provide inservice training to regular vocational…

  11. Hearing Is Believing: The Modified Spectroscope.

    ERIC Educational Resources Information Center

    Hinchliffe, Louis V.; Skawinski, William J.

    1983-01-01

    Macrolab (located at New Jersey Institute of Technology) develops devices, training models, and experiments for the scientific education of handicapped students. The construction and operation of a spectrophotometer for blind and visually impaired students are discussed. Construction details are available from authors. (JN)

  12. Biology Modules for the Visually Handicapped.

    ERIC Educational Resources Information Center

    Allan, Douglas M.

    The instructional materials presented and described in this document were prepared as part of a project to develop enrichment materials for visually impaired biology students. A wide range of biology topics are presented, including most subjects covered in a one-semester course for nonmajors. Typewritten handouts, duplicating the content of…

  13. Planning a New School for Visually Handicapped Children in Nigeria.

    ERIC Educational Resources Information Center

    Shown, D. G.

    The paper addresses considerations in planning a new school for visually impaired students in Nigeria. Site considerations touch upon safety, maximum educational achievement, adequate space for practicing mobility and future expansion, catchment area, and financial involvement. Curriculum considerations include use of a braille production machine,…

  14. Scouting for the Visually Handicapped.

    ERIC Educational Resources Information Center

    McMullen, A. Robert, Ed.

    Intended for parents of visually handicapped boys, the booklet describes advantages and opportunities of boy scouting for the visually handicapped. It is stressed that boys with visual handicaps are more like other boys than unlike them. Noted are practical ways to compensate for the boy's lack of sight such as Braille versions of the Scout…

  15. Making Creative Drama Accessible to Handicapped Children.

    ERIC Educational Resources Information Center

    Warger, Cynthia L.

    1985-01-01

    A case study illustrates ways in which creative drama activities can be modified to foster accessibility for students with hearing impairments, orthopedic disabilities, visual problems, learning disabilities, mental retardation, and behavior disorders. (CL)

  16. Educational Materials Development in Primary Science: Insect Identification Kit

    ERIC Educational Resources Information Center

    Franks, Frank L.; Huff, Roger

    1976-01-01

    A study was conducted to evaluate the effectiveness of three-dimensional plastic models in teaching 71 visually handicapped students (in grades 1-3) to discriminate major body parts of insects, spiders, and earthworms. (SBH)

  17. Implementing Work Systems across the School Day: Increasing Engagement in Students with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Hume, Kara; Reynolds, Beth

    2010-01-01

    Work systems provide visual information and organization for students with autism spectrum disorders (ASD) and assist in increasing on-task behavior and productivity while simultaneously decreasing adult prompting. Work systems are a core component of the Treatment and Education of Autistic and Related Communication-Handicapped Children…

  18. Computers Are for Kids: Designing Software Programs to Avoid Problems of Learning.

    ERIC Educational Resources Information Center

    Grimes, Lynn

    1981-01-01

    Procedures for programing computers to deal with handicapped students, problems in selective attention, visual discrimination, reaction time differences, short term memory, transfer and generalization, recognition of mistakes, and social skills are discussed. (CL)

  19. Quality Services for Blind and Visually Handicapped Learners. Statements of Position.

    ERIC Educational Resources Information Center

    Scholl, Geraldine T., Ed.

    Seventeen position papers address essential elements in quality programing for visually handicapped learners. The papers represent the philosophy of the Council for Exceptional Children's Division for the Visually Handicapped. Following two foundation position papers, "Services for the Blind and Visually Impaired" (K. Huebner) and "Visually…

  20. Mainstreaming in Physical Education: Teacher Strategies.

    ERIC Educational Resources Information Center

    Windham, Geraldine M.; And Others

    1980-01-01

    The authors highlight an inservice approach to mainstreaming elementary and secondary level handicapped students in physical education. Outlined are strategies for individual intervention, for group intervention, for auditory impairments, for visual impairments, for learning disabilities, and for orthopedic impairments. (SBH)

  1. Right-Brained Kids in Left-Brained Schools

    ERIC Educational Resources Information Center

    Hunter, Madeline

    1976-01-01

    Students who learn well through left hemisphere brain input (oral and written) have minimal practice in using the right hemisphere, while those who are more proficient in right hemisphere (visual) input processing are handicapped by having to use primarily their left brains. (MB)

  2. Adult Literacy & Basic Skills Unit Newsletter, Nos. 40-43.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit Newsletter, 1991

    1991-01-01

    Four issues of a newsletter form this document. The first issue, Winter 1991, includes the following articles: "Ensuring Quality"; "Wordpower--Actions and Reactions"; "Corporate Links with the Community"; "The Road to Progress in Siberia"; and "Teaching Visually Handicapped Students." In the Spring…

  3. Visually Handicapped People and the Law.

    ERIC Educational Resources Information Center

    Bishop, V. E.

    1987-01-01

    The paper explores the definitional problems of visual handicaps, especially in terms of the legal definition of blindness. A brief history of relevant laws and a discussion of current case law precede a section providing suggestions for strengthening the legal position of the visually handicapped in future litigation. (Author/DB)

  4. Guidelines for Teachers and Parents of Visually Handicapped Children with Additional Handicaps.

    ERIC Educational Resources Information Center

    Eustis, E. M.; Tierney B.

    Intended for parents and teachers of blind, multihandicapped children in special schools; the booklet outlines practical suggestions for teaching children with varying degrees of handicap. Sections cover the following areas (subtopics in parentheses): visual handicap (degrees of blindness); motor development and mobility (suggestions for…

  5. Paper Casting.

    ERIC Educational Resources Information Center

    Arrasjid, Dorine A.

    1980-01-01

    Describes an art project, based on the work of artist Chew Teng Beng, in the molding of wet paper on a plaster cast to create embossed paper designs. The values of such a project are outlined, including a note that its tactile approach makes it suitable to visually handicapped students. (SJL)

  6. Street Survival Skills Questionnaire for the Deaf.

    ERIC Educational Resources Information Center

    McCarron, Lawrence T.; Stall, Colleen H.

    Guidelines are given assessing the community living skills of deaf students through an adaptation of the Street Survival Skills Questionnaire (SSSQ), which was originally designed for developmentally disabled or handicapped adolescents and adults. Adaptations include consideration of situational factors (such as visual distractions) and the…

  7. Teaching the Handicapped Imagination.

    ERIC Educational Resources Information Center

    Sloane, Sarah

    1983-01-01

    The article describes exercises in drama and creative writing to broaden the imaginations of visually handicapped children through stories and poems with a nonvisual imagery. Examples of stories and poems written specifically for the visually handicapped are included. (Author/CL)

  8. Association for Education of the Visually Handicapped Biennial Conference (Forty-Ninth, Toronto, Canada, June 1968).

    ERIC Educational Resources Information Center

    Association for Education of the Visually Handicapped, Philadelphia, PA.

    Essays on the visually handicapped are concerned with congenital rubella, an evaluation of multiply handicapped children, the use and abuse of the IQ, visual perception dysfunction, spatial perceptions in the partially sighted, programs in daily living skills, sex education needs, and physical activity as an enhancement of functioning. Other…

  9. New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988).

    ERIC Educational Resources Information Center

    Kemp, Faye, Ed.; And Others

    The proceedings include, after the keynote address by E.M. Childers and the conference agenda, the following papers: "An Additional Handicap: Visual Perceptual Learning Disabilities of Deaf Children" (Vivienne Ratner); "Minimum Competency Testing" (Carl Williams); "Transitional Planning for Hearing Impaired Students in the Mainstream" (Helen…

  10. Monitoring Program Quality: Who and How Should It Be Done?

    ERIC Educational Resources Information Center

    Scholl, Geraldine T.; And Others

    Aspects of monitoring and evaluating programs for visually handicapped students are examined. The certification/accreditation program evaluation design is considered in terms of advantages and disadvantages. Roles of governmental (state and federal) and voluntary agencies are discussed. The functions of the National Accreditation Council of…

  11. The Majors of Handicapped Students at California State University, Northridge

    ERIC Educational Resources Information Center

    Murphy, Harry J.; And Others

    1978-01-01

    The majors of deaf students, students with other handicaps (blind, orthopedic, health impaired), and non-handicapped students were compared. Analysis revealed deaf students tend to aspire to a career in teaching, whereas students with other handicaps tend to aspire to a career in counseling. (Author)

  12. Discipline in the Public Schools: A Dual Standard for Handicapped and Nonhandicapped Students?

    ERIC Educational Resources Information Center

    Simon, Sue G.

    1984-01-01

    Federal regulation protects handicapped students' education against unwarranted interruption without specifying procedures for disciplining handicapped students. This article reviews court decisions in disciplinary cases and provides procedural guidelines to follow in disciplining handicapped students. (MD)

  13. Books Can Break Attitudinal Barriers Toward the Handicapped.

    ERIC Educational Resources Information Center

    Bauer, Carolyn J.

    1985-01-01

    Lists books dealing with the more prevalent handicaps of mainstreamed children: visual handicaps, speech handicaps, emotional disturbances, learning disabilities, auditory handicaps, intellectual impairments, and orthopedic handicaps. Recommends books for use from preschool to level three to expose children early and influence their attitudes…

  14. [A technological device for optimizing the time taken for blind people to learn Braille].

    PubMed

    Hernández, Cesar; Pedraza, Luis F; López, Danilo

    2011-10-01

    This project was aimed at designing and putting an electronic prototype into practice for improving the initial time taken by visually handicapped people for learning Braille, especially children. This project was mainly based on a prototype digital electronic device which identifies and translates material written by a user in Braille by a voice synthesis system, producing artificial words to determine whether a handicapped person's writing in Braille has been correct. A global system for mobile communications (GSM) module was also incorporated into the device which allowed it to send text messages, thereby involving innovation in the field of articles for aiding visually handicapped people. This project's main result was an easily accessed and understandable prototype device which improved visually handicapped people's initial learning of Braille. The time taken for visually handicapped people to learn Braille became significantly reduced whilst their interest increased, as did their concentration time regarding such learning.

  15. Creating Visual Materials for Multi-Handicapped Deaf Learners.

    ERIC Educational Resources Information Center

    Hack, Carole; Brosmith, Susan

    1980-01-01

    The article describes two groups of visual materials developed for multiply handicapped deaf teenagers. The daily living skills project includes vocabulary lists, visuals, games and a model related to household cleaning, personal grooming, or consumer skills. The occupational information project includes visuals of tools, materials, and clothing…

  16. Physically Handicapped in Science: Final Project Report.

    ERIC Educational Resources Information Center

    O'Brien, Maureen B.; And Others

    A two-year project was conducted by St. Mary's Junior College to improve the science literacy of visually-impaired students (VIS) through the adaptation of instructional methods and materials. A four-step process was used: (1) learning materials were reviewed to identify problem areas; (2) preliminary adaptations were made based on the review; (3)…

  17. SELECTIVE AUDIO-VISUAL INSTRUCTION FOR MENTALLY RETARDED PUPILS.

    ERIC Educational Resources Information Center

    GOLDSTEIN, EDWARD

    THE USE OF SOUND FILMS IN THE EDUCATION OF EDUCABLE MENTALLY HANDICAPPED (EMH) ADOLESCENTS WAS EXAMINED IN AN EXPERIMENTAL STUDY. THE HISTORY OF SPECIAL EDUCATION METHODS FOR EMH STUDENTS IS REVIEWED FROM THE LATE 18TH CENTURY THROUGH CURRENT TEACHING PRACTICES. INDIVIDUAL REVIEWS OF 14 RESEARCH STUDIES AND REPORTS ON THE USE OF EDUCATIONAL FILMS…

  18. 41 CFR 50-201.1102 - Tolerance for apprentices, student-learners, and handicapped workers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... apprentices, student-learners, and handicapped workers. 50-201.1102 Section 50-201.1102 Public Contracts and...-GENERAL REGULATIONS § 50-201.1102 Tolerance for apprentices, student-learners, and handicapped workers. (a... standards and procedures as are prescribed for the employment of apprentices, student-learners, handicapped...

  19. 41 CFR 50-201.1102 - Tolerance for apprentices, student-learners, and handicapped workers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., student-learners, and handicapped workers. 50-201.1102 Section 50-201.1102 Public Contracts and Property... REGULATIONS § 50-201.1102 Tolerance for apprentices, student-learners, and handicapped workers. (a... standards and procedures as are prescribed for the employment of apprentices, student-learners, handicapped...

  20. 41 CFR 50-201.1102 - Tolerance for apprentices, student-learners, and handicapped workers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... apprentices, student-learners, and handicapped workers. 50-201.1102 Section 50-201.1102 Public Contracts and...-GENERAL REGULATIONS § 50-201.1102 Tolerance for apprentices, student-learners, and handicapped workers. (a... standards and procedures as are prescribed for the employment of apprentices, student-learners, handicapped...

  1. 41 CFR 50-201.1102 - Tolerance for apprentices, student-learners, and handicapped workers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ..., student-learners, and handicapped workers. 50-201.1102 Section 50-201.1102 Public Contracts and Property... REGULATIONS § 50-201.1102 Tolerance for apprentices, student-learners, and handicapped workers. (a... standards and procedures as are prescribed for the employment of apprentices, student-learners, handicapped...

  2. 41 CFR 50-201.1102 - Tolerance for apprentices, student-learners, and handicapped workers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., student-learners, and handicapped workers. 50-201.1102 Section 50-201.1102 Public Contracts and Property... REGULATIONS § 50-201.1102 Tolerance for apprentices, student-learners, and handicapped workers. (a... standards and procedures as are prescribed for the employment of apprentices, student-learners, handicapped...

  3. Methods and Materials in the Education of the Visually Handicapped.

    ERIC Educational Resources Information Center

    Association for Education of the Visually Handicapped, Philadelphia, PA.

    Presented are 19 selected papers given at the 1972 conference. The following titles are included: "Multi-Handicapped, the King of Challengers"; "Is Listening the Answer?"; "An Aural Study System designed for the Visually Handicapped"; "VOCOM I--Speech Compressor Expander"; "A Comparison of the Effectiveness of Standard Print and Large Print in…

  4. Effects of Binaural Sensory Aids on the Development of Visual Perceptual Abilities in Visually Handicapped Infants. Final Report, April 15, 1982-November 15, 1982.

    ERIC Educational Resources Information Center

    Hart, Verna; Ferrell, Kay

    Twenty-four congenitally visually handicapped infants, aged 6-24 months, participated in a study to determine (1) those stimuli best able to elicit visual attention, (2) the stability of visual acuity over time, and (3) the effects of binaural sensory aids on both visual attention and visual acuity. Ss were dichotomized into visually handicapped…

  5. Ohio Students Identified as "Other Health Handicapped."

    ERIC Educational Resources Information Center

    Ohio State Legislative Office of Education Oversight, Columbus.

    Ohio has used 12 disability categories to report and fund students with special education needs. In June of 2001, the Ohio General Assembly divided the "other health handicapped" category into 2 categories: "other health handicapped-minor" and "other health handicapped-major." Students identified in the major category…

  6. A Guide for Working with Handicapped Students in Occupational Exploration.

    ERIC Educational Resources Information Center

    Collins, Martha; Thompson, Barbara

    Intended to help teachers provide occupational exploration for handicapped students, this guide is also a source of information on handicapping conditions for regular classroom teachers. Guidelines are offered for occupational exploration classes, and descriptions and characteristics of students with the various handicapping conditions are…

  7. Causes of severe visual impairment and blindness in children attending schools for the visually handicapped in the Czech Republic.

    PubMed

    Kocur, I; Kuchynka, P; Rodný, S; Baráková, D; Schwartz, E C

    2001-10-01

    To describe the causes of severe visual impairment and blindness in children in schools for the visually handicapped in the Czech Republic in 1998. Pupils attending all 10 primary schools for the visually handicapped were examined. A modified WHO/PBL eye examination record for children with blindness and low vision was used. 229 children (146 males and 83 females) aged 6-15 years were included in the study: 47 children had severe visual impairment (20.5%) (visual acuity in their better eye less than 6/60), and 159 were blind (69.5%) (visual acuity in their better eye less than 3/60). Anatomically, the most affected parts of the eye were the retina (124, 54.2%), optic nerve (35, 15.3%), whole globe (25, 10.9%), lens (20, 8.7%), and uvea (12, 5.2%). Aetiologically (timing of insult leading to visual loss), the major cause of visual impairment was retinopathy of prematurity (ROP) (96, 41.9 %), followed by abnormalities of unknown timing of insult (97, 42.4%), and hereditary disease (21, 9.2%). In 90 children (40%), additional disabilities were present: mental disability (36, 16%), physical handicap (16, 7%), and/or a combination of both (19, 8%). It was estimated that 127 children (56%) suffer from visual impairment caused by potentially preventable and/or treatable conditions (for example, ROP, cataract, glaucoma). Establishing a study group for comprehensive evaluation of causes of visual handicap in children in the Czech Republic, as well as for detailed analysis of present practice of screening for ROP was recommended.

  8. To evaluate the comparative status of oral health practices, oral hygiene and periodontal status amongst visually impaired and sighted students.

    PubMed

    Jain, Ashish; Gupta, Jyoti; Aggarwal, Vyom; Goyal, Chinu

    2013-01-01

    The aim of this study was to evaluate the comparative status of oral health practices, oral hygiene, and periodontal status amongst visually impaired and sighted students. In this study, 142 visually impaired children from a blind school in the age group of 6-18 years were enrolled with a similar number of age and sex matched sighted students studying in different schools of Chandigarh. The outcome variables were oral hygiene practices, oral hygiene status, and periodontal status. The visually impaired had been found to have better oral hygiene practices, a nonsignificant difference of oral hygiene scores but a significantly high value for bleeding scores as compared to sighted students. Age wise comparisons showed that bleeding scores were highly significant in 9-11 years and 12-14 years age group as compared to 6-8 years and 15-18 years age group. It could be related that the increased prevalence of bleeding sites despite of better oral hygiene practices in visually impaired group might be the result of their handicap to visualize plaque. ©2012 Special Care Dentistry Association and Wiley Periodicals, Inc.

  9. Project: "Teach 'n' Reach" Physically Handicapped: Physical and Health Impaired, Visually Impaired. (Book 4 out of 4.)

    ERIC Educational Resources Information Center

    Kagan, Arleen

    The final volume (the fifth in the series and the fourth curriculum guide) in Project Teach 'n' Reach, a program designed to teach nondisabled students about disabilities, focuses on physical disabilities. Information on goals, performance objectives, and activity procedures are presented for topics dealing with physical and health impairments,…

  10. A Comparative Needs Analysis of Supportive Services for Non-Handicapped and Handicapped Persons Seeking Post-Secondary Education from the Community College System.

    ERIC Educational Resources Information Center

    Graham, Gary L.; And Others

    This study was concerned with identifying the specific information needs and personal needs of handicapped students and comparing the selected needs with needs of general students. The study hypothesis was that there is no significant difference between identified needs of handicapped students and those of general students. The significance…

  11. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 41 Public Contracts and Property Management 1 2013-07-01 2013-07-01 false Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

  12. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 41 Public Contracts and Property Management 1 2014-07-01 2014-07-01 false Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

  13. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

  14. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 41 Public Contracts and Property Management 1 2011-07-01 2009-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

  15. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 41 Public Contracts and Property Management 1 2012-07-01 2009-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

  16. Making Facilities Accessible to the Physically Handicapped.

    ERIC Educational Resources Information Center

    State Univ. Construction Fund, Albany, NY.

    Guidelines on performance criteria for the State University of New York consider two main types of handicapped: the ambulant and semi-ambulant, including some physically handicapped, the visually and aurally handicapped, and persons with cardiac conditions; and persons confined to wheel chairs. The handicapped and planning for them are discussed.…

  17. Physical Education and Recreation for the Visually Handicapped. Revised Edition.

    ERIC Educational Resources Information Center

    Buell, Charles E.

    Part I of this book on physical education for the visually handicapped deals with what physical educators and recreation specialists should know about blindness. Examples are given of athletic accomplishments of visually impaired or sightless athletes. Prevailing misconceptions and attitudes about blindness are discussed, and the importance of…

  18. Causes of severe visual impairment and blindness in children attending schools for the visually handicapped in the Czech Republic

    PubMed Central

    Kocur, I; Kuchynka, P; Rodny, S; Barakova, D; Schwartz, E

    2001-01-01

    AIMS—To describe the causes of severe visual impairment and blindness in children in schools for the visually handicapped in the Czech Republic in 1998.
METHODS—Pupils attending all 10 primary schools for the visually handicapped were examined. A modified WHO/PBL eye examination record for children with blindness and low vision was used.
RESULTS—229 children (146 males and 83 females) aged 6-15 years were included in the study: 47 children had severe visual impairment (20.5%) (visual acuity in their better eye less than 6/60), and 159 were blind (69.5%) (visual acuity in their better eye less than 3/60). Anatomically, the most affected parts of the eye were the retina (124, 54.2%), optic nerve (35, 15.3%), whole globe (25, 10.9%), lens (20, 8.7%), and uvea (12, 5.2%). Aetiologically (timing of insult leading to visual loss), the major cause of visual impairment was retinopathy of prematurity (ROP) (96, 41.9 %), followed by abnormalities of unknown timing of insult (97, 42.4%), and hereditary disease (21, 9.2%). In 90 children (40%), additional disabilities were present: mental disability (36, 16%), physical handicap (16, 7%), and/or a combination of both (19, 8%). It was estimated that 127 children (56%) suffer from visual impairment caused by potentially preventable and/or treatable conditions (for example, ROP, cataract, glaucoma).
CONCLUSIONS—Establishing a study group for comprehensive evaluation of causes of visual handicap in children in the Czech Republic, as well as for detailed analysis of present practice of screening for ROP was recommended.

 PMID:11567954

  19. Academic Self-Handicapping and Achievement Goals: A Further Examination.

    PubMed

    Midgley, Carol; Urdan, Tim

    2001-01-01

    This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.

  20. An Estimate of the Number of Persons with Visual and Physical Handicaps Eligible for DBPH Services.

    ERIC Educational Resources Information Center

    Pollet, Dorothy, Comp.

    It is estimated that 1,868,000 people are certainly eligible for the services of the Library of Congress Division for the Blind and Physically Handicapped. Between 5,781,500 and 11,384,500 are also possibly eligible. Handicapping conditions which are certainly eligible are severe visual impairment, absence of one or both arms or hands, cerebral…

  1. Learned Helplessness in Children with Visual Handicaps: A Pilot Study of Expectations, Persistence, and Attributions. Final Report.

    ERIC Educational Resources Information Center

    Head, Dan; And Others

    This report describes the outcomes of a one-year federally funded pilot study of 14 students with low vision or blindness (grades 3-6) and 13 teachers. The study was designed to generate practical classroom assessment procedures for measuring "learned helplessness" and recommendations for a conceptual intervention model for use in the classroom.…

  2. Student Aides for Handicapped College Students. Final Report and Manual.

    ERIC Educational Resources Information Center

    Urie, Robert M.; And Others

    The stated purpose of the project was to demonstrate that the use of student aides to assist selected physically handicapped students in the college setting, in conjunction with special physical facilities and individual counseling sessions for both the physically handicapped and the student aides, would result in a more satisfactory academic,…

  3. Preservice Preparation of Teachers of the Visually Handicapped in a Rural State.

    ERIC Educational Resources Information Center

    Alcorn, Dewaine A.

    The University of Nebraska (with the help of the University of Northern Colorado) has established a program to provide practicing teachers with training qualifying them for the teaching certificate endorsement for teaching the visually handicapped. The program was especially designed to fill a state need for teachers of the visually handicapped…

  4. Transporting Handicapped Students: A Resource Manual and Recommended Guidelines for School Transportation and Special Education Personnel.

    ERIC Educational Resources Information Center

    Bluth, Linda Fran

    The manual is intended to recommend policy guidelines for special educators and transporters of handicapped students. Beginning with a review of the requirements of P.L. 94-142 (The Education for All Handicapped Children Act) and a discussion of transportation as a related service provided to handicapped students, the manual proceeds to…

  5. Emotionally Handicapped Pupils: Developing Appropriate Educational Programs.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. for Exceptional Children.

    The document is designed to assist local school systems as they plan, develop, and improve programs for emotionally handicapped students. Sections cover the following areas: definition of emotionally handicapped students; pre-planninq for emotionally handicapped programs; identification, referral, screening, assessment, and placement; service…

  6. Disciplining Handicapped Students.

    ERIC Educational Resources Information Center

    Hockstaff, Jim

    1983-01-01

    After a review of the legal foundations of school governance and specific protection offered handicapped students by federal legislation, this report focuses on Oregon regulations and practices and outlines recommendations for appropriate disciplinary procedures for students categorized as handicapped. Since the Education for All Handicapped…

  7. A Closed Circuit TV System for the Visually Handicapped and Prospects for Future Research.

    ERIC Educational Resources Information Center

    Genensky, S. M.; And Others

    Some visually handicapped persons have difficulty reading or writing even with the aid of eyeglasses, but could be helped by visual aids which increase image magnification, light intensity or brightness, or some combination of these factors. The system described here uses closed circuit television (CCTV) to provide variable magnification from 1.4x…

  8. Learning Experiences for Mentally Handicapped Students in a School Store.

    ERIC Educational Resources Information Center

    David, Carol

    A supermarket chain supplies a small grocery store in an elementary school in Jefferson County, Kentucky. The store program seeks to provide learning experiences for students, as they make selections, spend their earnings, and save for later purchases. Students with multiple handicaps and students with severe/profound handicaps shop in the store…

  9. The Self-Handicapping Phenomenon.

    ERIC Educational Resources Information Center

    Ferguson, Janet M.; Dorman, Jeffrey

    2002-01-01

    Asserts that self-handicapping students protect their self-images by deliberately not trying to achieve for fear of trying hard, failing anyway, and appearing "dumb." Surveys of high school students examined three areas of students' perceptions (self-handicapping, academic self-efficacy, and classroom environment). The correlation…

  10. Kangaroo Kapers or How to Jump into Library Services for the Handicapped.

    ERIC Educational Resources Information Center

    Ruark, Ardis; Melby, Carole

    This guide to educational and library resources for handicapped individuals cites agencies, organizations, and bibliographies of children's and adult/professional books in separate sections for the aurally, visually, and mentally handicapped, and in a general section for other handicapping conditions. Guidelines for volunteers include suggested…

  11. Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

    PubMed

    Kumar, Latha Rajendra; Chacko, Thomas Vengail

    2012-01-01

    In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P < 0.0001) in student's self-perceptions about usefulness of knowing one's learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within the group helped students choose strategies to help overcome the handicap presented by the school's teaching methods.

  12. Academic self-handicapping: the role of self-concept clarity and students' learning strategies.

    PubMed

    Thomas, Cathy R; Gadbois, Shannon A

    2007-03-01

    Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. This study examined students' self-esteem and self-concept clarity as well as their tendencies to employ deep- or surface-learning approaches and self-regulate while learning in relation to their self-handicapping tendencies and exam performance. Participants were 161 male and female Canadian, first-year university students. Participants completed a series of questionnaires that measured their self-esteem, self-concept clarity, approaches to learning, self-regulation and reflections on performance prior to and following their exam. Self-handicapping was negatively correlated with self-concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety. Regression analyses showed that self-concept clarity, self-regulation, surface-learning and test anxiety scores predicted self-handicapping scores. Self-concept clarity, test anxiety scores, academic self-efficacy and self-regulation were predictors of mid-term exam grades. This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

  13. Minimizing Teacher Stress. Structuring Positive Interactions for Handicapped and Nonhandicapped Children in Physical Education.

    ERIC Educational Resources Information Center

    Colvin, Nola R.; And Others

    1982-01-01

    Components of an integrated physical education program, which consists of handicapped and nonhandicapped students, include: (1) activities that promote interaction among all students; (2) strategies that place handicapped and nonhandicapped students together; and (3) reinforcement of cooperative behavior. (CJ)

  14. I Can Too! Bulletin 1831.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge.

    This resource book is intended to assist special education teachers in planning art lessons to meet specific goals. It is divided into sections covering mild and moderately handicapped students, severely and profoundly handicapped students, and student with specific sensory handicaps. Each section discusses definitions and characteristics of the…

  15. Assessing Student Teachers' Attitudes toward Mentally Retarded and Physically Handicapped Persons.

    ERIC Educational Resources Information Center

    Ashman, Adrian F.

    1984-01-01

    Analysis of questionnaires completed by 104 postgraduate level education students revealed that Ss were more accepting of physical than mental handicaps. No sex differences were found. Identified five factors: perceived rights and privileges of physically handicapped and retarded persons, interpersonal comfort with handicapped people, attitudes…

  16. Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.

    ERIC Educational Resources Information Center

    Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

    2002-01-01

    Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

  17. Handbook for Teachers of the Visually Handicapped.

    ERIC Educational Resources Information Center

    Napier, Grace D.; Weishahn, Mel W.

    Designed to aid the inexperienced teacher of the visually handicapped, the handbook examines aspects of program objectives, content, philosophy, methods, eligibility, and placement procedures. The guide to material selection provides specific information on the acquisition of Braille materials, large type materials, recorded materials, direct…

  18. Ophthalmologic abnormalities among students with cognitive impairment in eastern Taiwan: The special group with undetected visual impairment.

    PubMed

    Tsao, Wei-Shan; Hsieh, Hsi-Pao; Chuang, Yi-Ting; Sheu, Min-Muh

    2017-05-01

    Students with cognitive impairment are at increased risk of suffering from visual impairment due to refractive errors and ocular disease, which can adversely influence learning and daily activities. The purpose of this study was to evaluate the ocular and visual status among students at the special education school in Hualien. All students at the National Hualien Special Education School were evaluated. Full eye examinations were conducted by a skilled ophthalmologist. The students' medical records and disability types were reviewed. A total of 241 students, aged 7-18 years, were examined. Visual acuity could be assessed in 138 students. A total of 169/477 (35.4%) eyes were found to suffer from refractive errors, including 20 eyes with high myopia (≤-6.0 D) and 16 eyes with moderate hypermetropia (+3.0 D to +5.0 D). A total of 84/241 (34.8%) students needed spectacles to correct their vision, thus improving their daily activities and learning process, but only 15/241 (6.2%) students were wearing suitable corrective spectacles. A total of 55/241 students (22.8%) had ocular disorders, which influenced their visual function. The multiple disability group had a statistically significant higher prevalence of ocular disorders (32.9%) than the simple intellectual disability group (19.6%). Students with cognitive impairment in eastern Taiwan have a high risk of visual impairment due to refractive errors and ocular disorders. Importantly, many students have unrecognized correctable refractive errors. Regular ophthalmic examination should be administered to address this issue and prevent further disability in this already handicapped group. Copyright © 2016. Published by Elsevier B.V.

  19. Implicit theory of athletic ability and self-handicapping in college students.

    PubMed

    Chen, Lung Hung; Chen, Mei-Yen; Lin, Meng-Shyan; Kee, Ying Hwa; Kuo, Chin Fang; Shui, Shang-Hsueh

    2008-10-01

    Self-handicapping is a maladaptive behavior which undermines students' achievements, but the antecedents of self-handicapping are not well studied in physical education. The aim was to examine the relations of implicit theory of abilities and self-handicapping in physical education. 264 college students, whose mean age was 20.3 yr. (SD = 1.7), completed the Conceptions of the Nature of Athletic Ability Questionnaire-2 and Self-handicapping Scale for Sport. Analysis indicated entity beliefs positively predicted reduced effort and making excuses. Also, incremental beliefs negatively predicted reduced effort. Results are discussed in terms of implicit theory of ability and self-handicapping. Directions for research and implications are stated.

  20. An Audio-Visual Resource Notebook for Adult Consumer Education. An Annotated Bibliography of Selected Audio-Visual Aids for Adult Consumer Education, with Special Emphasis on Materials for Elderly, Low-Income and Handicapped Consumers.

    ERIC Educational Resources Information Center

    Virginia State Dept. of Agriculture and Consumer Services, Richmond, VA.

    This document is an annotated bibliography of audio-visual aids in the field of consumer education, intended especially for use among low-income, elderly, and handicapped consumers. It was developed to aid consumer education program planners in finding audio-visual resources to enhance their presentations. Materials listed include 293 resources…

  1. Status 1968; Report of the Special Education Branch, Los Angeles Unified School District.

    ERIC Educational Resources Information Center

    Los Angeles Unified School District, CA.

    Included in the report on special education services of Los Angeles schools are chapters on an overview of the special education branch programs; the educationally handicapped, aphasic, and trainable mentally retarded; development centers for handicapped minors; the aurally and visually handicapped; the orthopedically handicapped or other health…

  2. Self-Modification Technique for the Control of Eating Behavior for the Visually Handicapped.

    ERIC Educational Resources Information Center

    Snoy, Mary T.; van Benten, Letitia

    1978-01-01

    A ten-week study was done of four visually handicapped overweight adolescents (ages 15-19 years) in a residential school to evaluate the efficacy of an operant conditioning technique designed to promote weight loss by altering eating habits. (Author/DLS)

  3. Educational Aids for Visually Handicapped.

    ERIC Educational Resources Information Center

    American Printing House for the Blind, Louisville, KY.

    Listings specifying source and cost are provided of tactile aids and materials designed for the visually handicapped. Items are presented in the following categories: supply sources and catalogs for aids; braille devices, including duplicators, reading and writing aids, reading readiness materials, and writing machines, slates, and styluses; deaf…

  4. Mainstreaming the Handicapped in Vocational Education. Serving the Orthopedically Handicapped.

    ERIC Educational Resources Information Center

    Weisgerber, Robert

    One of a series of seven modules developed to improve the knowledge and skills of vocational educators who are or who will be serving the handicapped in regular vocational education settings, this module, concerned with the orthopedically handicapped student and with the health impaired student, is designed to (1) explain what orthopedically…

  5. 29 CFR 516.30 - Learners, apprentices, messengers, students, or handicapped workers employed under special...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 3 2011-07-01 2011-07-01 false Learners, apprentices, messengers, students, or handicapped... handicapped workers employed under special certificates as provided in section 14 of the Act. (a) With respect... education, or handicapped workers employed at special minimum hourly rates under Special Certificates...

  6. 29 CFR 516.30 - Learners, apprentices, messengers, students, or handicapped workers employed under special...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 3 2012-07-01 2012-07-01 false Learners, apprentices, messengers, students, or handicapped... handicapped workers employed under special certificates as provided in section 14 of the Act. (a) With respect... education, or handicapped workers employed at special minimum hourly rates under Special Certificates...

  7. 29 CFR 516.30 - Learners, apprentices, messengers, students, or handicapped workers employed under special...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 3 2010-07-01 2010-07-01 false Learners, apprentices, messengers, students, or handicapped... handicapped workers employed under special certificates as provided in section 14 of the Act. (a) With respect... education, or handicapped workers employed at special minimum hourly rates under Special Certificates...

  8. 29 CFR 516.30 - Learners, apprentices, messengers, students, or handicapped workers employed under special...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 3 2014-07-01 2014-07-01 false Learners, apprentices, messengers, students, or handicapped... handicapped workers employed under special certificates as provided in section 14 of the Act. (a) With respect... education, or handicapped workers employed at special minimum hourly rates under Special Certificates...

  9. 29 CFR 516.30 - Learners, apprentices, messengers, students, or handicapped workers employed under special...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 3 2013-07-01 2013-07-01 false Learners, apprentices, messengers, students, or handicapped... handicapped workers employed under special certificates as provided in section 14 of the Act. (a) With respect... education, or handicapped workers employed at special minimum hourly rates under Special Certificates...

  10. Speech perception in medico-legal assessment of hearing disabilities.

    PubMed

    Pedersen, Ellen Raben; Juhl, Peter Møller; Wetke, Randi; Andersen, Ture Dammann

    2016-10-01

    Examination of Danish data for medico-legal compensations regarding hearing disabilities. The study purposes are: (1) to investigate whether discrimination scores (DSs) relate to patients' subjective experience of their hearing and communication ability (the latter referring to audio-visual perception), (2) to compare DSs from different discrimination tests (auditory/audio-visual perception and without/with noise), and (3) to relate different handicap measures in the scaling used for compensation purposes in Denmark. Data from a 15 year period (1999-2014) were collected and analysed. The data set includes 466 patients, from which 50 were omitted due to suspicion of having exaggerated their hearing disabilities. The DSs relate well to the patients' subjective experience of their speech perception ability. By comparing DSs for different test setups it was found that adding noise entails a relatively more difficult listening condition than removing visual cues. The hearing and communication handicap degrees were found to agree, whereas the measured handicap degrees tended to be higher than the self-assessed handicap degrees. The DSs can be used to assess patients' hearing and communication abilities. The difference in the obtained handicap degrees emphasizes the importance of collecting self-assessed as well as measured handicap degrees.

  11. The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.

    ERIC Educational Resources Information Center

    Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

    Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…

  12. Handicapped Students and the SAT.

    ERIC Educational Resources Information Center

    Ragosta, Marjorie

    A pilot study of handicapped students and the Scholastic Aptitude Test (SAT) was designed to assess the concerns of handicapped students about the SAT, to identify problems specific to certain disabilities or common across disabilities, to alert the College Board and Educational Testing Service (ETS) about the findings, and to make recommendations…

  13. Comparison of Voice Handicap Index Scores Between Female Students of Speech Therapy and Other Health Professions.

    PubMed

    Tafiadis, Dionysios; Chronopoulos, Spyridon K; Siafaka, Vassiliki; Drosos, Konstantinos; Kosma, Evangelia I; Toki, Eugenia I; Ziavra, Nausica

    2017-09-01

    Students' groups (eg, teachers, speech language pathologists) are presumably at risk of developing a voice disorder due to misuse of their voice, which will affect their way of living. Multidisciplinary voice assessment of student populations is currently spread widely along with the use of self-reported questionnaires. This study compared the Voice Handicap Index domains and item scores between female students of speech and language therapy and of other health professions in Greece. We also examined the probability of speech language therapy students developing any vocal symptom. Two hundred female non-dysphonic students (aged 18-31) were recruited. Participants answered the Voice Evaluation Form and the Greek adaptation of the Voice Handicap Index. Significant differences were observed between the two groups (students of speech therapy and other health professions) through Voice Handicap Index (total score, functional and physical domains), excluding the emotional domain. Furthermore, significant differences for specific Voice Handicap Index items, between subgroups, were observed. In conclusion, speech language therapy students had higher Voice Handicap Index scores, which probably could be an indicator for avoiding profession-related dysphonia at a later stage. Also, Voice Handicap Index could be at a first glance an assessment tool for the recognition of potential voice disorder development in students. In turn, the results could be used for indirect therapy approaches, such as providing methods for maintaining vocal health in different student populations. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  14. Getting Through College With a Disability; A Summary of Services Available on 500 Campuses for Students With Handicapping Conditions.

    ERIC Educational Resources Information Center

    President's Committee on Employment of the Handicapped, Washington, DC.

    This guide to college selection for the physically handicapped student summarizes information on the services and policies of 500 two- and four-year colleges. As to each college, it indicates if there are student organizations, offices, financial aid services, or career development services specifically designed for handicapped students, and if…

  15. OHIO PROGRAMS FOR VISUALLY HANDICAPPED CHILDREN, A REPORT ON THE 1964-65 COLUMBUS, OHIO STUDY OF PARTIALLY SEEING.

    ERIC Educational Resources Information Center

    GROVER, EDWARD C.; AND OTHERS

    THIS STUDY INVESTIGATED THE DECLINING ENROLLMENT IN OHIO'S PROGRAMS FOR PARTIALLY SEEING CHILDREN AND THE PROBLEMS OF INCIDENCE, VISUAL FUNCTIONING, AND MULTIPLE HANDICAPS. PARTIALLY SEEING CHILDREN IDENTIFIED BY THE STUDY HAD A VISUAL ACUITY AFTER CORRECTION OF 20/70 OR LESS AND/OR CORRECTION OF MORE THAN 10 DIOPTERS OF MYOPIA. THE SCHOOL NURSES…

  16. A Review of the Published Research Literature on Arts and the Handicapped, 1971-1981.

    ERIC Educational Resources Information Center

    Ash, Linda D.; Gambach, James

    The document presents findings of a search of research literature in the area of arts and the handicapped published between 1971 and 1981. The literature search addresses the various art forms of visual art, drama, music, and dance/movement as well as the major handicapping conditions: mental retardation, hearing impairments, speech handicaps,…

  17. A Longitudinal Study of Factors Producing High School Dropout among Handicapped and Non-Handicapped Students. Final Report.

    ERIC Educational Resources Information Center

    Brennan, Tim; Anderson, Frank

    This report presents findings from a multi-year project on handicapped and non-handicapped high school dropouts, including a longitudinal study of high school students in five Colorado school districts and a social ecological study to identify community characteristics which predispose a school district to high dropout rates. The longitudinal…

  18. Associations between Students' Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools

    ERIC Educational Resources Information Center

    Dorman, Jeffrey P.; Ferguson, Janet M.

    2004-01-01

    Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2,006 students responded to a questionnaire that assessed student perceptions of classroom environment and self-handicapping. Simple and multiple correlational analyses showed that classroom…

  19. Academic Self-Handicapping: The Role of Self-Concept Clarity and Students' Learning Strategies

    ERIC Educational Resources Information Center

    Thomas, Cathy R.; Gadbois, Shannon A.

    2007-01-01

    Background: Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. Aims: This study…

  20. Creative Arts and Crafts for Children with Visual Handicaps.

    ERIC Educational Resources Information Center

    Sykes, Kim C.; And Others

    This teaching guide gives instructions for 23 creative art or craft projects thought to be appropriate for use with visually handicapped children. Usually included for each project are the educational objective, materials and equipment needed, procedure, possible variations, and photographs. The following types of activity are recommended: tempera…

  1. Binoculars: A Long-Ignored Aid for the Partially Sighted.

    ERIC Educational Resources Information Center

    Genesky, S. M.

    Defined in the booklet is the visually handicapped population that could benefit from use of binoculars, and described with photographs are uses of binoculars and additional equipment. Categories of the visually handicapped and concomitant population sizes are examined to stress the point that approximately 1.64 million Americans are partially…

  2. Tactile Media for the Visually Handicapped.

    ERIC Educational Resources Information Center

    Diodato, Virgil

    New technological developments allow even the most severely visually handicapped person to read print, sense images, and operate calculators and meters. One of these new developments is the Optacon, which converts printed images to vibrations sensed by finger touch, and may be used to read print, handwriting, and calculator displays. Another…

  3. Trends in the Prevalence Rates and Numbers of Blind and Visually Impaired Schoolchildren.

    ERIC Educational Resources Information Center

    Kirchner, C.

    1990-01-01

    This paper draws on primary and secondary data sources to document an increasing number of visually handicapped children. The paper discusses socioeconomic trends, increased rates of handicapping conditions in general, increased number of legally blind schoolchildren, and evidence of an increase in retinopathy of prematurity. (JDD)

  4. European Conference on Educational Research for the Visually Handicapped.

    ERIC Educational Resources Information Center

    Lindqvist, B., Ed.; Trowald, N., Ed.

    Proceedings of a 3-day working conference in Stockholm on educational research for the visually handicapped are presented, with five reports on research activities conducted by participating groups and five introductory papers. Research projects reviewed include information on research activities at the Research Centre for the Education of the…

  5. Visual Arts for Emotionally Handicapped Early Adolescents Theory and Resultant Guidelines.

    ERIC Educational Resources Information Center

    Shields, Roscoe, Jr.

    The paper discusses the theory and implementation guidelines of a visual arts curriculum for emotionally handicapped adolescents. The author stresses the importance of expressive arts and of identification with the art experience, and suggests that a curriculum should start with themes, experiences, and ideas worth communicating. Expressive…

  6. Improving Attitudes of High School Students toward Their Handicapped Peers.

    ERIC Educational Resources Information Center

    Handlers, Adele; Austin, Katherine

    1980-01-01

    Twenty secondary students participated in a sociology class training program judged by them as successful in acquainting them with handicapping conditions and handicapped people, easing mainstreaming, and developing teaching materials for use in other classes. (CL)

  7. Inclusive Education: Programmes and Provisions

    ERIC Educational Resources Information Center

    Kappen, Mini Dejo

    2010-01-01

    Inclusive education is a practice of teaching handicapped children in regular classrooms with non-handicapped children to the fullest extent possible; such children may have orthopedic, intellectual, emotional, or visual difficulties or handicaps associated with hearing or learning. In India there are constitutional provisions for Inclusive…

  8. Preschool Curriculum for Exceptional Children.

    ERIC Educational Resources Information Center

    Kelley-Saur, Cheryl

    The curriculum guide for use with preschool handicapped children provides 28 activity units as well as general teaching suggestions. An initial section covers ideas for adapting activities to specific handicapping conditions including the visually impaired, hearing impaired, physically handicapped, and mentally disabled. Subsections also cover…

  9. The validity and reliability of tinnitus handicap inventory Thai version.

    PubMed

    Limviriyakul, Siriporn; Supavanich, Walop

    2012-11-01

    Demonstrate the reliability and validity of the Tinnitus Handicap Inventory Thai Version (THI-T), a self-report measure of tinnitus. A cross-sectional psychometric validation study was used to determine internal consistency reliability and validity of the Tinnitus Handicap Inventory Thai Version at the Otoneurology clinic at Tertiary care center The cross-cultural adaptation of the Tinnitus Handicapped Inventory English version (Newman et al, 1996) was translated into Thai version following the steps indicated by Guillemin et al. The reliability was constructed by using Cronbach's coefficient alpha. The validity was analyzed by the correlation between Tinnitus Handicap Inventory Thai version and the 36-items short form health survey and visual analog scale using Spearman and Pearson test. The result showed good internal consistency reliabilities of total, functional, emotional, and catastrophic scale (a = 0.902, 0.804, 0.831 and 0.661, respectively) of Tinnitus Handicap Inventory Thai Version. Spearman correlation showed the significant correlation of Tinnitus Handicap Inventory to 36-items short form health survey and visual analog scale. Tinnitus Handicap Inventory Thai Version will be a vigorous tool in evaluating tinnitus patients as well as monitoring the progress of their symptoms.

  10. Creative Movement Classes for Visually Handicapped Children in a Public School Setting

    ERIC Educational Resources Information Center

    Resnick, Rose

    1973-01-01

    To counteract the lack of healthful physical activities offered for visually handicapped children in San Francisco public schools, a creative movement program was implemented for eight girls and four boys, 6 to 20 years of age, who were blind or partially sighted, and ranged in intelligence from retarded to bright. (MC)

  11. Individual and Group Decisions of Visually Handicapped on Risk Taking. Brief Research Report.

    ERIC Educational Resources Information Center

    Dixit, Ashutosh K.

    1986-01-01

    Visually handicapped Indian clients ages 22-30 (N=68) completed a questionnaire designed to assess their risk-taking tendencies. Comparisons between individual responses and the consensus decisions of groups (male only) were made. Among reported results was that groups shifted toward a preference for less risk than individuals. (JW)

  12. Evaluation of Sensory Aids for the Visually Handicapped.

    ERIC Educational Resources Information Center

    National Academy of Sciences - National Research Council, Washington, DC.

    Presented are 11 papers given at a conference on the evaluation of sensory aids for the visually handicapped which emphasized mobility and reading aids beginning to be tested and distributed widely. Many of the presentations are by the principal developers or advocates of the aids. Introductory readings compare the role of evaluation in the…

  13. Exceptional Children Conference Papers: Problems of Auditory, Visual and Speech Impairments.

    ERIC Educational Resources Information Center

    Council for Exceptional Children, Arlington, VA.

    The collection of eight conference papers on problems of auditory, visual, and speech handicaps begins with a review of what is known about deaf-blind children and early development. Following papers are devoted to spontaneous vocalization and babbling in aurally handicapped infants, psychological synergism (an approach to consideration of…

  14. Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Report.

    ERIC Educational Resources Information Center

    Baggett, Connie D.; And Others

    This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production,…

  15. 22 CFR 142.45 - Housing.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR... comparable, convenient, and accessible housing to handicapped students at the same cost as to others. At the... in sufficient quantity and variety so that the scope of handicapped students' choice of living...

  16. 22 CFR 142.45 - Housing.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR... comparable, convenient, and accessible housing to handicapped students at the same cost as to others. At the... in sufficient quantity and variety so that the scope of handicapped students' choice of living...

  17. 22 CFR 142.45 - Housing.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR... comparable, convenient, and accessible housing to handicapped students at the same cost as to others. At the... in sufficient quantity and variety so that the scope of handicapped students' choice of living...

  18. Nondiscrimination and the Otherwise Qualified Handicapped Student.

    ERIC Educational Resources Information Center

    Nelson, Eileen S.; Nelson, William R.

    1980-01-01

    A handicapped student must be academically and technically qualified in spite of the handicap in order to come under the protection of the law prohibiting discrimination in admission to educational programs. An institution is not required to make major modifications in an existing program. (Author)

  19. 22 CFR 142.45 - Housing.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR... comparable, convenient, and accessible housing to handicapped students at the same cost as to others. At the... in sufficient quantity and variety so that the scope of handicapped students' choice of living...

  20. 22 CFR 142.45 - Housing.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR... comparable, convenient, and accessible housing to handicapped students at the same cost as to others. At the... in sufficient quantity and variety so that the scope of handicapped students' choice of living...

  1. Telecommunication for the Physically Handicapped.

    ERIC Educational Resources Information Center

    Cunningham, Pat; Gose, Joan

    The paper examines the uses of telecommunication for physically handicapped students. Basic equipment, including a modem and keyboard interface, are described. The types and uses of computer bulletin boards are also described. Among benefits of telecommunications for physically handicapped students noted in the paper are social prestige,…

  2. Self-handicapping in school physical education: The influence of the motivational climate.

    PubMed

    Standage, Martyn; Treasure, Darren C; Hooper, Katherine; Kuczka, Kendy

    2007-03-01

    Self-handicapping is an attribution-related process whereby individuals create performance impediments/excuses to protect self-worth in socially evaluative environments. Thus, the prevailing motivational climate would appear to be an important factor when attempting to understand the situational self-handicapping process within school physical education. Drawing from achievement goal theory, the study examined the effect of experimentally induced conditions (viz. task vs. ego) on situational self-handicapping. Seventy British secondary school students (36 females and 34 males; M age = 11.98; SD=0.31). Participants were randomly assigned to partake in a running endurance task in either an ego-involving (20 male students and 16 female students) or a task-involving (14 male students and 20 female students) condition. Prior to completing the experimental task, participants were given the opportunity to claim situational self-handicaps. Data for goal orientations, subjective climate perceptions, perceived ability and perceived task importance were also obtained. After determining the effectiveness of the experimental manipulation, results revealed participants in the ego-involving condition to report significantly more situational self-handicapping claims. Further, and after controlling for individual difference variables, the results of moderated hierarchical regression analysis revealed subjective perceptions of an ego-involving climate to be the main positive predictor of situational self-handicapping. Although a weaker contributor to the percentage of variance explained, task orientation emerged as a negative predictor of situational self-handicapping. The findings suggest that PE teachers would be prudent to minimize ego-involving situations should they wish to reduce situational self-handicapping.

  3. Rights Handbook for Handicapped Children and Adults.

    ERIC Educational Resources Information Center

    Des Jardins, Charlotte; Hull, Rita

    The handbook is intended as a reference to rights of handicapped children and adults as defined by federal and state legislation. A section on education makes up a major portion of the document and includes information on the following areas: definition of handicapped children, early childhood, visual impairment, hearing impairment, physical or…

  4. Special Needs. Viewpoints. A Series of Occasional Papers on Basic Education. Issue No. 2.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit, London (England).

    This collection of papers focuses on working with adults who have special needs. In her paper entitled "Literacy and the Visually Handicapped," Janice E. Mason examines ways in which strategies for meeting the needs of visually handicapped persons can be integrated into literacy programs. "Singer and Listener: Basic Education Work…

  5. Birding: An Introduction to Ornithological Delights for Blind and Physically Handicapped Individuals.

    ERIC Educational Resources Information Center

    Cylke, Frank Kurt, Ed.

    The booklet provides resources for blind and visually handicapped individuals interested in birding as a hobby. It describes a midwestern group of visually impaired birders and discusses the importance and variety of bird sounds. Listed are a selection of recorded and braille books available on birding, sources of commercial recordings of bird…

  6. Vision Assessment and Program Manual for Severely Handicapped and/or Deaf-Blind Students. Bay Area Severely Handicapped Deaf Blind Project.

    ERIC Educational Resources Information Center

    Sailor, Wayne; And Others

    Intended for teachers of deaf-blind and severely handicapped students as well as for resource or itinerant teachers in the area of vision who have recently begun to serve low functioning students, the manual provides information on vision and on vision assessment. The manual serves three functions. It: (1) prepares teachers for participation in…

  7. Levels of visual impairment in a day centre for people with a mental handicap.

    PubMed Central

    Haire, A R; Vernon, S A; Rubinstein, M P

    1991-01-01

    A prospective study screening for visual impairment in a day centre for people with a mental handicap showed that 30% required spectacles or registration as blind or partially-sighted and a further 20% had previously unknown pathology. Carers were not reliable in identifying visual problems in their charges, and routine screening should be encouraged. High Street optometrists should be able to measure visual acuity in the individuals in this sample excluding those cared for in special care units for whom screening may be less beneficial. PMID:1941857

  8. Vision preference in dynamic posturography analysed according to vestibular impairment and handicap.

    PubMed

    Perez, N I; Rama, J I; Martinez Vila, E

    2004-01-01

    The objective of this work was to characterise the implications of vision preference derived from the sensory organisation test of computerised dynamic posturography, in terms of impairment, disability and handicap. This was a prospective assessment of 88 patients suffering from dizziness who denied experiencing any visually induced vertiginous symptoms. The level of impairment of each patient was estimated by performing a complete analysis of vestibular function by means of the caloric and rotatory stimulation tests. Disability and handicap were determined with the Dizziness Handicap Inventory questionnaire (DHI). The results of the caloric test in patients were independent of vision preference although canal paresis was more frequently abnormal in patients without visual preference. No differences were found in the results of rotatory stimulation by means of impulse and sinusoidal tests, both at high velocities of stimuli, in between patients with and without vision preference. Similarly, the responses in the DHI, a common questionnaire for vestibular disability and handicap and, specifically to questions addressing the problem of visual and vestibular disability, were not able to differentiate either group of patients. Nevertheless, we have found that patients with vision preference tend to have poorer balance. We consider that in the patients studied here, vision preference must be considered as a normal finding as this represents a normal strategy in a subject that relies more heavily on visual cues for his or her postural control.

  9. The Design of a Computer Table for the Physically Handicapped Student.

    ERIC Educational Resources Information Center

    Fitterman, L. Jeffrey

    The paper describes the development of a computer table for physically handicapped students including persons with moderate to severe cerebral palsy, muscular dystrophy, uncontrolled epilepsy, and paralysis due to physical trauma. The project first reviewed furniture currently available for the physically handicapped and then conducted ergonomic…

  10. The Handi Book: A Reference Manual for Personnel Working with Handicapped Students.

    ERIC Educational Resources Information Center

    Lusk, Julie Tapin, Ed.

    The handbook presents an introduction and 11 chapters designed to help community college personnel serve handicapped students. A chapter on legal aspects of serving the handicapped addresses the implications of postsecondary and vocational education requirements on admission and programming. Suggestions are made for overcoming the social barriers…

  11. Disciplining Handicapped Students: Legal Considerations.

    ERIC Educational Resources Information Center

    Osborne, Allan G., Jr.

    Federal and state courts have held that disciplinary sanctions cannot be applied to handicapped students in such a way that they would be deprived of their legal rights to a free, appropriate public education in the least restrictive environment, as mandated by the Education for All Handicapped Children Act (EHA). This presentation outlines the…

  12. 15 CFR 8b.23 - Housing provided by the recipient.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... a whole, made available in a manner that does not result in discrimination on the basis of handicap. ... nonhandicapped students shall provide comparable, convenient, and accessible housing to handicapped students at...

  13. 15 CFR 8b.23 - Housing provided by the recipient.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... a whole, made available in a manner that does not result in discrimination on the basis of handicap. ... nonhandicapped students shall provide comparable, convenient, and accessible housing to handicapped students at...

  14. 15 CFR 8b.23 - Housing provided by the recipient.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... a whole, made available in a manner that does not result in discrimination on the basis of handicap. ... nonhandicapped students shall provide comparable, convenient, and accessible housing to handicapped students at...

  15. 15 CFR 8b.23 - Housing provided by the recipient.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... a whole, made available in a manner that does not result in discrimination on the basis of handicap. ... nonhandicapped students shall provide comparable, convenient, and accessible housing to handicapped students at...

  16. 15 CFR 8b.23 - Housing provided by the recipient.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... a whole, made available in a manner that does not result in discrimination on the basis of handicap. ... nonhandicapped students shall provide comparable, convenient, and accessible housing to handicapped students at...

  17. Underachievers' Cognitive and Behavioral Strategies--Self-Handicapping at School.

    ERIC Educational Resources Information Center

    Nurmi, Jari-Erik; And Others

    1995-01-01

    Two studies with a total of 153 junior and senior high-school students and vocational students in Finland investigated whether underachievers applied a self-handicapping or learned-helplessness strategy in achievement contexts. Underachievers seemed to apply a self-handicapping strategy rather than a learned-helplessness approach. (SLD)

  18. Blindness, low vision, and other handicaps as risk factors attached to institutional residence.

    PubMed

    Brézin, A P; Lafuma, A; Fagnani, F; Mesbah, M; Berdeaux, G

    2004-10-01

    To estimate the risk of living in an institution and being visually impaired. Two national surveys were pooled: (1) 2075 institutions (for children or adults with handicaps, old people, and psychiatric centres) were selected randomly, in 18 predefined strata, from the French health ministry files. From these institutions, 15 403 subjects were selected randomly and handicap was documented by interview in 14 603 (94.9%) of them; (2) level of handicap was documented in a randomised, stratified sample of 356 208 citizens living in the community; from this sample, 21 760 subjects were further selected at random and 16 945 people were interviewed. Data on handicaps (visual, auditory, speech, brain, visceral, motor, and other) and activities of daily living (ADL) were extracted. The odds ratio (OR) of living in an institution was estimated, using stepwise logistic regressions with age, geographical area, handicaps, and ADL as co-variables. Subjects in institutions, compared to those living at home, were, respectively, more often female (64.3% v 52.4%) and older (68.7 v 38.0 years); they more often had handicaps (ORs: speech, 6.59; brain, 10.17; motor, 8.86; visceral, 3.49; auditory, 2.66; other, 1.53); and were less often able to perform their ADL (46.2% v 97.1%) without assistance. Below 80 years, blind people were more often in institutions (ORs 0.239 to 0.306); whereas in older people the association was reversed (OR: 3.277). Low vision was always significantly associated with institutional residence (ORs from 0.262 to 0.752). Visual handicap was associated with institutional residence. The link persisted after adjustment for known confounding factors.

  19. United Arab Emirates University Students' Attitudes towards the Handicapped.

    ERIC Educational Resources Information Center

    Smadi, Ahmad A.; Sartawi, Abdel Aziz M.

    1995-01-01

    Analysis of scores of 313 students at the United Arab Emirates University on the College Students' Attitude Scale towards the Handicapped found significantly more positive attitudes by females versus males, single versus married students, residents versus nonresidents, families with children having disabilities, students having previous contact…

  20. 29 CFR 779.409 - Handicapped workers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 3 2013-07-01 2013-07-01 false Handicapped workers. 779.409 Section 779.409 Labor... Students, Learners, and Handicapped Workers § 779.409 Handicapped workers. Regulations have been issued... handicapped workers at wages lower than the minimum wage applicable under section 6 of the Act. These...

  1. 29 CFR 779.409 - Handicapped workers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 3 2010-07-01 2010-07-01 false Handicapped workers. 779.409 Section 779.409 Labor... Students, Learners, and Handicapped Workers § 779.409 Handicapped workers. Regulations have been issued... handicapped workers at wages lower than the minimum wage applicable under section 6 of the Act. These...

  2. 29 CFR 779.409 - Handicapped workers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 3 2011-07-01 2011-07-01 false Handicapped workers. 779.409 Section 779.409 Labor... Students, Learners, and Handicapped Workers § 779.409 Handicapped workers. Regulations have been issued... handicapped workers at wages lower than the minimum wage applicable under section 6 of the Act. These...

  3. 29 CFR 779.409 - Handicapped workers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 3 2012-07-01 2012-07-01 false Handicapped workers. 779.409 Section 779.409 Labor... Students, Learners, and Handicapped Workers § 779.409 Handicapped workers. Regulations have been issued... handicapped workers at wages lower than the minimum wage applicable under section 6 of the Act. These...

  4. 29 CFR 779.409 - Handicapped workers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 3 2014-07-01 2014-07-01 false Handicapped workers. 779.409 Section 779.409 Labor... Students, Learners, and Handicapped Workers § 779.409 Handicapped workers. Regulations have been issued... handicapped workers at wages lower than the minimum wage applicable under section 6 of the Act. These...

  5. Library Aids and Services Available to the Blind and Visually Handicapped. First Edition.

    ERIC Educational Resources Information Center

    Delta Gamma Foundation, Columbus, OH.

    The information contained in this publication will be helpful in carrying out projects to aid blind and visually handicapped children and adults of all ages. Special materials available from the Library of Congress such as: talking books, books in braille, large print books, and books in moon type are described. Other sources of reading materials…

  6. Survey of Multiply Handicapped, Visually Impaired Children in the Rocky Mountain/Great Plains Region.

    ERIC Educational Resources Information Center

    Gates, Carmella Ficociello

    1985-01-01

    A survey of visually impaired children (from birth to age 12) in the Rocky Mountain/Great Plains region indicated that the majority were multiply handicapped, and that within this group, the greatest number were in the mild to moderate range. Data are presented on age ranges, current service delivery options, vocational and alternative-living…

  7. Vocal Hygiene Habits and Vocal Handicap Among Conservatory Students of Classical Singing.

    PubMed

    Achey, Meredith A; He, Mike Z; Akst, Lee M

    2016-03-01

    This study sought to assess classical singing students' compliance with vocal hygiene practices identified in the literature and to explore the relationship between self-reported vocal hygiene practice and self-reported singing voice handicap in this population. The primary hypothesis was that increased attention to commonly recommended vocal hygiene practices would correlate with reduced singing voice handicap. This is a cross-sectional, survey-based study. An anonymous survey assessing demographics, attention to 11 common vocal hygiene recommendations in both performance and nonperformance periods, and the Singing Voice Handicap Index 10 (SVHI-10) was distributed to classical singing teachers to be administered to their students at two major schools of music. Of the 215 surveys distributed, 108 were returned (50.2%), of which 4 were incomplete and discarded from analysis. Conservatory students of classical singing reported a moderate degree of vocal handicap (mean SVHI-10, 12; range, 0-29). Singers reported considering all 11 vocal hygiene factors more frequently when preparing for performances than when not preparing for performances. Of these, significant correlations with increased handicap were identified for consideration of stress reduction in nonperformance (P = 0.01) and performance periods (P = 0.02) and with decreased handicap for consideration of singing voice use in performance periods alone (P = 0.02). Conservatory students of classical singing report more assiduous attention to vocal hygiene practices when preparing for performances and report moderate degrees of vocal handicap overall. These students may have elevated risk for dysphonia and voice disorders which is not effectively addressed through common vocal hygiene recommendations alone. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  8. To Expel or Not to Expel: Discipline of Special Education Students from the Legal Perspective.

    ERIC Educational Resources Information Center

    Bartlett, Larry

    1988-01-01

    Recent court decisions concerning discipline of handicapped students are reviewed. The courts have not interpreted the Education for All Handicapped Children Act as unduly inhibiting traditional school discretion concerning minor infractions, but the legal intricacies of determining the relationship between handicap and misconduct makes expulsion…

  9. Willingness of Regular and Special Educators to Teach Students with Handicaps.

    ERIC Educational Resources Information Center

    Gans, Karen Derk

    1987-01-01

    Regular educators (N=128) and special educators (N=133) in 21 Ohio school districts responded to a questionnaire regarding handicap integration. Willingness of regular educators to teach handicapped students depended more heavily on demographic variables (e.g., total number of years in teaching); willingness of special educators depended more on…

  10. Integration of SPH Students with Non-Handicapped Peers at Pine Ridge Center.

    ERIC Educational Resources Information Center

    Pegnatore, Linda A.

    A 9-week practicum was designed to integrate severely/profoundly handicapped (SPH) students with third-grade nonhandicapped peer tutors in Broward County, Florida. Additional Objectives were to promote greater understanding of handicaps by nonhandicapped peer tutors and to increase awareness by SPH teachers of the importance of interactions…

  11. Motivating Remedial Readers (Open to Suggestion).

    ERIC Educational Resources Information Center

    Glowacki, Joan

    1990-01-01

    Describes the effect on remedial reading students of engaging in reading activities with trainable mentally handicapped children. Reports that the students requested additional opportunities to share reading activities with the mentally handicapped students. Notes that students developed a Big Book that described their experiences during the…

  12. Section 504 of the Rehabilitation Act: Emerging Issues for Colleges and Universities.

    ERIC Educational Resources Information Center

    Rothstein, Laura F.

    1986-01-01

    Issues relating to handicapped students on college campuses include: who is handicapped; standardized tests and students with health impairments; and reasonable accommodations for students (including readers and interpreters, and students with AIDS, alcohol or drug addiction, or emotional problems). (Author/MLW)

  13. Academic Goals and Self-Handicapping Strategies in University Students.

    PubMed

    Ferradás, María del Mar; Freire, Carlos; Valle, Antonio; Núñez, José Carlos

    2016-05-23

    In highly competitive settings like university, the fear of failure leads some students to protect their self-worth using self-handicapping strategies. The present investigation examines to what extent academic goals are related to those tactics in university students. Specifically, MANCOVA was applied to estimate statistical differences linked to behavioral and claimed self-handicapping strategies according to the level (high/medium/low) of four types of academic goal (achievement approach, achievement avoidance, mastery approach, and work avoidance). Degree, year in school, and gender were entered as covariates. 940 students (86.5% women) from University of A Coruña (M = 20.44; SD = 1.73) participated. Results show that: (a) both behavioral and claimed self-handicapping are promoted by ego-oriented goals (achievement avoidance, F(2, 937) = 23.56, p < .001, η p 2 = .048; achievement approach, F(2, 937) = 7.49, p < .001, η p 2 = .016); (b) work avoidance goals are related to behavioral self-handicapping (F(2, 937) = 9.09, p < .001, η p 2 = .019), but are not statistically linked to claimed self-handicapping; and (c) mastery approach goals are significantly, negatively related to both types of self-handicapping (F(2, 937) = 20.09, p < .001, η p 2 = .041). Psychological and educational implications of the findings are discussed.

  14. Development of Audio and Visual Media to Accompany Sequenced Instructional Programs in Physical Education for the Handicapped. Final Report. July 31, 1972.

    ERIC Educational Resources Information Center

    Avance, Lyonel D.; Carr, Dorothy B.

    Presented is the final report of a project to develop and field test audio and visual media to accompany developmentally sequenced activities appropriate for a physical education program for handicapped children from preschool through high school. Brief sections cover the following: the purposes and accomplishments of the project; the population…

  15. Impact 3: The Title VI Program in the State of Oregon, June-August 1969.

    ERIC Educational Resources Information Center

    Browning, Philip L.; And Others

    The report of the Title VI Program in Oregon presents an overview of the summer 1969 activities which consisted of 24 projects designed for the areas of trainable and educable mentally handicapped, speech handicapped, deaf, visually handicapped, deaf-blind, and emotionally disturbed. The bulk of the text presents summary abstracts of each project…

  16. Self-Handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students.

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Marsh, Herbert W.; Williamson, Alan; Debus, Raymond L.

    2003-01-01

    Interviews with university students selected as high or low in either self-handicapping or defensive pessimism identified personal perspectives on the nature of self-handicapping and defensive pessimism, the perceived reasons why they engage in these strategies and the perceived advantages that follow from them, and the extent to which ego goals…

  17. KI-Aikido for Handicapped Students at Leeward Community College: Theory and Practice.

    ERIC Educational Resources Information Center

    MacGugan, Kirk

    In an effort to provide physical education instruction for handicapped students, Leeward Community College implemented, on a pilot basis, a non-credit course in KI-Aikido, an oriental martial art which combines theory and exercise toward the goal of controlling the body through the power of the mind. The course, offered to both handicapped and…

  18. The Role of Classroom Goal Structure in Students' Use of Self-Handicapping Strategies.

    ERIC Educational Resources Information Center

    Urdan, Tim; Midgley, Carol; Anderman, Eric M.

    1998-01-01

    Surveyed 656 fifth graders on their use of self-handicapping strategies and examined predictors of self-handicapping. Boys used handicapping more than girls did, and grade point average and perceived academic competence were negatively related to handicapping. Ability goal structure and teaching practices highlighting relative ability were…

  19. Relations between female students' personality traits and reported handicaps to rhythmic gymnastics performance.

    PubMed

    Ferrand, Claude; Champely, Stephane; Brunel, Philippe C

    2005-04-01

    The present study evaluated the relative contributions of Self-esteem, Trait anxiety, and Public Self-consciousness to self-handicapping on a sex-typed task, within a specific academic sport context. Prior to the competitive examination used to recruit French Physical Education Teachers, female sport students (N = 74) were asked to list and rate on a 7-point scale handicaps which could be disruptive to their Rhythmic Gymnastics performance. Self-esteem did not account for significant variance in any category of handicaps. Trait Anxiety was negatively related to handicaps related to Rhythmic Gymnastics and to Social and Work Commitments. Public Self-consciousness was significantly related to endorsement of Friends and Family Commitments handicaps. These results were discussed in relation to the literature.

  20. 7 CFR 15b.31 - Treatment of students.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ..., research, occupational training, housing, health, insurance, counseling, financial aid, physical education... basis of handicap, exclude any qualified handicapped student from any course, course of study, or other...

  1. 7 CFR 15b.31 - Treatment of students.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ..., research, occupational training, housing, health, insurance, counseling, financial aid, physical education... basis of handicap, exclude any qualified handicapped student from any course, course of study, or other...

  2. 7 CFR 15b.31 - Treatment of students.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ..., research, occupational training, housing, health, insurance, counseling, financial aid, physical education... basis of handicap, exclude any qualified handicapped student from any course, course of study, or other...

  3. 7 CFR 15b.31 - Treatment of students.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ..., research, occupational training, housing, health, insurance, counseling, financial aid, physical education... basis of handicap, exclude any qualified handicapped student from any course, course of study, or other...

  4. The Handicapped Can Dance Too!

    ERIC Educational Resources Information Center

    Lloyd, Marcia L.

    1978-01-01

    A program of dance therapy activities can offer handicapped individuals positive experiences in such areas as body image, spatial awareness, self-confidence, hand-eye/foot-eye coordination, visual focusing, balance and social relations. (Author/MJB)

  5. The Hallermann-Streiff Syndrome

    ERIC Educational Resources Information Center

    Judge, C.; Chakanovskis, Johanna E.

    1971-01-01

    A mentally handicapped 12 year old boy with the features of Hallermann-Streiff syndrome (proportionate dwarfism, beaked nose, small mouth, dental abnormalities, severe visual handicap) is described. A review of the literature is also included. (CD)

  6. Related Service Personnel's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

    The guide provides an information resource for related and supportive services personnel (e.g., school nurse, physical therapist, speech language pathologist) in their interactions with emotionally handicapped (EH) students. Following a definition of EH students, the first of six brief chapters discusses student characteristics, presents three…

  7. Primary Handicaps of Students in Programs for the Physically Handicapped.

    ERIC Educational Resources Information Center

    Hinesley, J. Howard, Comp.

    Reported is a survey of types of handicaps served by special programs for physically handicapped, homebound, and hospitalized children in Florida. The information represents 215 full time and hourly teachers. Types of handicaps served are listed, ranked, and number of cases given. Cerebral palsy is reported to be the most common type of handicap…

  8. [Visually-impaired adolescents' interpersonal relationships at school].

    PubMed

    Bezerra, Camilla Pontes; Pagliuca, Lorita Marlena Freitag

    2007-09-01

    This study describes the school environment and how interpersonal relationships are conducted in view of the needs of visually handicapped adolescents. Data were collected through observations of the physical environment of two schools in Fortaleza, Ceara, Brazil, with the support of a checklist, in order to analyze the existence of obstacles. Four visually handicapped adolescents from 14 to 20 years of age were interviewed. Conclusions were that the obstacles that hamper the free locomotion, communication, and physical and social interaction of the blind--or people with other eye disorders--during their activities at school are numerous.

  9. Appropriate Strategy for Rehabilitating the Rural Blind: Education of Parents and Counselling of Visually Handicapped Persons in Bhagwanpur Block (District Saharanpur, Uttar Pradesh, India). Brief Research Report.

    ERIC Educational Resources Information Center

    Mathur, M. L.; And Others

    1986-01-01

    Fifty-two visually handicapped persons (mean age 48.8 years) were identified in 21 of 82 rural villages surveyed by trained local field workers in India. Assessment, rehabilitation planning, parent/trainer counseling and education, and training in such areas as daily living skills and orientation and mobility were provided as appropriate. (JW)

  10. Charges Made by the National Federation of the Blind Against the National Accreditation Council for Agencies Serving the Blind and Visually Handicapped.

    ERIC Educational Resources Information Center

    Comptroller General of the U.S., Washington, DC.

    Presented is a report submitted by the General Accounting Office (GAO) concerning its investigation of charges made by the National Federation of the Blind (NFB) against the National Accreditation Council for Agencies Serving the Blind and Visually Handicapped (NAC). It is explained that the GAO reviewed NFB allegations that the NAC does not act…

  11. Computing and Handicapped Education.

    ERIC Educational Resources Information Center

    Johnson, Everett L.

    1984-01-01

    Brief description of an evaluation of PLATO terminal and software in a handicapped educational environment notes several problems handicapped students would have in using the system and proposed solutions. Information is provided on the Committee on Computing and the Handicapped of the Institute of Electrical and Electronics Engineers Computer…

  12. Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination.

    PubMed

    Strunk, Kamden K; Steele, Misty R

    2011-12-01

    The relative contributions of self-efficacy, self-regulation, and self-handicapping student procrastination were explored. College undergraduate participants (N = 138; 40 men, 97 women, one not reporting sex) filled out the Procrastination Scale, the Self-Handicapping Scale-Short Form, and the Self-regulation and Self-handicapping scales of the Motivated Strategies for Learning Questionnaire. A hierarchical regression of the above measures indicated that self-efficacy, self-regulation, and self-handicapping all predicted scores on the Procrastination Scale, but self-regulation fully accounted for the predictive power of self-efficacy. The results suggested self-regulation and self-handicapping predict procrastination independently. These findings are discussed in relation to the literature on the concept of "self-efficacy for self-regulation" and its use in the field of procrastination research.

  13. Counselor's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

    The guide is intended as an information resource for school counselors in their interactions with emotionally handicapped (EH) students and their teachers. Following a definition of EH students, the first of seven brief chapters uses a question-and-answer format to discuss the counselor's role in student assessment and the individualized education…

  14. Three Year Evaluations for Handicapped Students. Position Statement [and] Supporting Paper for Position Statement on Reevaluation.

    ERIC Educational Resources Information Center

    National Association of School Psychologists, Washington, DC.

    The National Association of School Psychologists' position on 3-year evaluations for handicapped students calls for a flexible, individualized approach to student evaluations, rather than a standardized testing system. Specific issues to be addressed by these evaluations are discussed, including effectiveness of the student's individual education…

  15. Classroom Behavior Patterns of EMH, LD, and EH Students.

    ERIC Educational Resources Information Center

    McKinney, James D.; Forman, Susan G.

    1982-01-01

    Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

  16. 22 CFR 142.44 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS... or have the effect of discrimination, on the basis of handicap, against a qualified handicapped... handicapped students other rules, such as the prohibition of tape recorders in classrooms or of dog guides in...

  17. 22 CFR 142.44 - Academic adjustments.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS... or have the effect of discrimination, on the basis of handicap, against a qualified handicapped... handicapped students other rules, such as the prohibition of tape recorders in classrooms or of dog guides in...

  18. 22 CFR 142.44 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS... or have the effect of discrimination, on the basis of handicap, against a qualified handicapped... handicapped students other rules, such as the prohibition of tape recorders in classrooms or of dog guides in...

  19. 22 CFR 142.44 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS... or have the effect of discrimination, on the basis of handicap, against a qualified handicapped... handicapped students other rules, such as the prohibition of tape recorders in classrooms or of dog guides in...

  20. Vocational Curriculum Modification. Teaching Technical Language to Learning Handicapped Students. Project HIRE: A Curriculum Management System for Instructing the Handicapped. Final Report, Volume 1.

    ERIC Educational Resources Information Center

    Gardner, David C.; And Others

    Volume 1 of the final report on Project HIRE reports the design, development, field-testing, and refining of self-instructional packages to teach entry level technical vocabulary to learning handicapped students mainstreamed in vocational programs. Volume 2, a management handbook, reports the methods and findings concerning development of…

  1. A tool for improving the Web accessibility of visually handicapped persons.

    PubMed

    Fujiki, Tadayoshi; Hanada, Eisuke; Yamada, Tomomi; Noda, Yoshihiro; Antoku, Yasuaki; Nakashima, Naoki; Nose, Yoshiaki

    2006-04-01

    Abstract Much has been written concerning the difficulties faced by visually handicapped persons when they access the internet. To solve some of the problems and to make web pages more accessible, we developed a tool we call the "Easy Bar," which works as a toolbar on the web browser. The functions of the Easy Bar are to change the size of web texts and images, to adjust the color, and to clear cached data that is automatically saved by the web browser. These functions are executed with ease by clicking buttons and operating a pull-down list. Since the icons built into Easy Bar are quite large, it is not necessary for the user to deal with delicate operations. The functions of Easy Bar run on any web page without increasing the processing time. For the visually handicapped, Easy Bar would contribute greatly to improved web accessibility to medical information.

  2. People, Things, and Places for Young Children. Selecting Toys for Handicapped Children [and] Playgrounds for Exceptional Children: Considering the Options.

    ERIC Educational Resources Information Center

    Kemnitzer, Ronald B.; Williams, Ronald R.

    The two papers focus on methods of selecting toys for handicapped children and options in playground equipment for this population. The qualities of a good toy, such as stimulation and safety, are examined. The author discusses various considerations in selecting toys for different handicaps; for example, toys for visually impaired children should…

  3. Increasing Organizational Skills and Homework Productivity with Ninth Grade Emotionally Handicapped and Regular Students.

    ERIC Educational Resources Information Center

    Birnbaum, Barry W.

    The practicum was designed to increase the organizational skills of four emotionally handicapped students (aged 13-14) enrolled in a secondary school program, and to increase the quantity and quality of homework completed by those students in a regular English class. A needs survey documented that students, parents, and teachers felt that…

  4. Cognitive Performance of Emotionally Handicapped Students: Predictor of School Placement?

    ERIC Educational Resources Information Center

    Lutkemeier, David M.; Wade, James P.

    The study examined the intellectual performance of 248 school age students 157 of whom were taken from public school settings. Of these, 93 were emotionally handicapped (EH) students and 64 were regular education students. The remaining subjects came from a residential school for EH children and youth (n=15) and from a summer program for…

  5. Reducing Truancy in Students with Mild Handicaps.

    ERIC Educational Resources Information Center

    Hess, Albert M.; And Others

    1990-01-01

    Contingency contracting and group counseling were provided to 26 mildly to moderately handicapped middle school students with high rates of truancy. Subjects exhibited attendance gains after treatment; gains were not maintained at followup but attendance rates were still higher than the rates of control students. Measures of academic performance…

  6. Accommodating Handicapped Students in Occupational Programs: Instructional Strategies for Two-Year College Staff.

    ERIC Educational Resources Information Center

    Katz, David; And Others

    The report describes accomplishments of a project for training personnel involved in occupational education for handicapped students in 2-year colleges. The inservice training was intended for vocational educators, career/academic/personal counselors, job placement officers, and coordinators for special services for disabled students. Training…

  7. A Comprehensive Program for Handicapped Students at the Two-Year College.

    ERIC Educational Resources Information Center

    Hanson, Karen M.

    A summary is presented of the objectives and activities of a grant-supported project conducted at Normandale Community College (NCC) to expand programming for handicapped and learning disabled students. Introductory material provides a background to NCC's efforts in aiding students with special needs. Next, the populations receiving assistance…

  8. Handicapped Students Learn Language Skills with Communication Boards.

    ERIC Educational Resources Information Center

    Detamore, Kristie L.; Lippke, Barbara A.

    1980-01-01

    Communication or picture boards are described as a successful alternative method for teaching language skills to mentally handicapped students. Reasons for using the communication board are pointed out, procedures for adapting the boards to meet classroom and student needs are considered, and requirements for board design are reviewed. (SBH)

  9. Survival Words and Phrases for Professionals Who Work with Students Who Are Bilingual and Severely/Multiply Handicapped, and with Their Families.

    ERIC Educational Resources Information Center

    Silberman, Rosanne K.; Correa, Vivian I.

    1989-01-01

    The paper offers a rationale for bilingual special education, provides suggestions for developing bilingual lessons for severely/multiply handicapped students, and includes a list of Spanish words and phrases used most frequently by students and their parents. (JDD)

  10. Screening for Physical Problems in Classrooms for Severely Handicapped Students.

    ERIC Educational Resources Information Center

    Dever, Richard; Knapczyk, Dennis

    1980-01-01

    The authors present a screening device with which teachers of severely handicapped students may detect the presence of a physical problem. The screening approach covers vision, auditory problems, seizures, orthopedic problems, and pain. (CL)

  11. 36 CFR 701.6 - Loans of library materials for blind and other physically handicapped persons.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... or private schools where handicapped students are enrolled; however, the students in public or... their educational, vocational, and cultural opportunities in the field of music. Such scores, texts, and...

  12. Is Being Gifted a Social Handicap?

    ERIC Educational Resources Information Center

    Coleman, Laurence J.; Cross, Tracy L.

    1988-01-01

    Interviews with 15 gifted/talented adolescents indicated that many of them experienced giftedness as a social handicap. Some students coped with this by managing information about themselves to minimize their visibility as gifted students to others. (Author/JDD)

  13. Social distance and behavioral attributes of developmentally handicapped and normal children.

    PubMed

    Sherman, L W; Burgess, D E

    1985-12-01

    20 behavioral attributes predicting social distance were examined among 101 junior high school students in six classrooms. The sample included 8 developmentally handicapped students, of whom at least one of each was mainstreamed into each classroom. Subjects were predominantly white, middle-class, suburban midwesterners. A sociometric nomination measure was used to obtain behavioral attribute profiles of the students which were then used to predict a psychometric measure of social distance. Handicapped students were not more socially distant than their normal peers. Factor analysis of the 20 behavioral attributes yielded four factors, three of which were significant predictors of classroom social distance, accounting for better than half the variance in social distance. These were described as Incompetent/Unassertive, Positive/Active/Assertive, and Passive/Unassertive. Social rejection in mainstreamed classrooms is more a function of perceived behavioral attributes than the label developmentally handicapped.

  14. International Symposium on Visually Handicapped Infants and Young Children: Birth to Seven (2nd, Aruba, 1987). "The First Steps." Proceedings = Simpasio Internacional sobre Ninos Visualmente Deficientes de Nacimiento hasta Siete Anos (2nd, Aruba, 1987). "Los Primeros Pasos."

    ERIC Educational Resources Information Center

    Palmer, Lillian, Ed.; And Others

    This symposium focused on the special needs of visually handicapped infants and young children. Texts of 48 papers are presented, including keynote addresses by W. Aubrey Webson ("The First Steps") and Heather Hewitt ("First Steps--Parenting, Prevention and Programming"). Regional reports are provided for Japan, Bangladesh, the…

  15. A study of some psycho-social characteristics of blind and deaf male students in Abha City, Asir region, Saudi Arabia.

    PubMed

    Abolfotouh, M A; Telmesani, A

    1993-07-01

    Psychosocial characteristics including depression, attitude towards their handicap, hobbies and problems of living situations have been studied among 152 male students in the Institute for the Blind (n = 44) and in the Institute for the Deaf (n = 108) in Abha City. All students were subjected to a constructed Arabic version of the rating scale 'Children Depression Inventory (CDI)'. They were categorised according to their scores on this CDI, into depressed and non-depressed. Also, an interview questionnaire was administered to collect data related to the handicap, such as age of onset, and its cause and family history of the same handicap. The effect of the handicap upon the attitudes of students in relation to their social tendencies, hobbies and problems in living situations was studied. The mean ages for blind and deaf students were 15.70 and 13.04 years respectively. About 91.% and 75.% of blind and deaf students respectively were born with their handicap. Depression was more prevalent among the blind (14%) than among the deaf (6.5%) students. Difficulty in mobility was the main problem among blind students (44%) while difficulty in communication with people was the main problem among the deaf (52%). Reading was the commonest hobby for the blind (51%), while playing football was the commonest among the deaf (62%). This information should be considered when planning for rehabilitative services for these groups.

  16. Social Worker's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

    The guide is intended to serve as an information resource for school social workers in their interactions with emotionally handicapped (EH) students and their teachers. Following a definition of the EH student, the first of six brief chapters uses a question-and-answer format to discuss the role of the social worker in student assessment and the…

  17. Curriculum Guidelines for Teaching Profound and Severely Retarded Students (I.Q. Under 40) Including Those with Physical Handicaps.

    ERIC Educational Resources Information Center

    Bailey, Constance

    1975-01-01

    Presented are curriculum guidelines for teaching severely and profoundly retarded students, including students with physical handicaps. In addition to a listing of aims and objectives (such as that the student should analyze the need for space for himself and others), guidelines are provided for the following areas: awareness (of such stimuli as…

  18. Dance for Students with Orthopedic Conditions--Popular, Square, Folk, Modern, [and] Ballet.

    ERIC Educational Resources Information Center

    Harris, Cordelia Graves

    1979-01-01

    Preparation for teaching dance to orthopedically handicapped students is discussed in addition to specific suggestions for teaching popular dance, square dance, folk dance, modern dance, and ballet. Dancing is seen as a way to give orthopedically handicapped students physical education success without competition. Recommended music for each type…

  19. Predictors of Middle School Students' Use of Self- Handicapping Strategies.

    ERIC Educational Resources Information Center

    Midgley, Carol; Urdan, Tim

    1995-01-01

    By procrastinating, allowing others to keep them from studying, deliberately not trying, and using other "self-handicapping" strategies, students can convey that those circumstances, rather than lack of ability, are the reasons for subsequent poor performance. Survey data from 256 eighth-grade students indicated that boys use those strategies more…

  20. Socioeconomic consequences of blinding onchocerciasis in west Africa.

    PubMed Central

    Evans, T. G.

    1995-01-01

    Onchocerciasis or river blindness, a major cause of irreversible blindness among adults, has been the focus of international disease control efforts for over 20 years in West Africa. This paper employs the international classification of impairment, disability and handicap (ICIDH) to interpret results from a field study to assess the socioeconomic consequences of onchocerciasis in Guinea in 1987. In a sample of 136 blind, 94 visually impaired and 89 well-sighted persons, decreasing visual acuity is strongly associated with mobility, occupational and marital handicaps. Individual, household and disease correlates were explored. The implications of these findings for the ICIDH concept of handicap are discussed with particular emphasis on the need to extend analysis beyond the individual when assessing the socioeconomic consequences of disabling disease. PMID:7554022

  1. Psychology and the Handicapped Child.

    ERIC Educational Resources Information Center

    Sherrick, Carl E., Ed.; And Others

    Reviewed in seven author contributed chapters are findings of experimental psychology relevant to the education of handicapped children in the areas of sensory processes, visual perception, memory, cognition and language development, sustained attention and impulse control, and personality and social development. Noted in an introductory chapter…

  2. Hearing disability and communication handicap for compensation purposes based on self-assessment and audiometric testing.

    PubMed

    Salomon, G; Parving, A

    1985-01-01

    It is reasoned that for compensation or epidemiological studies an evaluation of hearing disability and the concomitant handicap must include the ability to perceive visual cues. A scaling procedure for hearing- and audiovisual communication handicap is presented. The procedure deviates in two ways from previous handicap assessments: (1) It is based on individual self-assessment of semantic speech perception but can be implemented by means of professional audiological test procedures. (2) The system does not make use of pure-tone auditory thresholds as a predominant audiological principle, but is based on speech perception. The interrelationship between auditory and audiovisual handicap is evaluated. A total score including audio- and audiovisual perception handicap is proposed and a suggestion for disability percentages is presented.

  3. Handicapped.

    ERIC Educational Resources Information Center

    Osborne, Allan G., Jr.

    Litigation over the rights of handicapped students and employees continued at a significant level during 1989. Recovery of attorneys' fees was the most frequently litigated handicapped issue. Cases are summarized under the following topics: (1) entitlement to services; (2) procedural safeguards, including change in placement, administrative…

  4. 38 CFR 18.437 - Nonacademic services.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... handicapped students physical education and athletic activities that are separate or different from those... services and activities in a manner which gives handicapped students an equal opportunity for participation in these services and activities. (2) Nonacademic and extracurricular services and activities may...

  5. Telecommunications: A New Horizon for the Handicapped.

    ERIC Educational Resources Information Center

    Cunningham, Pat; Gose, Joan

    The paper describes a computer bulletin board program operated by physically handicapped high school students. Through the bulletin board system, resource people have been contacted, students' written communication and interpersonal relationships have been strengthened, and professional contact has been strengthened. Administrative implications…

  6. 7 CFR 15b.3 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ..., such diseases and conditions as orthopedic, visual, speech, and hearing impairments; cerebral palsy... (1974), the Education for All Handicapped Children Act of 1975, Public Law 94-142, 89 Stat. 773 (1975... property. (i) Handicapped person means any person who has a physical or mental impairment which...

  7. PRISE Reporter. Volume 12, 1980-81.

    ERIC Educational Resources Information Center

    PRISE Reporter, 1981

    1981-01-01

    The document consists of six issues of the "PRISE (Pennsylvania Resources and Information Center for Special Education) Reporter" which cover issues and happenings in the education of the mentally retarded, learning disabled, emotionally disturbed, physically handicapped, visually handicapped, and speech/hearing impaired. Lead articles include the…

  8. Occupational Counseling for Physically Handicapped Students: A Demonstration and Training Project.

    ERIC Educational Resources Information Center

    Goldman, Leo; Flugman, Bert

    Presented is a report of a project to provide occupational counseling to over 60 physically handicapped high school students. Noted are project goals involving direct and indirect provision of services to the students, the training of counselors through a 1-year internship, and the development of a model for a counseling specialty within the…

  9. Geriatrics. Exemplary Prevocational Programs for the Handicapped in Mississippi. PVO Unit XII--Miniunits 1-14.

    ERIC Educational Resources Information Center

    Chandler, David, Comp.; And Others

    This unit is part of a Mississippi program designed to provide exploratory experiences and training for handicapped students, to determine if these students are capable of further vocational training or are poor risks for further occupational training, and to train students for basal skill occupations. The materials included in this unit on…

  10. Pupils.

    ERIC Educational Resources Information Center

    Lufler, Henry S., Jr.; Bielsky, Donald J.

    Litigation having to do with pupils occurred with greater frequency in 1980 than in the past. The greatest increase dealt with the handicapped and with substantive rights of students. Cases involving handicapped students generally focused on parent requests for residential treatment, extended-year programs, and in-class assistance for their…

  11. Handicapped.

    ERIC Educational Resources Information Center

    Osborne, Allan G., Jr.

    Litigation of handicapped students' and employees' rights continued at a significant level in 1990. Much of the litigation concerned the provision of an appropriate special education placement, due process rights, and recovery of attorney fees by prevailing parents under the Handicapped Children's Protection Act of 1986. Cases are summarized under…

  12. 15 CFR 8b.25 - Nonacademic services.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... discrimination on the basis of handicap. The recipient shall ensure that qualified handicapped students are not....25 Commerce and Foreign Trade Office of the Secretary of Commerce PROHIBITION OF DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post...

  13. 15 CFR 8b.25 - Nonacademic services.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... discrimination on the basis of handicap. The recipient shall ensure that qualified handicapped students are not....25 Commerce and Foreign Trade Office of the Secretary of Commerce PROHIBITION OF DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post...

  14. 15 CFR 8b.25 - Nonacademic services.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... discrimination on the basis of handicap. The recipient shall ensure that qualified handicapped students are not....25 Commerce and Foreign Trade Office of the Secretary of Commerce PROHIBITION OF DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post...

  15. 15 CFR 8b.25 - Nonacademic services.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... discrimination on the basis of handicap. The recipient shall ensure that qualified handicapped students are not....25 Commerce and Foreign Trade Office of the Secretary of Commerce PROHIBITION OF DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post...

  16. The CAP Approach to Modifying Vocational Programs for Handicapped Students. Vol. 5: Trades and Industry with an Example in Welding.

    ERIC Educational Resources Information Center

    Fessenden, Patricia K.; Mendini, Daniel

    This combination teaching guide and student workbook, fifth in a five-volume series (see note), presents an approach to teaching basic welding and welding terms for handicapped students. The teaching guide discusses a functional approach to teaching that can accomodate or alleviate the effects of disabilities. Discussion centers on categories to…

  17. Investigating the Relationship between Self-Handicapping Tendencies, Self-Esteem and Cognitive Distortions

    ERIC Educational Resources Information Center

    Yavuzer, Yasemin

    2015-01-01

    The purpose of this study is to examine the relationship between cognitive distortions, self-handicapping tendencies, and self-esteem in a sample of students studying in a school of education. The sample of the study was comprised of 507 volunteer students chosen through random sampling from a total of 4,720 students who were studying teaching at…

  18. Self-handicapping and burnout.

    PubMed

    Akin, Ahmet

    2012-02-01

    Self-handicapping is a process containing strategies of externalization in which an individual can excuse failure and internalize success. This study investigated the relationship of self-handicapping with measures of burnout. The Self-handicapping Scale and the Maslach Burnout Inventory were administered to 309 university students. Self-handicapping was positively correlated to emotional exhaustion, lowered personal accomplishment, and depersonalization. A structural equation model fit the data well and accounted for 20% of the variance in emotional exhaustion, 14% in lowered personal accomplishment, and 10% in depersonalization.

  19. Utilizing Adaptive Devices with Severely Handicapped Students.

    ERIC Educational Resources Information Center

    Nisbet, Jan; And Others

    The task force report examines the use of adaptive devices by severely handicapped students. Interviews with teachers and therapists produced information on the selection, development, and use of the devices. Four practices that positively influenced the devices' use were identified: (1) design and construction following establishment of…

  20. Assessment of Object Permanence in Severely Handicapped Students as a Function of Motor and Prompting Variables.

    ERIC Educational Resources Information Center

    Ilmer, Steven; And Others

    1981-01-01

    The study assessed object permanence construct performance in 20 severely handicapped students (4 to 14 years old) who were differentiated by treatment (prompt) condition and motor ability level. Results revealed a trait (motor ability) x treatment interaction. (Author/SB)

  1. Responses of Teachers and Non-Teachers Regarding Placement of Exceptional Children. Final Report.

    ERIC Educational Resources Information Center

    Phelps, William R.

    Evaluated were opinions of 10 teachers and 10 nonteachers on educational placement of children with such handicaps as orthopedic, visual, and speech problems. Analysis of questionnaires yielded the following information: the major differences centered on placement for the emotionally disturbed, hearing impaired, orthopedically handicapped, and…

  2. A Classical Conditioning Procedure for the Hearing Assessment of Multiply Handicapped Persons.

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; And Others

    1989-01-01

    Hearing assessments of multiply handicapped children/adolescents were conducted using classical conditioning (with an air puff as unconditioned stimulus) and operant conditioning (with a modified visual reinforcement audiometry procedure or edible reinforcement). Findings indicate that classical conditioning was successful with 21 of the 23…

  3. Title VI-B Evaluation Report 1976-77. New York State Education for the Handicapped Act.

    ERIC Educational Resources Information Center

    Cronk, George A., Jr.

    The report summarizes pupil behavioral change data from 176 instructional projects involving handicapped children in New York state. Data are presented for reading achievement, mathematics achievement, and a broad category that encompassed language arts, corrective speech, psychomotor, auditory and visual perceptions, personal hygiene, societal…

  4. REI: The Will and Skill of Regular Educators.

    ERIC Educational Resources Information Center

    Phillips, William L.; And Others

    Two assertions regarding the Regular Education Initiative (REI) are presented: (1) general educators are not willing to serve students with handicaps, and (2) general educators are not competent to serve students with handicaps. Illinois general education teachers (N=314) were surveyed to examine their attitudes and perceived ability to work with…

  5. Vocational Agriculture I. A Modified Curriculum for Handicapped Students.

    ERIC Educational Resources Information Center

    Texas A and M Univ., College Station. Dept. of Industrial, Vocational and Technical Education.

    This curriculum guide has been developed to assist vocational and special education teachers in teaching handicapped and disadvantaged students in a beginning vocational agriculture course. The guide contains suggestions and experiences that are necessary to support the achievement of specific competencies. The guide is divided into units of…

  6. The ABE/AMH Manual. An Instructional Guide for ABE Programs Serving Mentally Handicapped Adults.

    ERIC Educational Resources Information Center

    Lehman, Scott C.; Edgar, S. Keith

    This handbook provides adult basic education teachers with instructional materials for working with adult mentally handicapped students. Section 1 examines planning programs for adult mentally retarded students (getting started, specific considerations, various kinds of program sites) and implementing instruction (staff selection and training).…

  7. The Resource Specialist in the Community College.

    ERIC Educational Resources Information Center

    Ribera, Gilbert J.

    Described are results of a survey of California State Community College services for physically handicapped students in which 74 college coordinators and 102 handicapped students completed questionnaires. Findings are said to indicate that most of the state's community colleges did not employ a full time staff person to coordinate services for…

  8. Consumer Education. Information Supplements for Physically Disabled Students. Teacher's Guide.

    ERIC Educational Resources Information Center

    Tipsord, Barbara; And Others

    This manual contains supplementary information for use by instructors who teach consumer education and resources management to physically handicapped students in regular classes. It is subdivided according to typical consumer education topics and handicapping conditions. Addressed in the individual sections of the manual are the folowing topics:…

  9. Educational Methods for Deaf-Blind and Severely Handicapped Students. Volume II.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Special Education.

    The book presents 17 papers originally presented at a 1978 Texas conference on educational methods for deaf-blind and severely handicapped students, covering the areas of motor development, auditory assessment and hearing loss, communication, cognition, prevocational training, and functional living skills. Titles and authors include "An Overview…

  10. Why Will Students Take You to Court?

    ERIC Educational Resources Information Center

    Delon, Floyd G.

    Directed at school officials, this paper describes selected civil cases filed against schools since 1976. Cases concerning handicapped students constitute most of such cases; those cited deal with discipline (S-1 v. Turlington) and appropriate residential placement (Hine v. Pitt County Board of Education) of a handicapped child. Discipline cases…

  11. Vocational Education for the Handicapped. Clothing Service Guide.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Dept. of Occupational Education and Technology.

    Designed for use in teaching a clothing service program, this clothing service guide is suitable for use with students in vocational education for the handicapped (VEH) programs and with mainstreamed special education students in other occupational home economics programs. The first section deals with various aspects of home economics VEH,…

  12. Vocational Curriculum Resources for Handicapped Students. A Guide to Print and Non-Print Instructional Materials.

    ERIC Educational Resources Information Center

    Mangano, R. Michael; And Others

    This guide to vocational curriculum resources for handicapped students consists of instructional checklists for resources identified in the following areas: agriculture, auto body repair, automobile mechanics, basic math skills, basic reading skills, business education, career education, carpentry, cosmetology, custodial and maintenance, data…

  13. Discipline of Special Education Students.

    ERIC Educational Resources Information Center

    Martin, Reed

    Any action by a public school that interrupts access of handicapped students to an appropriate education is regulated by federal laws, including the Education of the Handicapped Act and Section 504 of the Rehabilitation Act. Disciplinary sanctions such as suspensions and expulsions are included among these interruptions. Decisions in three court…

  14. Strategies for Meeting the Needs of the Mildly Handicapped Black Adolescent.

    ERIC Educational Resources Information Center

    Olion, LaDelle

    The paper addresses issues in the education of mildly handicapped black adolescents. Among ways recommended to meet the needs of this population are promoting affective education, developing a positive self concept, fostering the student's motivation, teaching social behavior through role playing and videotapes, developing students' ability to…

  15. Prevocational Training Units for Trainable Mentally Handicapped Students: With Suggested Uses for Educable, "Normal," and Gifted Students.

    ERIC Educational Resources Information Center

    Brantley, Michael B.

    This program is designed to provide an individualized series of vocationally useful sub-skills in a wide variety of areas to trainable mentally handicapped students in a prevocational program. The Introduction and General Information section is categorized into What the Program Is Designed to Do, Who Can Use the Program, How to Modify the Program…

  16. Creating Awareness of Sexual Abuse in Children with Special Education Needs: Depending on the Opinions of Teachers of the Mentally Handicapped

    ERIC Educational Resources Information Center

    Büyükbayraktar, Çagla Girgin; Er, Rukiye Konuk; Kesici, Sahin

    2018-01-01

    The purpose of this research is to determine what students and families should do in order to prevent sexual abuse in students who need special education, depending on the opinions of teachers of mentally handicapped students. The qualitative research technique was used in this research. The study population of the research consisted of the…

  17. Adolescent Chemical Dependency as a Handicapping Condition: An Analysis of State Regulations.

    ERIC Educational Resources Information Center

    Williams, Ronald W.

    1990-01-01

    Studied chemical dependency in secondary school age students as legally handicapping condition, considering implications and rulings from relevant federal legislation, Education for All Handicapped Children Act of 1975 and Section 504 of Rehabilitation Act of 1973. Examined responses from 36 state offices of special education concerning state…

  18. Identification of Handicapped Students (Ages 12-17) Using Data from Teachers, Parents and Tests.

    ERIC Educational Resources Information Center

    Malgoire, Mary A.; And Others

    The report examines the identification of potentially handicapping conditions in an adolescent population using data from the National Center for Health Statistics' survey (approximatey 8,000 adolescents selected in 1968). Identification of the following disabilities were examined: hearing impairment, vision problems, orthopedic handicaps, mental…

  19. 34 CFR 104.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Section 104.46 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING... handicapped persons, a recipient to which this subpart applies may not, (i) On the basis of handicap, provide...

  20. 34 CFR 104.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Section 104.46 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING... handicapped persons, a recipient to which this subpart applies may not, (i) On the basis of handicap, provide...

  1. 34 CFR 104.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Section 104.46 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING... handicapped persons, a recipient to which this subpart applies may not, (i) On the basis of handicap, provide...

  2. 34 CFR 104.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Section 104.46 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING... handicapped persons, a recipient to which this subpart applies may not, (i) On the basis of handicap, provide...

  3. 34 CFR 104.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Section 104.46 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING... handicapped persons, a recipient to which this subpart applies may not, (i) On the basis of handicap, provide...

  4. Personal Integration Resources of Mentally Handicapped Teenagers into Society

    ERIC Educational Resources Information Center

    Konovalova, Natalia

    2016-01-01

    The paper deals with the issues concerning the study of mentally handicapped teenagers' integrative potential within modernisation of contemporary Russian education. The research is concentrated on the study of personal and social determinants influencing the readiness of mentally handicapped students to be integrated into the environment.…

  5. Computer Assisted Teaching Comparisons with Handicapped. Final Report.

    ERIC Educational Resources Information Center

    Main, JoDell K.

    A project was conducted to see if computer-assisted instruction could be used successfully with the low-level, non-reading adult. The experimental classroom group consisted of mentally handicapped and other educationally handicapped adults in adult basic education (ABE) programs. (Long-range implementation is aimed at ABE students who have a…

  6. 15 CFR 8b.24 - Financial and employment assistance to students.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... assistance. (1) In providing financial assistance to qualified handicapped individuals, a recipient to which this subpart applies may not (i) on the basis of handicap, provide less assistance than is provided to...

  7. 15 CFR 8b.24 - Financial and employment assistance to students.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... assistance. (1) In providing financial assistance to qualified handicapped individuals, a recipient to which this subpart applies may not (i) on the basis of handicap, provide less assistance than is provided to...

  8. 15 CFR 8b.24 - Financial and employment assistance to students.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... assistance. (1) In providing financial assistance to qualified handicapped individuals, a recipient to which this subpart applies may not (i) on the basis of handicap, provide less assistance than is provided to...

  9. 15 CFR 8b.24 - Financial and employment assistance to students.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... assistance. (1) In providing financial assistance to qualified handicapped individuals, a recipient to which this subpart applies may not (i) on the basis of handicap, provide less assistance than is provided to...

  10. 15 CFR 8b.24 - Financial and employment assistance to students.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... DISCRIMINATION AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post... assistance. (1) In providing financial assistance to qualified handicapped individuals, a recipient to which this subpart applies may not (i) on the basis of handicap, provide less assistance than is provided to...

  11. Suggested Activities to Use With Children Who Present Symptoms of Visual Perception Problems, Elementary Level.

    ERIC Educational Resources Information Center

    Washington County Public Schools, Washington, PA.

    Symptoms displayed by primary age children with learning disabilities are listed; perceptual handicaps are explained. Activities are suggested for developing visual perception and perception involving motor activities. Also suggested are activities to develop body concept, visual discrimination and attentiveness, visual memory, and figure ground…

  12. Lifelong Career Development Needs Assessment Study. Working Paper No. 3. Lifelong Career Development Project.

    ERIC Educational Resources Information Center

    Schoepke, JoAnn M.

    The report presents findings from needs assessment studies conducted in three community college areas to examine the extent to which 161 severely handicapped adults in seven disability groups (orthopedic, visual, hearing, mental retardation, epilepsy, cerebral palsy, and multiple handicapping conditions) have acquired 22 life centered competencies…

  13. Guidelines for the Production of Audio Materials for Print Handicapped Readers.

    ERIC Educational Resources Information Center

    National Library of Australia, Canberra.

    Procedural guidelines developed by the Audio Standards Committee of the National Library of Australia to help improve the overall quality of production of audio materials for visually handicapped readers are presented. This report covers the following areas: selection of narrators and the narration itself; copyright; recording of books, magazines,…

  14. Attending Behavior: Commonalities and Differences Among Educable Retarded, Learning Disabled, and Emotionally Handicapped Juvenile Delinquents.

    ERIC Educational Resources Information Center

    Hill, Nancy C.; And Others

    The study investigated three variables--juvenile delinquency, academic achievement, and attention span--with 77 incarcerated juveniles [18 emotionally handicapped (EH), 20 learning disabled (LD), 19 educable mentally retarded (EMR), and 20 nonidentified]. The Detroit Tests of Learning Aptitude were used for testing in the areas of visual and…

  15. Adaptation to oscillopsia: a psychophysical and questionnaire investigation.

    PubMed

    Grunfeld, E A; Morland, A B; Bronstein, A M; Gresty, M A

    2000-02-01

    In this study we explore the reasons why patients with bilateral vestibular failure report disparate degrees of oscillopsia. Twelve bilateral labyrinthine-defective (LD) subjects and twelve normal healthy controls were tested using a self- versus visual-motion psychophysical experiment. The LD subjects also completed a questionnaire designed to quantify the severity of handicap caused by oscillopsia. Additional standardized questionnaires were completed to identify the role of personality, personal beliefs and affective factors in adaptation to oscillopsia. During the psychophysical experiment subjects sat on a motorized Barany chair whilst viewing a large-field projected video image displayed on a screen in front of them. The chair and video image oscillated sinusoidally at 1 Hz in counter-phase at variable amplitudes which were controlled by the subject but constrained, so that the net relative motion of the chair and video image always resulted in a sinusoid with a peak velocity of 50 degrees /s. The subject's task was to find the ratio of chair versus video image motion that subjectively produced the 'most comfortable visual image'. Eye movements were recorded during the experiment in order that the net retinal image slip at the point of maximum visual comfort could be measured. The main findings in the LD subjects were that, as a group, they selected lower chair motion amplitude settings to obtain visual comfort than did the normal control subjects. Responses to the questionnaires highlighted considerable variation in reported handicap due to oscillopsia. Greater oscillopsia handicap scores were significantly correlated with a greater external locus of control (i.e. the perception of having little control over one's health). Retinal slip speed was negatively correlated with oscillopsia handicap score so that patients who suffered the greatest retinal slip were those least handicapped by oscillopsia. The results suggest that adaptation to oscillopsia is partly related to the patient's personal attitude to the recovery process and partly associated with the development of tolerance to the movement of images on the retina during self-motion. The latter is likely to be related to previously described changes in visual motion sensitivity in these patients.

  16. Do yogis have "Learning Styles"? (A somatic solution).

    PubMed

    Strean, William Ben

    2017-01-01

    Learning styles has captivated a great deal of attention in yoga teacher training. The triad of visual, auditory, and kinesthetic learning styles has been particularly popular; yet as Sharp et al . asserted, such an approach trivializes the complexity of learning and compromises scholarship at all levels of the education community. This paper addresses that although there is great merit in recognizing yoga students' differences and preferences, many uses of learning styles in yoga teacher training are superficial and promote self-handicapping. A somatic perspective (from soma, the body in its wholeness) offers a framework to reconsider the depth of effective learning.

  17. Improving the Basic Skills and Job Awareness of Handicapped Students. Final Report.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    Because many handicapped students leave high school without a reasonable knowledge of the world of work, a clear understanding of self in relationship to potential occupational pursuits, or a mastery of the basic skills required to function in different occupational roles, the National Center for Research in Vocational Education developed and…

  18. Meeting the Needs of Rural Gifted Students with Handicapping Conditions.

    ERIC Educational Resources Information Center

    Poppe, Roger L.; Gabaldon, Thomas

    This paper describes a rural Hispanic community's efforts to identify and develop a program for gifted students in grades 2-6 who are also mildly to moderately handicapped (learning disabled, behavior disordered, or communication disordered). The "Twice Exceptional" (2E) program, in Los Lunas, New Mexico, is a modified full-time separate…

  19. The Due-Able Process Could Happen to You! Physical Educators, Handicapped Students, and the Law.

    ERIC Educational Resources Information Center

    Kennedy, Susan O.; And Others

    1989-01-01

    This article presents basic information for regular and special physical educators to help them better understand the procedural rights of parents as well as the schools, and to help them make appropriate judgments for the physical education placement and programing of students with handicaps. (IAH)

  20. Predictors of Self-Handicapping: An Examination of Personal and Contextual Factors.

    ERIC Educational Resources Information Center

    Garcia, Teresa; And Others

    Evaluation is so paramount in students' lives that researchers have found that, for many students, one's self-worth is intricately tied to one's performance. Self-handicapping is a strategy that may be used to maintain one's self-worth. This anticipatory tactic typically involves the use of procrastination; by procrastinating, one clouds the…

  1. Social Studies in the Mainstreamed Classroom, K-6.

    ERIC Educational Resources Information Center

    Ochoa, Anna S.; Shuster, Susan K.

    A guide is designed for elementary school teachers with handicapped students in their classrooms. Seven sections comprise the document. Section I discusses the implications of mainstreaming for classroom teachers. Discussed are 1) the physical and social isolation of the handicapped students in the 1960s; 2) the impact of Public Law 94-142 which…

  2. Barrier-Free School Facilities for Handicapped Students. ERS Information Aid.

    ERIC Educational Resources Information Center

    Kunder, Linda H.

    The purpose of this document is to assemble and summarize suggestions, recommendations, and regulations--most of which have been made in the light of increasing local, state, and federal mandates--that might be helpful to school officials in making educational facilities barrier-free for handicapped students. Three survey forms are included to…

  3. Teaching Handicapped Students English: A Resource Handbook for K-12 Teachers.

    ERIC Educational Resources Information Center

    Price, Jane W., Ed.

    One of five volumes devoted to teaching content subjects to the handicapped, the book addresses ways in which elementary and secondary regular class teachers have successfully worked with mainstreamed students in English. The following titles and authors are included: "Chris Learns to Read" (E. Roake); "Working Together" (B. Bodner-Johnson);…

  4. Readings: Developing Arts Programs for Handicapped Students.

    ERIC Educational Resources Information Center

    Kearns, Lola H., Ed.; And Others

    The 23 papers were written by staff and consultants of the Arts in Special Education Project of Pennsylvania, a program to provide assistance to educators in the development of appropriate quality arts programing for handicapped students. After two overview papers, the papers are grouped by category--art, dance, drama, and music. Papers have the…

  5. An Effective and Convenient Approach to the Inservice Preparation of Teachers of Mainstreamed Exceptional Children.

    ERIC Educational Resources Information Center

    McKinnon, Archie J.

    The Mobile Instructional Classroom (MIC) was combined with the concept of distance learning to provide coursework to inservice regular classroom teachers about handicapped students. A review of the literature revealed four factors necessary for assisting the teacher with integration of handicapped students: (1) knowledge about the characteristics…

  6. Support Services for Exceptional Students: Alameda, Contra Costa, Napa, San Joaquin, and Solano Counties.

    ERIC Educational Resources Information Center

    Hampel, Angelica; Maloney, Patricia

    Intended for use by vocational administrators responsible for mainstreaming handicapped students into vocational education classes, the resource guide lists and describes governmental and private agencies that provide vocational programs and support services for the handicapped on a local and statewide basis in the California counties of Alameda,…

  7. State Board of Education Rules for Handicapped Students (Including Federal Regulations and State Law).

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Special Education.

    The handbook outlines Texas State Board of Education (SBOE) rules regarding the education of handicapped students. A chart format is used to present applicable Federal regulations, state law, and SBOE rules. The following topics are among those considered under clarifications of definitions in federal regulations and state law: handicapped…

  8. The Forum, Volume 8, Numbers 1-4, Spring, Summer, Fall, Winter 1982.

    ERIC Educational Resources Information Center

    Foster, Herbert L., Ed.

    1982-01-01

    The four volumes of the journal focus on themes of New York state's services for youth, postsecondary institutions, and handicapped students; current special education concerns and practices in New York state; and issues related to the education of severely and profoundly handicapped students. The first of these journals "New York State…

  9. An Approximation of an Instructional Model for Developing Home Living Skills in Severely Handicapped Students.

    ERIC Educational Resources Information Center

    Hamre, S.

    The author discusses the need for severely handicapped students to acquire basic home living skills, reviews task analysis principles, and provides sample instructional programs. Listed are basic grooming, dressing, domestic maintenance, and cooking skills. A sample task analysis procedure is demonstrated for the skill of brushing teeth. Reported…

  10. Achievement Goal Orientations and Self Handicapping as Mediator and Moderator of the Relationship between Intrinsic Achievement Motivation and Negative Automatic Thoughts in Adolescence Students

    ERIC Educational Resources Information Center

    Kapikiran, Sahin

    2012-01-01

    The main purpose of this study was to examine the mediator and moderator role of self-handicapping and achievement goal orientations variables on the relationship between negative automatic thoughts intrinsic achievement motivation in high school students. 586 high school students, ranging in age from 14 to 20 (M = 16.08), adolescence students…

  11. Design and Implementation of a Field Service Program for the Moderately Mentally Handicapped.

    ERIC Educational Resources Information Center

    Bachtel, Dolores H.; Smallwood, Wayne N.

    A group of 20 middle school students worked to improve the bowling, skating, and swimming skills of 50 moderately mentally handicapped children, while also providing the handicapped children with increased individual interaction, and increased social self-management skills. Assessment instruments were designed to measure the objectives. The…

  12. BCRMD Program for Multiply Handicapped Pupils: Evaluation Report. School Year 1975-1976.

    ERIC Educational Resources Information Center

    Echternacht, Gary

    Presented is an evaluation of a program which provided supplementary pre-reading and mathematics instruction to multiply handicapped children (physically and mentally handicapped) in six elementary and two intermediate schools. It is explained that students were individually instructed on objectives which they failed on the McGraw Hill Test of…

  13. Self-Handicapping and Defensive Pessimism: Exploring a Model of Predictors and Outcomes from a Self-Protection Perspective.

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Marsh, Herbert W.; Debus, Raymond L.

    2001-01-01

    Examines self-handicapping and defensive pessimism, the factors that predict these strategies, and the associations between these strategies and a variety of academic outcomes. Findings reveal that task orientation negatively predicts both self-handicapping and defensive expectations and positively predicts reflectivity. Students high in…

  14. When a High Distinction Isn't Good Enough: A Review of Perfectionism and Self-Handicapping

    ERIC Educational Resources Information Center

    Kearns, Hugh; Forbes, Angus; Gardiner, Maria; Marshall, Kelly

    2008-01-01

    This paper addresses two problems which are common amongst university students, namely perfectionism and self-handicapping. Perfectionism deals with setting unreasonably high standards for one's own performance, while self-handicapping behaviours provide a possible excuse for poor performance, for example putting tasks off until the last minute.…

  15. Study of Man-Machine Communications Systems for Disabled Persons (The Handicapped). Volume IV. Final Report.

    ERIC Educational Resources Information Center

    Kafafian, Haig

    The volume contains experimental instructional materials designed for teacher and handicapped student use with two man-machine communications systems, Cybertype and Cyber-Go-Round, developed as educational aids for the severely handicapped. Cybertype is a writing machine with various possible configurations of portable keyboards with a reduced…

  16. Tips on Mainstreaming: Do's and Don'ts in Activity Programs.

    ERIC Educational Resources Information Center

    Practical Pointers, 1978

    1978-01-01

    The document provides 10 brief articles on activities for mainstreamed handicapped students. Included are the following titles: "Tips on Mainstreaminq--Do's and Don'ts for Activity Programs;""Mainstreaming--A Goal and A Process;""What To Do When You Meet a Handicapped Person;""Tips for Dealing with Handicapped Persons;""Relatinq to Orthopedically…

  17. Developing Job Skills for Special Needs Students. A Curriculum Guide.

    ERIC Educational Resources Information Center

    Mesa Community Coll., AZ.

    This curriculum guide is one of three documents developed in a community college project to meet the career and vocational needs of disadvantaged handicapped youth (mainly the learning disabled, the educable mentally handicapped, and the emotionally handicapped) by assisting them to gain and retain full-time, non-subsidized employment. The…

  18. Regulations of the Commissioner of Education. Subchapter P. Revised as of July 1, 1979.

    ERIC Educational Resources Information Center

    New York State Education Dept. Albany. Office for the Education of Children with Handicapping Conditions.

    The document presents New York state regulations regarding services to handicapped children. Sections address the following areas: definitions; state aid to school districts for the education of students with handicaps; establishment of a committee on the handicapped; educational programs (special classes, resource programs, home and hospital…

  19. Competency-Based Training Program--Teachers of Physical Education for Handicapped Individuals. Summer Institute Final Report, 1986-1990.

    ERIC Educational Resources Information Center

    Cheatum, Billye Ann

    This federally funded project's goals were to provide a competency-based training program that would enable Western Michigan University graduate and undergraduate students to meet Michigan's endorsement requirements for teaching physical education to handicapped individuals, and to provide direct services to handicapped children in the Kalamazoo…

  20. The Development of Concepts of Deviance in Children. Volumes I [and] II: The Development of Concepts of Handicaps: An Interview Study. Volume III: Coding Manual for Interviews about Concepts of Handicaps. Final Report.

    ERIC Educational Resources Information Center

    Budoff, Milton; And Others

    This three volume report presents findings from an interview study with 103 children and adults regarding their awareness and conceptions of handicapping conditions and from a followup study of preschool handicapped and nonhandicapped students. Volume I details the design and results of the interview study focusing on Ss in five age groups:…

  1. Attention checklist: a rating scale for mildly mentally handicapped adolescents.

    PubMed

    Das, J P; Melnyk, L

    1989-06-01

    A check list for attentional deficits without reference to hyperactive behavior observed in the classroom was constructed, and teachers' ratings were factor analyzed. The check-list rating was compared to a widely used rating scale for attention deficit-hyperactive disorder (AD-HD), the Abbreviated Conners Rating Scale. Both scales were given to 15 teachers to rate 100 mildly mentally handicapped adolescent students. Analysis showed that 33% of the mentally handicapped students were rated above 1.5 on the Conners Scale, which is the cut-off for hyperactivity. This is much higher than the prevalence of hyperactivity in regular classrooms. The two sets of ratings correlated strongly (.84). Check-list items were grouped under one factor explaining 70.7% of variance and so are recommended for use in discriminating attentional deficit in mentally handicapped as well as in regular class students. The high correlation with ratings on the Conners Scale suggests that AD-HD is a unitary syndrome with attention being most problematic for children labeled hyperactive.

  2. Ideas for Kids: A Multi-Arts Approach to Fostering Creativity.

    ERIC Educational Resources Information Center

    Rosenthal, Judy Sirota, Ed.

    The idea book presents over 50 activities to help handicapped children develop creative self-awareness through the arts. All the activities can be used with non-handicapped children as well. Music, movement, visual arts, and drama provide the basis for the activities, which can be done in small groups or individually. The ideas are geared to…

  3. Improving the Functional Utility and Effectiveness of Classroom Services for Students with Profound Multiple Handicaps.

    ERIC Educational Resources Information Center

    Green, Carolyn W.; And Others

    1986-01-01

    A staff supervision and classroom management program to increase involvement in functional task activities (e.g., self-help, leisure, social/communication) was implemented in three classes serving 19 students (ages 11-36) with profound mental and physical handicaps. Large increases in functional task involvement and smaller increases in student…

  4. The Effects of Time Delay and Increasing Prompt Hierarchy Strategies on the Acquisition of Purchasing Skills by Students with Severe Handicaps.

    ERIC Educational Resources Information Center

    McDonnell, John

    1987-01-01

    Two teaching strategies (constant time delay and increasing prompt hierarchy assistance) were compared in teaching four severely handicapped high school students to purchase snack items at a convenience store and fast food restaurant. Results indicated the time delay procedure was more effective. (DB)

  5. Support Services for Exceptional Students: Fresno, Inyo, Kern, Kings, Madera, Mariposa, Merced, Mono, San Luis Obispo, and Tulare Counties.

    ERIC Educational Resources Information Center

    Hampel, Angelica; And Others

    Intended for use by vocational administrators responsible for mainstreaming handicapped students into vocational education classes, the resource guide lists and describes governmental and private agencies that provide vocational programs and support services for the handicapped on a local and statewide basis in the California counties of Fresno,…

  6. Final Project Report of Optimizing Vocational Development in the Handicapped, September 1980-June 1981.

    ERIC Educational Resources Information Center

    Middlesex County Vocational and Technical High Schools, New Brunswick, NJ.

    A project helped handicapped high school students to develop and implement realistic vocational plans and to develop functional skills in various areas associated with independent living. Designed as an evening course open to full time special needs vocational high school students, the program consisted of the following two components: (l) a…

  7. A Calendar of Activities for Parents of Handicapped Students, 1983-1984. Secondary.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Special Education and Pupil Personnel Services.

    Intended for use with handicapped students in Washington, D.C. secondary schools, the daily activities in this calendar can be used by all parents interested in reinforcing classroom learning with a structured home program. Activities for each month focus on a particular theme, as follows: September, getting to school; October, exploring the…

  8. The Development of Programmed Instruction in Orientation and Mobility for Multiply Handicapped Blind Children.

    ERIC Educational Resources Information Center

    Wood, Thomas A.

    Described are the development and field testing of programed instruction in orientation and mobility for 41 multiply handicapped blind students. Based on initial assessment on the Peabody Mobility Scale, it is explained that the students were prescribed individualized tasks in the areas of motor development, sensory skills, concept development and…

  9. New York State School Bus Driver Instructional Program for Transporting Students with Handicapping Conditions. Basic Unit V (Revised).

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Div. of Educational Management Services.

    Intended to be used as part of the existing school bus driver training program in New York State, the guide sets forth responsibilities and suggestions for transporting students with handicapping conditions. School district and BOCES (Board of Cooperative Educational Services) responsibilities for transportation are outlined. General guidelines…

  10. A Manual for Assessment and Training of Severely Multiply Handicapped Deaf-Blind Students.

    ERIC Educational Resources Information Center

    Burton, Rosemarie A.; And Others

    Intended for teacher use, the manual provides for the assessment and training of severely multiply handicapped deaf-blind students with sections on self help, motor development, and sensory stimulation training. Included for each skill are an individual rating scale for periodic assessments, a task analysis, and an actual teaching procedure. Found…

  11. Virginia Statewide Program To Endorse Teachers of Students with Severe and Profound Handicaps. The Endorsement Project. Final Report.

    ERIC Educational Resources Information Center

    Snell, Martha E.; And Others

    The Virginia Statewide Program To Endorse Teachers in Severe and Profound Handicaps was a 5-year personnel preparation project which selected and trained teachers currently unendorsed but employed to teach students with severe disabilities in schools across Virginia. Participating universities included the University of Virginia (UVA), George…

  12. Providing Transition Planning for the Secondary Student through the Community Based Inservice Model.

    ERIC Educational Resources Information Center

    Glasenapp, Gary

    This paper provides an overview of the transition process for students with severe handicaps. For secondary age youths with severe handicaps, explicit and intensive transition planning is necessary to bridge the gap between school experiences and adult life. The transition planning process is designed to build the skills necessary for an…

  13. A Program for Preparing Teachers To Serve Handicapped Migrant Students in Rural Areas.

    ERIC Educational Resources Information Center

    Joyce, Bonnie G.; And Others

    Although children of migrant workers tend to have low educational achievement, there is a surprising lack of data concerning educational challenges faced by handicapped migrant children. It is often a teacher's advocacy that results in a student's enrollment in special education services. This paper describes a Florida program for training special…

  14. A Study To Identify the Appropriate Vocational Education Related Competencies Needed for Graduation by Handicapped Students. Final Report.

    ERIC Educational Resources Information Center

    North Texas Univ., Denton.

    A project developed competency profiles identifying entry-level skills and employability skills to be acquired by handicapped students before graduation. Research literature was reviewed to identify generalizable skills, employability skills, self-help skills, and job skills. Feedback was obtained from practitioners in the field regarding rating…

  15. Alternative Futures for the Education of Students with Severe Disabilities. Proceedings of the Conference on Severe and Multiple Handicaps: Alternative Futures (Edmonton, Canada, May 6-8, 1987).

    ERIC Educational Resources Information Center

    Baine, David, Ed.; And Others

    This book contains 23 papers given at a 1987 Edmonton (Canada) conference. Papers have the following titles and authors: "Current Trends and Future Challenges in the Education of Students with Severe Handicaps" (Dick Sobsey); "How Often Do You Need to Collect Student Performance Data? A Study of the Effects of Frequency of Probe Data Collection…

  16. Assessment of oral storytelling abilities of Latino junior high school students with learning handicaps.

    PubMed

    Goldstein, B C; Harris, K C; Klein, M D

    1993-02-01

    This study investigated the relationship between reading comprehension and oral storytelling abilities. Thirty-one Latino junior high school students with learning handicaps were selected as subjects based on learning handicapped designation, home language, and language proficiency status. Reading comprehension was measured by the Reading Comprehension subtest of the Peabody Individual Achievement Test. Storytelling was measured by (a) the Oral Production subtest of the Language Assessment Scales using the standard scoring protocol and (b) a story structure analysis. A comparison of the standard scoring protocol and reading comprehension revealed no relationship, while the comparison of the story structure analysis and reading comprehension revealed a significant correlation. The implications of these results for language assessment of bilingual students are discussed.

  17. A Study of Relative Influence of Factors Underlying the Participation and Expectations of Minority Handicapped Adolescents in School Activities. Final Report.

    ERIC Educational Resources Information Center

    Grinder, Robert E.; And Others

    The effects of participation in school activities on personality development and school orientation of 470 handicapped (learning disabled, emotionally handicapped, and educable mentally retarded) adolescents was compared with 1,162 nonhandicapped students. Questionnaires were completed by 209 teacher-sponsors of school activities and 217 classroom…

  18. Social Status and Social Perceptual Abilities of Mildly Handicapped Learners: Methodological and Substantive Implications.

    ERIC Educational Resources Information Center

    Morrison, Gale M.

    In an examination of the notion of person-environment fit as it applies to the socioempathy-social status for mildly handicapped children in mainstreamed and special class settings, 38 mildly learning handicapped (LH) and 234 nonhandicapped students were administered social status instruments. Results revealed that LH Ss in special placements were…

  19. The Relationship Between Attitudes Toward the Handicapped and Nonverbal Behavior with Educators of Special Needs Students: An Exploratory Study.

    ERIC Educational Resources Information Center

    Stodden, Robert A.; And Others

    Examined were the relationships between attitudes toward the handicapped and nonverbal behavior of 60 special education teachers involved in inservice or preservice coursework. Ss were administered the Attitudes Toward Handicapped Individuals (ATHI) Scale and the Nonverbal Behavior Characteristics Scale (NBCS). Analysis of the data indicated a…

  20. Examining the relationship between authenticity and self-handicapping.

    PubMed

    Akin, Ahmet; Akin, Umran

    2014-12-01

    Self-handicapping includes strategies of externalization in which people excuse failure and internalize success, but which also prevents them from behaving in an authentic way. The goal was to investigate the relation of authenticity with self-handicapping. The study was conducted with 366 university students (176 men, 190 women; M age = 20.2 yr.). Participants completed the Turkish version of the Authenticity Scale and the Self-handicapping Scale. Self-handicapping was correlated positively with two factors of authenticity, accepting external influence and self-alienation, and negatively with the authentic living factor. A multiple regression analysis indicated that self-handicapping was predicted positively by self-alienation and accepting external influence and negatively by authentic living, accounting for 21% of the variance collectively. These results demonstrated the negative association of authenticity with self-handicapping.

  1. [Pilot study to resolve problems of visual acuity assessment in grading vision of the physically handicapped--visual acuity and difficulties in daily life of age-related macular degeneration-].

    PubMed

    Yuzawa, Mitsuko; Ishibashi, Tatsuro; Honda, Yoshihito; Kubota, Nobue

    2010-09-01

    To resolve the problems of visual acuity assessment in grading the vision of the physically handicapped as proposed by the Subcommittee for Promoting the Realization of a Cohesive Society with the Visually Disabled, Science Council of Japan, a method suitable for assessing visual disturbances, and the relationship between the degree of visual disturbances and the degree of difficulty in activities of daily life are clarified. 151 persons with age-related macular degeneration were studied. Examination methods for measuring visual acuity and reading performance were studied, and interviews using the daily living task dependent on vision (DLTV) questionnaire were performed. The correlations between total DLTV score and each examination method were analyzed. The median total DLTV score for each grade of visual acuity of the better eye was calculated. Spearman's correlation coefficient between distance corrected visual acuity of the better eye and total DLTV score was 0.76. Median DLTV scores for visual acuities (better eye) of 0.2, 0.3, 0.4, 0.5 were 65, 73.5, 62, 79 respectively. Visual acuity can be assessed by measuring distant corrected visual acuity of the better eye and setting the upper limit of visual disturbance at either 0.3 or 0.4.

  2. Science Activities for the Visually Impaired: Developing a Model.

    ERIC Educational Resources Information Center

    DeLucchi, Linda; And Others

    1980-01-01

    Science activities for the visually impaired (SAVI) introduces blind and visually impaired children (9 to 12 years old) to physical and life sciences in a multisensory way. Evolution of SAVI activities involves exploration, local trials, and national trials. SAVI project materials can help integrate handicapped children into the mainstream through…

  3. The Physical Environment and the Visually Impaired.

    ERIC Educational Resources Information Center

    Braf, Per-Gunnar

    Reported are results of a project carried out at the Swedish Institute for the Handicapped to determine needs of the visually impaired in the planning and adaptation of buildings and other forms of physical environment. Chapter 1 considers implications of impaired vision and includes definitions, statistics, and problems of the visually impaired…

  4. Handicapped and Disadvantaged Students: Access to Quality Vocational Education. National Assessment of Vocational Education Final Report. Volume V.

    ERIC Educational Resources Information Center

    Hayward, Becky J.; Wirt, John G.

    The National Assessment of Vocational Education (NAVE) examined how the federal law was implemented and federal funds were distributed under the Carl D. Perkins Vocational Education Act of 1984. This part of the study described the access of handicapped and academically disadvantaged high school students to vocational education and analyzed the…

  5. E.H.A. Part B Supplementary Services for Handicapped Students Health Education Paraprofessionals Program. 1982-83. O.E.E. Evaluation Report.

    ERIC Educational Resources Information Center

    Tobias, Robert; And Others

    The report summarizes accomplishments of the Health Education Paraprofessionals program, which provided individual instruction in self-care and hygiene skills to 363 severely to profoundly handicapped students. Nearly all (98%) of participants mastered one or more new skills, as measured on selected strands of the Santa Cruz VORT Behavioral…

  6. Factorial Validity of the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH)

    ERIC Educational Resources Information Center

    Bossaert, Goele; Petry, Katja

    2013-01-01

    The Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH) has been developed to measure the attitudes of children toward peers with disabilities. The present study aims to evaluate the factorial validity of the CATCH in a sample of 2396 students in 7th grade, including 179 students with disabilities and 2217 typically developing…

  7. Young, Gifted, and Handicapped: Mainstreaming High Potential Handicapped Students into the Executive High School Internships Program.

    ERIC Educational Resources Information Center

    Hirsch, Sharlene P.

    The document describes the Executive High School Internships program which mainstreamed a pilot group of 14 high potential students with orthopedic, hearing, and sight impairments into a project which enabled them to spend a full term, on leave from classes, in nonpaid placements with public and private sector managers and executives, learning how…

  8. Guided Occupational Training. A Vocational Work Experience Program for Intellectually Limited and Educationally Handicapped Students. Final Report.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Occupational Education Research.

    Twenty-four intellectually limited and educationally handicapped 10th grade students participated in the first year of the Guided Occupational Training program of the Oceanside Senior High School. An academic core of English, citizenship, and mathematics was blended with classes in one of the following areas: (1) business education and office…

  9. Out-of-Level Testing for Special Education Students with Mild Learning Handicaps.

    ERIC Educational Resources Information Center

    Jones, Eric D.; And Others

    The purpose of this study was to evaluate the utility of out-of-level testing (OLT) when it is applied to the assessment of special education students with mild learning handicaps. This evaluation of OLT involved testing hypotheses related to: (1) the adequacy of vertical scaling, (2) the reliability and (3) the validity of OLT scores. Fifty-eight…

  10. A Comparison of Forward and Concurrent Chaining Strategies in Teaching Laundromat Skills to Students with Severe Handicaps.

    ERIC Educational Resources Information Center

    McDonnell, John; McFarland, Susan

    1988-01-01

    In a study which taught four high school students with severe handicaps to use a commercial washing machine and laundry soap dispenser, a concurrent chaining strategy was found more efficient than forward chaining in facilitating skill acquisition. Concurrent chaining also resulted in better maintenance at four- and eight-week follow-up…

  11. Summary and Evaluation of the Resource Room for the Educable Mentally Handicapped and the Opportunity Group Student. School Year 1972-1973.

    ERIC Educational Resources Information Center

    Hoek, John H.

    This document evaluates a resource room model for 10 educable mentally retarded and 15 mildly educationally handicapped junior high school students in Michigan. Discussed in the overview are curriculum organization, individual assessment, and remediation by two teachers in areas of mathematics, home economics, English, and science. Described are…

  12. Differences in Attitudes toward the Handicapped between Caring-Sharing Peer Tutors and Their Sixth Grade Classmates.

    ERIC Educational Resources Information Center

    Gay, Judith A.

    The study compared attitudes of nine 6th grade students (eight female and one male) who volunteered to participate in a peer tutoring swimming program for moderately and severely handicapped children with the attitudes of the remainder of the sixth grade class (N=15) who had not volunteered. All students had previously completed a curriculum…

  13. Supplementary Services for Handicapped Students Health Education Paraprofessionals Program. O.E.E. Evaluation Report, 1981-82.

    ERIC Educational Resources Information Center

    Tobias, Robert; And Others

    In 1981-82, the Health Education Paraprofessionals program of the New York City Public Schools Division of Special Education provided supplementary instruction in hygiene and self care, and outreach services to 335 severely handicapped students, aged 5 to 21. Of the program participants, 292 received training in toilet habits and self care, and…

  14. Project F. A. S. T.: Facilitating Academic Study Techniques for Handicapped Children. Volume 2. Final Report.

    ERIC Educational Resources Information Center

    Martin, Clessen J.

    Volume 2, the appendix to the final report of Project FAST, consists of prose selections used to study the effects of text reduction techniques on the comprehension and recall of written materials among visually handicapped and hearing impaired subjects. Each selection is presented in various versions such as 10 percent subjective deleted, 20…

  15. Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education.

    PubMed

    Chen, Zuosong; Sun, Kaihong; Wang, Kun

    2017-01-01

    This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants' self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual's self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.

  16. Science and the Physically Handicapped.

    ERIC Educational Resources Information Center

    Ricker, Kenneth S.

    1979-01-01

    The integration of physically (sensory and orthopedic) handicapped students into science classes creates a complex problem for science educators. Suggestions are offered for teacher preparation and for the development of specialized materials and modifications for instructional strategies. (JMF)

  17. Pedagogical Content Knowledge in Special Needs Education: A Case Study of an Art Project with the Multiple/Severe Handicapped

    ERIC Educational Resources Information Center

    Murayama, Taku

    2016-01-01

    This paper focuses on a project in teacher education through art activities at the undergraduate level. The main theme is art activities by university students and multiple and severe handicapped students. This project has two significant points for the preparation of special education teachers. One point is the opportunity for field work. Even…

  18. Occupational Training Plans for Disadvantaged and Handicapped Students in Vocational Education. A Manual for Use in Cooperative Work Experience Programs.

    ERIC Educational Resources Information Center

    Eley, Robert K., Ed.

    This manual, developed to provide vocational instructors or coordinators with model training plans to be used to conduct concurrent work and education programs for disadvantaged and handicapped students, has the purposes of: (1) serving as a description of the kinds of content that should be included in a training plan, (2) serving as an example…

  19. A Color Sound Film to Illustrate the Use of New Materials and Techniques in Teaching Emotionally and/or Neurologically Handicapped Minors. Final Report.

    ERIC Educational Resources Information Center

    Mahler, Donald; And Others

    A color sound film was developed to illustrate new materials and techniques of working with emotionally and/or neurologically handicapped students in special classes. Designed to stimulate discussion and self study, the film utilized actual students and their teachers, who had been using the new approaches as part of their usual instructional…

  20. Students with Severe to Profound Mental Handicaps and Multiple Disabilities in Rural Schools: Can Their Needs Be Met?

    ERIC Educational Resources Information Center

    Cates, Dennis L.; Kinnison, Lloyd

    The education of students with severe to profound mental handicaps (SPH) or multiple disabilities may be greatly limited in rural settings. A survey investigating this issue in a southwestern state was completed by 136 of 346 directors of special education, 67 of whom worked in rural special education cooperatives. These cooperatives served 393…

  1. Re-examining the effects of noncontingent success on self-handicapping behaviour.

    PubMed

    Thompson, Ted

    2004-06-01

    Self-handicapping refers to the practice on the part of certain individuals to handicap their performance when poor performance is likely to reveal low ability. Noncontingent success (feedback that is inflated relative to performance) is more likely to promote self-handicapping behaviour than noncontingent failure (failure feedback based on false or misleading information). However, the reasons for the differing effects of these forms of performance feedback on self-handicapping behaviour remain obscure. The present study sought an explanation for the differing effects of these forms of performance feedback, testing the assumption that students high in self-handicapping behaviour would react more negatively following noncontingent success, reporting more unstable and external attributions, higher anxiety, and a greater propensity to claim handicaps than those low in self-handicapping behaviour. No differences were expected on any of these measures for high relative to low self-handicappers following either noncontingent failure or success. Participants were 72 undergraduate students, divided equally between high and low self-handicapping groups. High and low self-handicappers were assigned to one of three performance feedback conditions: noncontingent failure, success and noncontingent success. High and low self-handicappers were then given an opportunity to claim handicaps prior to completing measures of attributions and state anxiety. Subsequently, they completed 12 remote associate tasks, serving as an assessment of performance, and 16 unicursal tasks, assessing practice effort. Following noncontingent success, high self-handicappers reported greater anxiety, more unproductive attributions and claimed more handicaps than low self-handicappers. However no differences were evident for high and low self-handicappers following either noncontingent failure or success. High self-handicappers also performed poorly on the remote associates tasks and reduced practice effort on the unicursal tasks. These findings confirm the adverse effects of noncontingent success for high self-handicappers, while failing to provide evidence that noncontingent failure has any more adverse effects on high relative to low self-handicappers.

  2. The Team Approach in Diagnosing and Educating the Visually Impaired Pupil.

    ERIC Educational Resources Information Center

    McCoy, George F.

    Information presented is intended to give each member of the interdisciplinary team (physician, optometrist, social worker, psychologist, teacher) a working knowledge of what each is able to do for a visually handicapped child. Discussion of medical considerations of visual impairment covers anatomy, physiology, and pathology of the eye, and…

  3. THE VISUALLY HANDICAPPED CHILD IN SCHOOL.

    ERIC Educational Resources Information Center

    FIELDS, HELEN W.

    THE EMPHASIS UPON VISION RATHER THAN THE SAVING OF VISION HAS BROUGHT ABOUT A CHANGE IN DETERMINATION OF CLASS PLACEMENT. IN PUBLIC SCHOOL, CHILDREN WITH VISUAL LIMITATIONS ARE AIDED BY FOUR KINDS OF PROGRAMS--(1) RESOURCE CLASSES FOR CHILDREN WITH VISUAL LIMITATIONS, (2) BRAILLE RESOURCE CLASSES FOR CHILDREN WHOSE LOSS OF VISION WARRANTS BRAILLE…

  4. A Future of Reversals: Dyslexic Talents in a World of Computer Visualization.

    ERIC Educational Resources Information Center

    West, Thomas G.

    1992-01-01

    This paper proposes that those traits which handicap visually oriented dyslexics in a verbally oriented educational system may confer advantages in new fields which rely on visual methods of analysis, especially those in computer applications. It is suggested that such traits also characterized Albert Einstein, Michael Faraday, James Maxwell, and…

  5. 45 CFR 84.37 - Nonacademic services.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ...) Nonacademic and extracurricular services and activities may include counseling services, physical recreational... recipient may offer to handicapped students physical education and athletic activities that are separate or... HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Preschool, Elementary, and...

  6. Teacher Made Adaptive and Assistive Aids for Developing Self Help Skills in the Severely Handicapped.

    ERIC Educational Resources Information Center

    Magnusson, Clifford J.; Justin, Joseph E., III

    1981-01-01

    The article suggests ways to modify and construct adaptive aids for use in teaching eating and drinking, personal hygiene, and dressing/undressing skills to severely and multiply handicapped students. (CL)

  7. Object permanence development in infants with motor handicaps.

    PubMed

    Fetters, L

    1981-03-01

    This study was an investigation of the effects of a motor handicap on the development of object permanence in the young child. Motor abilities were evaluated for 12 infants aged 13 to 29 months. Based on this evaluation, the children were described as manipulators or nonmanipulators in reference to their upper extremity skills. Their stage of object permanence was assessed using traditional and nontraditional assessments. Heart rate and visual tracking were recorded during the nontraditional assessment. Heart rate did not significantly relate to visual fixation or search response. There was, however, a significant difference (p less than .02) between stage achievement with traditional testing and age-appropriate levels. There was no significant difference between the nontraditional assessment and the age-appropriate levels. In addition, there was no significant difference in the development of object permanence between infants described as manipulators and those described as nonmanipulators. The last two findings suggest that infants with motor handicaps may develop object permanence at the expected ages, according to a nontraditional assessment.

  8. Recruitment, Admissions and Handicapped Students. A Guide for Compliance with Section 504 of the Rehabilitation Act of 1973. Second Edition.

    ERIC Educational Resources Information Center

    American Association of Collegiate Registrars and Admissions Officers, Washington, DC.

    A revision of the 1978 guide designed to assist institutions improve access for handicapped students in compliance with Section 504 of the Rehabilitation Act of 1973 is presented. The guide assumes the reader is interested in learning how to comply with Section 504 and does not address the question of whether a particular education program or…

  9. Physical Education Facilities for the Handicapped.

    ERIC Educational Resources Information Center

    Isaacs, Larry; Frederick, Stephen D.

    1980-01-01

    Physical education facilities at Wright State University in Dayton, Ohio have been adapted for the recreational needs of handicapped students. Changes include a special exercise room, accessible locker and shower facilities, a pool area, and a wheelchair repair shop. (CJ)

  10. [Frequency and causes of blindness and visual impairment in schools for the blind in Yaoundé (Cameroon)].

    PubMed

    Noche, Christelle Domngang; Bella, Assumpta Lucienne

    2010-01-01

    To determine the causes of blindness and visual impairment in students attending schools for the blind in Yaounde (Cameroon) and to estimate their frequencies. This study examined all 56 students at three schools for the blind in Yaoundé from September 15 through October 15, 2006. We collected data about their age, sex, medical and surgical history. Visual acuity was measured to determine their vision status according to the World Health Organization categories for blindness and visual impairment. All subjects underwent an ocular examination. Epi Info 3.5.1. was used for the statistical analysis of age, sex, visual acuity, causes of blindness and visual impairment, and etiologies. Fifty six people were examined: 37 men (66.1%) and 19 women (33.9%). Their mean age was 21.57 ± 10.53 years (min-max: 5-49), and 48.2% were in the 10-19 years age group (n = 27). In all, 87.5% were blind, 7.14% severely visually impaired, and 1.78% moderately visually impaired. The main causes of blindness and visual impairment in our sample were corneal disease (32.14%), optic nerve lesions (26.78%), cataract and its surgical complications (19.64%), retinal disorders (10.71%), glaucoma (8.92%, and malformations of the eyeball (1.78%). Their etiologies included congenital cataracts (19.64%), meningitis/fever (8.92%), glaucoma (7.14%), measles (5.35%), ocular trauma (5.35%), albinism (3.57%), Lyell syndrome (1.8%), and alcohol ingestion (1.8%). Etiology was unknown in 46.42%. Fifty per cent of these causes of blindness and visual impairment were treatable and/or preventable. Corneal lesions were the main cause of blindness and visual impairment in our sample. Fifty per cent of the causes found were treatable and/or preventable. Thus, substantial efforts are required to ensure access to better quality specialist ocular care. Furthermore, local authorities should create more centers specialised in the rehabilitation of the visual handicapped.

  11. The psychometric properties of the Tinnitus Handicap Questionnaire in a Dutch-speaking population.

    PubMed

    Vanneste, S; To, W T; De Ridder, D

    2011-02-01

    The aim of the study is to translate and validate the tinnitus handicap questionnaire (THQ) for a Dutch-speaking population. The factor structure of the questionnaire, the reliability and the validity is determined. Furthermore, a statistical comparison with the original English version of the tinnitus handicap questionnaire is performed. We assessed 101 patients at the Tinnitus Research Initiative clinic of Antwerp University Hospital. Twenty-seven Dutch items from the tinnitus handicap questionnaire by Kuk et al. [(1990), Ear Hear11:434-45.] were obtained by the process of translation and back translation. The factor structure, internal consistency, was evaluated using Cronbach's alpha coefficient and item correlations were used to confirm reliability. The construct validity was confirmed with a visual analogue scale for loudness and distress, awareness, annoyance, the Tinnitus Questionnaire (TQ), the mini-Tinnitus Questionnaire, the Hospital Anxiety and Depression Scale (HADS), the Beck Depression Inventory (BDI) and the Profile of Mood State (POMS), ensuring that this new instrument measures the tinnitus handicap. This study demonstrates that the Dutch version of the tinnitus handicap questionnaire is a reliable (Cronbach's alpha coefficient α = 0.93) and valid measure of self-perceived tinnitus-related distress [with visual analogue scale for loudness (r = 0.39) and distress (r =0.45), awareness (r = 0.39), annoyance (r = 0.57), the Tinnitus Questionnaire (r = 0.82), the mini-Tinnitus Questionnaire (r = 0.79), the Hospital Anxiety and Depression Scale (r = 0.62) and the Beck Depression Inventory (r = 0.32)]. The psychometric properties are in line with previous findings on the English version with regard to reliability and validity. However, the items in the subscales differ from the English version. While the English version has three subscales, our version has only two subscales. Yet, the English version reports that for the three factors, there is a low internal consistency and low correlation among the different items. For the Dutch-speaking version, both factors show a very high reliability and validity. The tinnitus handicap questionnaire is suitable for assessing the handicapping effects of tinnitus among a Dutch-speaking population in both clinical and research settings. © 2011 Blackwell Publishing Ltd.

  12. Visual Rehabilitation of Persons with Leber's Hereditary Optic Neuropathy.

    ERIC Educational Resources Information Center

    Rudanko, S.-L.

    1995-01-01

    This article presents results of a noncontrolled clinical study of 20 persons with Leber's hereditary optic neuropathy who were treated from 1976 to 1990 at the Low Vision Centre of the Finnish Federation of the Visually Handicapped. The importance of early functional visual rehabilitation is emphasized, as is the use of low vision aids to help…

  13. A model summer program for handicapped college students

    NASA Technical Reports Server (NTRS)

    Nissen, Anne B.

    1989-01-01

    During the summer of 1988, the Goddard Space Flight Center was the site of a new NASA project called A Model Summer Program for Handicapped College Students that was directed by Gallaudet University. The project's aim was to identify eight severely physically disabled college students (four from Gallaudet University and four from local historically black colleges and universities (HBCU's)) majoring in technical fields and to assign them technical projects related to aerospace which they would complete under the guidance of mentors who were full time employees of Goddard. A description of the program is presented.

  14. Voice response system of color and pattern on clothes for visually handicapped person.

    PubMed

    Miyake, Masao; Manabe, Yoshitsugu; Uranishi, Yuki; Imura, Masataka; Oshiro, Osamu

    2013-01-01

    For visually handicapped people, a mental support is important in their independent daily life and participation in a society. It is expected to develop a system which can recognize colors and patterns on clothes so that they can go out with less concerns. We have worked on a basic study into such a system, and developed a prototype system which can stably recognize colors and patterns and immediately provide these information in voice, when a user faces it to clothes. In the results of evaluation experiments it is shown that the prototype system is superior to the system in the basic study at the accuracy rate for the recognition of color and pattern.

  15. Equine Therapy for Handicapped Students.

    ERIC Educational Resources Information Center

    Minner, Sam; And Others

    1983-01-01

    Four aspects in planning a therapeutic horsemanship program for handicapped individuals are considered: training instructors, obtaining the needed horses and equipment, identifying the participants, and implementing the program and developing a curriculum. An example of a horsemanship program begun in Kentucky is offered. (CL)

  16. Individualizing Psychomotor Activities for the Handicapped.

    ERIC Educational Resources Information Center

    Shemick, John M.

    1978-01-01

    Public Law 94-142 requires that handicapped students have individual education plans containing goals or objectives, description of placement and services, and evaluation specifications. The Fleishman Binary Decision Flow Diagram provides teachers with technique for analyzing program activities for ability requirements. (CSS)

  17. Planning Instruction for the Severely Handicapped.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. for Exceptional Children.

    The manual discusses legal and procedural guidelines established by North Carolina regarding educational services for severely handicapped students. Covered in separate sections are the following topics (sample subtopics in parentheses): definition; placement procedures (referral, screening, school-based committee, assessment, placement, and exit…

  18. Characteristics of an Appropriate Education for Severely and Profoundly Handicapped Students.

    ERIC Educational Resources Information Center

    Bates, Paul; And Others

    1981-01-01

    Twelve characteristics are important for an appropriate program for severely/profoundly handicapped (SPH) individuals: age appropriate curriculum, specific objectives, functional activities, consistent cue hierarchy, regular data collection, periodic individualized educational program revision, detailed classroom schedule, instruction outside the…

  19. Tenth Anniversary of Education for All Handicapped Children Act (P.L. 94-142). Hearing before the Subcommittee on the Handicapped of the Committee on Labor and Human Resources. United States Senate, Ninety-Ninth Congress, First Session on Oversight on the Acccomplishments of 10 Years of Educational Equity for Handicapped Children under Public Law 94-142.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

    Statements from Senators Thurmond, Kerry, Kennedy and Stafford and former Senator Brademas describe the background and consider the effects of the Education for All Handicapped Children Act (P.L. 94-142). Parents of children with mental retardation, multiple disabilities, and students with orthopedic disabilities recount progress as a result of…

  20. Oversight on Education for All Handicapped Children Act, 1980. Oversight on Public Law 94-142, Education for All Handicapped Children Act. Part 2. Hearings before the Subcommittee on the Handicapped of the Committee on Labor and Human Resources, United States Senate, Ninety-Sixth Congress, Second Session (July 29 and 31, and September 10, 1980).

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

    The document contains proceedings from oversight hearings on the problems and difficulties of implementing P.L. 94-142, the Education for All Handicapped Children Act. Testimonies cover such issues as the failure to carry out effective and proper physical education programs, improper student placement, misapplication of the mainstreaming concept,…

  1. A Perceptuo-Cognitive-Motor Approach to the Special Child.

    ERIC Educational Resources Information Center

    Kornblum, Rena Beth

    A movement therapist reviews ways in which a perceptuo-cognitive approach can help handicapped children in learning and in social adjustment. She identifies specific auditory problems (hearing loss, sound-ground confusion, auditory discrimination, auditory localization, auditory memory, auditory sequencing), visual problems (visual acuity,…

  2. Exemplary Competency-Based Vocational Teacher Education Project: Handicapped Component. Competency and Criteria Identification Phase: Professional Competencies and Assessment Criteria for Administrators and Teachers of Vocational Education Programs for the Handicapped in Florida. Series No. 9.

    ERIC Educational Resources Information Center

    Florida State Univ., Tallahassee. Program of Vocational Education.

    One of a series of nine reports of Project ACTIVE (Attaining Competence for Teaching in Vocational Education), this report focuses on the criteria for assessing mastery of the professional competencies (skills) important to vocational educators serving handicapped students. An overview of competency-based vocational teacher education (CBTE) and…

  3. The impact of the inclusion of students with handicaps and disabilities in the regular education science classroom

    NASA Astrophysics Data System (ADS)

    Donald, Cathey Nolan

    This study was conducted to determine the impact of the inclusion of students with handicaps and disabilities in the regular education science classroom. Surveys were mailed to the members of the Alabama Science Teachers Association to obtain information from teachers in inclusive classrooms. Survey responses from teachers provide insight into these classrooms. This study reports the results of the teachers surveyed. Results indicate multiple changes occur in the educational opportunities presented to regular education students when students with handicaps and disabilities are included in the regular science classroom. Responding teachers (60%) report omitting activities that formerly provided experiences for students, such as laboratory activities using dangerous materials, field activities, and some group activities. Also omitted, in many instances (64.1%), are skill building opportunities of word problems and higher order thinking skills. Regular education students participate in classes where discipline problems related to included students are reported as the teachers most time consuming task. In these classrooms, directions are repeated frequently, reteaching of material already taught occurs, and the pace of instruction has been slowed. These changes to the regular classroom occur across school levels. Many teachers (44.9%) report they do not see benefits associated with the inclusion of students with special needs in the regular classroom.

  4. A Conversation with Mutsuharu Shinohara.

    ERIC Educational Resources Information Center

    Holland, Laura

    1989-01-01

    A Japanese psychologist and educator describes special education in Japan and the Movement for the Coeducation of the Handicapped with the Nonhandicapped in Neighborhood Schools. Influenced by mainstreaming policies in western countries, the Coeducation Movement calls for an end to handicapped student segregation and advocates student…

  5. 45 CFR 84.47 - Nonacademic services.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Nonacademic services. (a) Physical education and athletics. (1) In providing physical education courses and... applies may not discriminate on the basis of handicap. A recipient that offers physical education courses... may offer to handicapped students physical education and athletic activities that are separate or...

  6. 22 CFR 142.47 - Non-academic services.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... services. (a) Physical education and athletics. (1) In providing physical education courses, athletics and... not discriminate on the basis of handicap. A recipient that offers physical education courses or that... handicapped students physical education and athletic activities that are separate or different only if...

  7. 22 CFR 217.47 - Nonacademic services.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... services. (a) Physical education and athletics. (1) In providing physical education courses and athletics... applies may not discriminate on the basis of handicap. A recipient that offers physical education courses... may offer to handicapped students physical education and athletic activities that are separate or...

  8. 34 CFR 104.37 - Nonacademic services.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... in such manner as is necessary to afford handicapped students an equal opportunity for participation...

  9. 34 CFR 104.37 - Nonacademic services.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... in such manner as is necessary to afford handicapped students an equal opportunity for participation...

  10. 22 CFR 142.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    .... 142.46 Section 142.46 Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary.... (1) In providing financial assistance of qualified handicapped persons, a recipient to which this...

  11. 34 CFR 104.37 - Nonacademic services.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... in such manner as is necessary to afford handicapped students an equal opportunity for participation...

  12. 22 CFR 142.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    .... 142.46 Section 142.46 Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary.... (1) In providing financial assistance of qualified handicapped persons, a recipient to which this...

  13. 34 CFR 104.37 - Nonacademic services.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... in such manner as is necessary to afford handicapped students an equal opportunity for participation...

  14. 22 CFR 142.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    .... 142.46 Section 142.46 Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary.... (1) In providing financial assistance of qualified handicapped persons, a recipient to which this...

  15. 22 CFR 142.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    .... 142.46 Section 142.46 Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary.... (1) In providing financial assistance of qualified handicapped persons, a recipient to which this...

  16. 22 CFR 142.46 - Financial and employment assistance to students.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    .... 142.46 Section 142.46 Foreign Relations DEPARTMENT OF STATE CIVIL RIGHTS NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary.... (1) In providing financial assistance of qualified handicapped persons, a recipient to which this...

  17. Physical Education Programming for Exceptional Learners.

    ERIC Educational Resources Information Center

    Folio, M. Rhonda

    This book provides programming ideas, methods, strategies, and adaptations of the learning environment for implementing physical education programs for handicapped students. Part I, "Legislation and the Challenge," introduces Public Law 94-142, the Education for All Handicapped Children Act, its mandates, and its procedures for…

  18. Determining Attitudes of Trade and Industrial Teachers toward Handicapped Students.

    ERIC Educational Resources Information Center

    Claxton, Sissy B.

    1986-01-01

    This study found a significant relationship between the attitudes of postsecondary trade and industrial education teachers in selected vocational technical schools toward handicapped individuals and their involvement in the development of an individualized education plan and other specialized materials. (CT)

  19. 28 CFR 41.31 - Handicapped person.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation, emotional...

  20. 45 CFR 1151.11 - Handicapped person.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ..., such diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation...

  1. 28 CFR 41.31 - Handicapped person.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation, emotional...

  2. 45 CFR 1151.11 - Handicapped person.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ..., such diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation...

  3. 28 CFR 41.31 - Handicapped person.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation, emotional...

  4. 45 CFR 1151.11 - Handicapped person.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., such diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation...

  5. A Comparative Study of Autistic Subjects' Performance at Two Levels of Visual and Cognitive Perspective Taking.

    ERIC Educational Resources Information Center

    Reed, Taffy; Peterson, Candida

    1990-01-01

    This study found that 13 autistic subjects performed less well on cognitive than on visual perspective-taking tasks at two levels of difficulty. Autistic subjects performed as well as 13 intellectually handicapped controls and 13 normal controls on visual perspective-taking tasks but more poorly than controls on cognitive perspective-taking tasks.…

  6. Determining the Motor Skills Development of Mentally Retarded Children through the Contribution of Visual Arts

    ERIC Educational Resources Information Center

    Erim, Gonca; Caferoglu, Müge

    2017-01-01

    Visual arts education is a process that helps the reflection of inner worlds, socialization via group works and healthier motor skills development of normally developing or handicapped children like the mentally retarded. This study aims to determine the influence of visual art studies on the motor skills development of primary school first grade…

  7. Role of preoperative air-bone gap in tinnitus outcome after tympanoplasty for chronic otitis media with tinnitus.

    PubMed

    Kim, Hong Chan; Jang, Chul Ho; Kim, Young Yoon; Seong, Jong Yuap; Kang, Sung Hoon; Cho, Yong Beom

    Previous reports indicated that middle ear surgery might partially improve tinnitus after surgery. However, until now, no influencing factor has been determined for tinnitus outcome after middle ear surgery. The purpose of this study was to investigate the association between preoperative air-bone gap and tinnitus outcome after tympanoplasty type I. Seventy-five patients with tinnitus who had more than 6 months of symptoms of chronic otitis media on the ipsilateral side that were refractory to medical treatment were included in this study. All patients were evaluated through otoendoscopy, pure tone/speech audiometer, questionnaire survey using the visual analog scale and the tinnitus handicap inventory for tinnitus symptoms before and 6 months after tympanoplasty. The influence of preoperative bone conduction, preoperative air-bone-gap, and postoperative air-bone-gap on tinnitus outcome after the operation was investigated. The patients were divided into two groups based on preoperative bone conduction of less than 25dB (n=50) or more than 25dB (n=25). The postoperative improvement of tinnitus in both groups showed statistical significance. Patients whose preoperative air-bone-gap was less than 15dB showed no improvement in postoperative tinnitus using the visual analog scale (p=0.889) and the tinnitus handicap inventory (p=0.802). However, patients whose preoperative air-bone-gap was more than 15dB showed statistically significant improvement in postoperative tinnitus using the visual analog scale (p<0.01) and the tinnitus handicap inventory (p=0.016). Postoperative change in tinnitus showed significance compared with preoperative tinnitus using visual analog scale (p=0.006). However, the correlation between reduction in the visual analog scale score and air-bone-gap (p=0.202) or between reduction in tinnitus handicap inventory score and air-bone-gap (p=0.290) was not significant. We suggest that the preoperative air-bone-gap can be a predictor of tinnitus outcome after tympanoplasty in chronic otitis media with tinnitus. Copyright © 2017 Associação Brasileira de Otorrinolaringologia e Cirurgia Cérvico-Facial. Published by Elsevier Editora Ltda. All rights reserved.

  8. Rules and Regulations for Education Programs for the Handicapped.

    ERIC Educational Resources Information Center

    Pace, R. Elwood; And Others

    The manual presents Utah's rules and regulations for education programs serving handicapped students. Regulations touch upon the following topics (sample subtopics in parentheses): responsibilities of the State Office of Education (authority to make policy); child identification (child find and screening, referral, evaluation/classification…

  9. 34 CFR 104.45 - Housing.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... handicapped students at the same cost as to others. At the end of the transition period provided for in...

  10. 34 CFR 104.45 - Housing.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... handicapped students at the same cost as to others. At the end of the transition period provided for in...

  11. 34 CFR 104.45 - Housing.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... handicapped students at the same cost as to others. At the end of the transition period provided for in...

  12. 34 CFR 104.45 - Housing.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... handicapped students at the same cost as to others. At the end of the transition period provided for in...

  13. 34 CFR 104.45 - Housing.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... handicapped students at the same cost as to others. At the end of the transition period provided for in...

  14. Physiotherapy in Ordinary Schools.

    ERIC Educational Resources Information Center

    Davies, Jean; Hunt, Agnes

    1980-01-01

    A program to provide physiotherapy to mainstreamed physically handicapped English school children (from preschool through high school) is described. Begun in 1978, the once a week service has increased the independence of the children served and brought a better understanding of the handicapped students' capabilities to their teachers. (PHR)

  15. Funding and Cost Analysis. Policy Paper Series: Document 8.

    ERIC Educational Resources Information Center

    Cobb, H. Brian, Ed.; Larkin, Dave, Ed.

    Five policy papers address methods of funding vocational/special education and relative benefits versus expenditures for different employment training systems for moderately and severely handicapped persons. The first paper critiques the present vocational education funding system for handicapped students. Federal funding mechanisms, state and…

  16. Special Vocational Program for Handicapped Youth and Adults. Revised Edition.

    ERIC Educational Resources Information Center

    Jernberg, Donald E.

    The Salina Area Vocational Technical School has a special vocational program which provides selected vocational training courses for students with physical, emotional, or intellectual handicaps. The program offers vocational counseling, placement services, work evaluation, job readiness training, and vocational training tryouts. Vocational…

  17. Performance of Handicapped Students in a Competency Testing Program.

    ERIC Educational Resources Information Center

    Serow, Robert C.; O'Brien, Kathleen

    1983-01-01

    Samples of handicapped and nonhandicapped pupils were compared on the following: initial Minimum Competency Test (MCT) performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. Nonhandicapped pupils generally fared better on all measures, although sharp differences were found…

  18. Investigating the Problem of Skill Generalization. 2nd Edition.

    ERIC Educational Resources Information Center

    Billingsley, Felix; And Others

    The booklet describes studies undertaken by the Washington Research Organization (UWRO) to examine generalization processes with severely handicapped students. Section one provides background information on the UWRO, including UWRO's advisory committee, communication with other institutes for research in education of the severely handicapped, and…

  19. An Exhibit for Touching.

    ERIC Educational Resources Information Center

    Hunt, Susan

    1979-01-01

    An exhibit designed for visually handicapped persons presented by the Kalamazoo (Michigan) Institute of Art included bronze sculptures and oil paintings from the institute's permanent collection. (CL)

  20. Predicting academic self-handicapping in different age groups: the role of personal achievement goals and social goals.

    PubMed

    Leondari, Angeliki; Gonida, Eleftheria

    2007-09-01

    Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.

  1. Visual Motor Short Term Memory in Educationally Subnormal Boys.

    ERIC Educational Resources Information Center

    Sugden, D. A.

    1978-01-01

    This investigation attempted to describe the developmental sequence of visual motor short term memory in mentally handicapped boys (mental ages 6, 9, and 12) during conditions of rest and interpolated activity, and to explore their use of spontaneous rehearsal strategies. Results are compared with those for normal boys. (Author/SJL)

  2. Extending Our Vision: Access to Inclusive Dance Education for People with Visual Impairment

    ERIC Educational Resources Information Center

    Seham, Jenny; Yeo, Anna J.

    2015-01-01

    Environmental, organizational and attitudinal obstacles continue to prevent people with vision loss from meaningfully engaging in dance education and performance. This article addresses the societal disabilities that handicap access to dance education for the blind. Although much of traditional dance instruction relies upon visual cuing and…

  3. Pamphlet Library [for Working with Multihandicapped, Visually-Impaired Individuals].

    ERIC Educational Resources Information Center

    Boston Center for Blind Children, MA.

    The Boston Center for Blind Children has prepared an annotated bibliography of pamphlets intended to be useful to persons working with multiply-handicapped, visually-impaired individuals. The pamphlets are organized under the following categories (number of entries in each category is listed in parentheses): bibliographies (4), epilepsy (4), facts…

  4. Study of Man-Machine Communications Systems for the Handicapped. Interim Report.

    ERIC Educational Resources Information Center

    Kafafian, Haig

    Newly developed communications systems for exceptional children include Cybercom; CYBERTYPE; Cyberplace, a keyless keyboard; Cyberphone, a telephonic communication system for deaf and speech impaired persons; Cyberlamp, a visual display; Cyberview, a fiber optic bundle remote visual display; Cybersem, an interface for the blind, fingerless, and…

  5. Outcomes after vestibular rehabilitation and Wii® therapy in patients with chronic unilateral vestibular hypofunction.

    PubMed

    Verdecchia, Daniel H; Mendoza, Marcela; Sanguineti, Florencia; Binetti, Ana C

    2014-01-01

    Vestibular rehabilitation therapy is an exercise-based programme designed to promote central nervous system compensation for inner ear deficit. The objective of the present study was to analyse the differences in the perception of handicap, the risk of falls, and gaze stability in patients diagnosed with chronic unilateral vestibular hypofunction before and after vestibular rehabilitation treatment with complementary Wii® therapy. A review was performed on the clinical histories of patients in the vestibular rehabilitation area of a university hospital between April 2009 and May 2011. The variables studied were the Dizziness Handicap Inventory, the Dynamic Gait Index and dynamic visual acuity. All subjects received complementary Wii® therapy. There were 69 cases (41 woman and 28 men), with a median age of 64 years. The initial median Dizziness Handicap Inventory score was 40 points (range 0-84, percentile 25-75=20-59) and the final, 24 points (range 0-76, percentile 25-75=10.40), P<.0001. The initial median for the Dynamic Gait Index score was 21 points (range 8-24, percentile 25-75=17.5-2.3) and the final, 23 (range 12-24, percentile 25-75=21-23), P<.0001. The initial median for dynamic visual acuity was 2 (range 0-6, percentile 25-75=1-4) and the final, 1 (range 0-3, percentile 25-75=0-2), P<.0001. A reduction was observed in the Dizziness Handicap Inventory Values. Values for the Dynamic Gait Index increased and dynamic visual acuity improved. All these variations were statistically significant. Copyright © 2013 Elsevier España, S.L.U. y Sociedad Española de Otorrinolaringología y Patología Cérvico-Facial. All rights reserved.

  6. Sensational Studies in Marine Science.

    ERIC Educational Resources Information Center

    Keller, E. C., Jr.; Schroyer, Fred C.

    1981-01-01

    Presents a description of a five-week summer course in marine biology and oceanography offered to college-bound, secondary students with varied physical handicaps. Summarizes insights gained after four summer sessions related to communication problems, physical arrangements for the wheelchair-bound, and handicap-proof maps; evaluates the course's…

  7. Acquisition of Leisure Skills by a Severely Handicapped Adolescent: A Data Based Instructional Program.

    ERIC Educational Resources Information Center

    Schleien, Stuart J.; And Others

    1984-01-01

    A 16-year-old severely handicapped student was trained to bowl, purchase a drink from the concession, and use a vending machine in the bowling alley in six weeks. The subject successfully transferred the skill to similar environment and materials. (CL)

  8. Developmental Trampoline Activities for Individuals with Multiple Handicapping Conditions.

    ERIC Educational Resources Information Center

    Thomas, Bill

    1979-01-01

    The use of trampoline activities with multiple handicapped students is discussed. Management considerations in safety are noted, and developmental trampoline skills are listed beginning with bouncing for stimulation. Progression to limited independence and finally independent jumping is described. The position statement of the American Alliance…

  9. Validation of a Korean Version of the Tinnitus Handicap Questionnaire

    PubMed Central

    Yoo, Ik Won; Hwang, Sun Jin; Hwang, Soon Young

    2015-01-01

    Objectives The goal of the present study was to evaluate the reliability and validity of the Korean version of the tinnitus handicap questionnaire (THQ-K). Methods A total of 60 patients were included in this study. Patients responded to the THQ-K, the tinnitus handicap inventory (THI), Beck's depression index (BDI), and the visual analogue scale (VAS) for loudness and pitch, loudness match, and minimum masking level (MML) test were performed. Results Internal consistency of the THQ-K was examined using Cronbach coefficient alpha. Cronbach alpha was 0.96. The THQ-K showed a significant correlation with THI, BDI, VAS for distress, and VAS for loudness, but no significant correlation with psychoacoustic measurement of tinnitus, such as loudness match, pitch match, and MML. Conclusion The THQ-K is a reliable and valid test for evaluating the degree of handicap due to tinnitus for both research and clinical use. PMID:26330911

  10. [Cross-cultural adaptation and validation of the Dizziness Handicap Inventory: Argentine version].

    PubMed

    Caldara, Betina; Asenzo, Adriana I; Brusotti Paglia, Gabriela; Ferreri, Eliana; Gomez, Ramiro S; Laiz, Mariela M; Luques, María L; Mangoni, Ana P; Marazzi, Carla; Matesa, María A; Peker, Guillermo; Pratto, Romina A; Quiroga, Cecilia E; Rapela, Laura; Ruiz, Vanesa R; Sanchez, Noelia; Taglioretti, Célide L; Tana, Andrés M; Zandstra, Ingrid V

    2012-01-01

    The Dizziness Handicap Inventory is a useful tool for quantifying self-perceived handicap in patients with vertigo, dizziness or unsteadiness and its impact on daily living activities. The Dizziness Handicap Inventory identifies functional, physical and emotional disorders related to balance disturbance. Our objective was to cross-culturally adapt the Peninsular Spanish version of the Dizziness Handicap Inventory for use in Argentina and validate the adapted Argentinian version. We included both healthy subjects and patients with vertigo, dizziness or unsteadiness, aged 18 to 85 years, native Spanish-speaking Argentinians. We introduced linguistic and cultural modifications to the Peninsular Spanish version to obtain the Argentinian one. This version was given twice to 108 patients, 24 to 72 h apart. Internal consistency, test-retest reliability and construct validity were assessed using a visual analogue scale, the Romberg test, the tandem Romberg test and the tandem gait test. We found high internal consistency (α=0.87) and very high test-retest reliability for the total Dizziness Handicap Inventory score (intraclass correlation coefficient: 0.98) and its subscales. The total Dizziness Handicap Inventory and the functional subscale were found to correlate significantly with the Romberg and tandem Romberg tests. The emotional subscale showed a significant correlation with the Romberg test and the eyes-open tandem Romberg test (P<.05) The Argentinian version of the Dizziness Handicap Inventory proved to be a reliable and valid tool to quantify self-perceived handicap resulting from vertigo, dizziness or unsteadiness. Copyright © 2011 Elsevier España, S.L. All rights reserved.

  11. PROCEEDINGS OF THE WEST COAST REGIONAL CONFERENCE ON RESEARCH RELATED TO BLIND AND SEVERELY VISUALLY IMPAIRED CHILDREN (SAN FRANCISCO, MARCH 8-10, 1965).

    ERIC Educational Resources Information Center

    CLARK, LESLIE L.; AND OTHERS

    THESE PROCEEDINGS WERE PREPARED FROM THE WEST COAST REGIONAL CONFERENCE ON RESEARCH RELATED TO BLIND AND SEVERELY VISUALLY IMPAIRED CHILDREN HELD MARCH 8-10, 1965. SURVEY RESULTS WERE PRESENTED WHICH INDICATED THE NUMBER OF BLIND, SEVERELY VISUALLY IMPAIRED, AND MULTIPLY HANDICAPPED CHILDREN IN CALIFORNIA AND THE INCIDENCE OF BLINDNESS IN CHILDREN…

  12. Motivation and future temporal orientation: a test of the self-handicapping hypothesis.

    PubMed

    Lennings, C J

    1999-06-01

    Self-handicapping motivation refers to the likelihood a person will project personal ambition into the future, make a pessimistic judgement, and then mobilise effort in the present to avoid an anticipated negative outcome. It should, therefore, be a correlate of future time perspective. This study showed for a sample of 120 first-year students that, whilst future time perspective did strongly predict scores on a measure of self-handicapping motivation, neither variable was a useful predictor of outcome.

  13. Evaluation of the effectiveness and efficiency of two stimulus prompt strategies with severely handicapped students.

    PubMed Central

    Steege, M W; Wacker, D P; McMahon, C M

    1987-01-01

    In this study we compared the effectiveness and efficiency of two treatment packages that used stimulus prompt sequences and task analyses for teaching community living skills to severely handicapped students. Four severely and multiply handicapped students were trained to perform four tasks: (a) making toast, (b) making popcorn, (c) operating a clothes dryer, and (d) operating a washing machine. Following baseline, each student was exposed to two types of training procedures, each involving a task analysis of the target behavior. Training Procedure 1 (Traditional) utilized a least-to-most restrictive prompt sequence. Training Procedure 2 (Prescriptive) utilized ongoing behavioral assessment data to identify discriminative stimuli. The assessment data were used to prescribe instructional prompts across successive training trials. Performance on the tasks was evaluated within a combination multiple baseline (across subjects) and probe (across tasks) design. Training conditions were counterbalanced across subjects and tasks. Results indicated that both training procedures were equally effective in increasing independent task acquisition for subjects on all tasks; however, the prescriptive procedure was the more efficient procedure. PMID:3667479

  14. Effects of Handicap and Job Characteristics on Selection Evaluations.

    ERIC Educational Resources Information Center

    Rose, Gerald L.; Brief, Arthur P.

    1979-01-01

    Business administration students evaluated a hypothetical job applicant who was either an amputee, an epileptic, or "normal." The hypothetical job openings varied as to levels of supervisory responsibility and public contact. With some noted exceptions, the handicapped applicants were evaluated no differently than the normal applicants.…

  15. Assist Program 1: The Moderately/Severely Handicapped. Sourcebook. ASSIST: Associate Instructional Support for Teachers.

    ERIC Educational Resources Information Center

    Brantlinger, Ellen; And Others

    The first of two documents designed to provide training for paraprofessionals working with moderately and severely/profoundly handicapped students, the sourcebook provides information on preservice and inservice education. Narrative is presented and activities are described for the following preservice topics (sample subtopics in parentheses):…

  16. Identifying Reinforcers for Persons with Profound Handicaps: Staff Opinion versus Systematic Assessment of Preferences.

    ERIC Educational Resources Information Center

    Green, Carolyn W.; And Others

    1988-01-01

    A systematic assessment procedure successfully identified stimulus preferences of seven profoundly and multiply handicapped individuals (ages 12-34). Preference rankings based on caregiver opinion did not consistently coincide with these results. Systematically assessed student preferences were a likely, though not certain, source of reinforcing…

  17. Vermont's Program of Individualized Driver Education for the Handicapped.

    ERIC Educational Resources Information Center

    Vermont State Dept. of Education, Montpelier.

    Described is Vermont's program of individualized driver education for handicapped secondary students 15 years or older and for disabled adults no longer in school. Sections outline the following program components: three R's of driver's education (responsibilities of the schools, regulations of motor vehicles, and rights of the handicapped…

  18. Synchronic Distance Education from the Perspective of a Handicapped Person

    ERIC Educational Resources Information Center

    Karal, Hasan; Cebi, Ayca; Turgut, Yigit Emrah

    2011-01-01

    Nowadays knowledge and communication technologies are developing rapidly and changing people's lives. With the help of the developing technologies, people can access knowledge independent of time and place and distance education technologies offer handicapped students a range of opportunities in order that they may access a better level of…

  19. Performance Objectives for Trainable Mentally Handicapped (K-12).

    ERIC Educational Resources Information Center

    Cooperative Educational Services, Phoenix, AZ.

    Performance objectives related to occupational, social, communication, and daily living skills are specified for trainable mentally handicapped students in kindergarten through twelfth grade. Each skill area is broken down into four to seven component units (number of objectives for each unit is noted in parentheses): manual activities (10), work…

  20. The Logan School Motor Development Program for the Deaf-Blind and Sensory Impaired.

    ERIC Educational Resources Information Center

    Logan, Thomas E.

    Presented are numerous motor development activities for sensory impaired, severely and profoundly mentally retarded, and multiply handicapped mentally retarded students of all ages. Background information is provided on program objectives and administration, the multiply handicapped child, motor development, and methods of movement training.…

  1. Assessing Transition Service for Handicapped Youth: A Cooperative Interagency Approach.

    ERIC Educational Resources Information Center

    Stodden, Robert A.; Boone, Rosalie

    1987-01-01

    The article presents a cooperative interagency approach for assessing effectiveness of programs and services to facilitate the transition of handicapped students from school to adult community living. Features of the model include cooperative planning at the policy level, implementation level, and direct service level; and collaboration by state…

  2. Information Prosthetics for the Handicapped. Final Report.

    ERIC Educational Resources Information Center

    Papert, Seymour A.

    The paper describes the successful use of the LOGO System (an interactive graphics, computer based learning environment) with 12 severely physically handicapped adolescents with cerebral palsy. Five goals were set forth concerning the opportunity to work with microcomputers in interesting ways, the assessment of the students' spatial competence,…

  3. Expanding Options for Handicapped Persons Receiving Vocational Education.

    ERIC Educational Resources Information Center

    West Virginia Coll. of Graduate Studies, Institute.

    Resulting from a West Virginia training institute, the document provides guidelines (in outline form) for stimulating change in vocational education for handicapped students at the secondary level. Section I on the operational world provides a basis for developing sound organization needed for proper implementation of the guidelines. Steps geared…

  4. Relationship between Applicant Handicap and Employment Evaluations.

    ERIC Educational Resources Information Center

    Farrow, Dana L.; And Others

    Very little is known about discrimination against the handicapped in employment situations and the processes by which it occurs. Mature students (N=72) in personnel and behavioral science courses evaluated epileptic or non-epileptic, male or female applicants for an auto sales or receptionist position. Subjects reviewed an applicant's resume…

  5. Fear of Failure, Self-Handicapping, and Negative Emotions in Response to Failure

    ERIC Educational Resources Information Center

    Bartels, Jared M.; Herman, William E.

    2011-01-01

    Research suggests that students who fear failure are likely to utilize cognitive strategies such as self-handicapping that serve to perpetuate failure. Such devastating motivational dispositions clearly limit academic success. The present study examined negative emotional responses to scenarios involving academic failure among a sample of…

  6. Factors related to tinnitus and hyperacusis handicap in older people.

    PubMed

    Aazh, Hashir; Lammaing, Karen; Moore, Brian C J

    2017-09-01

    The aim was to assess factors related to tinnitus and hyperacusis handicap in older people. Retrospective cross-sectional. Data were gathered for 184 patients with an average age of 69 years. Tinnitus handicap as measured via the Tinnitus Handicap Inventory (THI) was significantly predicted by tinnitus annoyance as measured via the visual analogue scale (VAS) (regression coefficient, b = 2.9, p < 0.001) and the effect of tinnitus on the patient's life as measured via the VAS (b = 3.9, p < 0.001). Hyperacusis handicap as measured via the Hyperacusis Questionnaire (HQ) was significantly predicted by the score on the depression subscale of the Hospital Anxiety and Depression Scale (HADS) (b = 0.8, p < 0.001) and to a small extent by the THI score (b = 0.07, p = 0.048). Insomnia scores as measured via the Insomnia Severity Index (ISI) were significantly predicted by scores on the depression subscale of the HADS (b = 0.46, p = 0.007). Since tinnitus annoyance significantly predicts tinnitus handicap, it is important to explore factors associated with annoyance that may be useful in designing appropriate rehabilitative interventions aimed at reducing tinnitus handicap in older people. Future studies should explore whether hyperacusis and insomnia in older people with tinnitus need to be managed in conjunction with treatment for depression.

  7. The severity of the visual impairment and practice matter for drawing ability in children.

    PubMed

    Vinter, Annie; Bonin, Patrick; Morgan, Pascal

    2018-07-01

    Astonishing drawing capacities have been reported in children with early visual impairments. However, most of the evidence relies on single case studies. Hitherto, no study has systematically jointly investigated, in these children, the role of (1) the severity of the visual handicap, (2) age and (3) practice in drawing. The study aimed at revealing the specificities of the drawing in children deprived from vision, as compared to children with less severe visual handicap and to sighted children performing under haptic or usual visual control. 148 children aged 6-14 years had to produce 12 drawings of familiar objects. 38 had a severe visual impairment, 41 suffered from low vision, and 69 were sighted children performing either under visual condition or blindfolded under haptic control. Recognizability and other characteristics of the drawings were highly dependent on the child's degree of vision and level of drawing practice, and progressed with chronological age more clearly in the sighted children or those with low vision than in those deprived of vision. The study confirmed that all groups showed significant drawing ability, even the group totally deprived of visual experience. Furthermore, the specificities of the drawings produced by visually-impaired children appeared clearly related to their practice and the severity of their visual impairment. This should incite parents and professionals to encourage these children to practice drawing as early as possible. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. Home Mechanics for the Visually Impaired.

    ERIC Educational Resources Information Center

    Utrup, Robert G.

    The manual is intended to be used in a course on home mechanics for the visually handicapped and is organized into 17 lessons. Lessons cover the following topics: adhesives (such as Elmer's glue), cleaning drains, faucet repairs, fire extinguishers, the flush tank, the fuse box, glazing, hammers, hand sanding, handsaws, hangers, nails and wood…

  9. Dizziness Handicap Inventory and Visual Vertigo Analog Scale in Vestibular Dysfunction

    PubMed Central

    Grigol, Thaís Alvares de Abreu e Silva; Silva, Adriana Marques; Ferreira, Maristela Mian; Manso, Andrea; Ganança, Maurício Malavasi; Caovilla, Heloisa Helena

    2015-01-01

    Introduction  Dizziness is one of the most common symptoms among the population, producing numerous consequences for individual's quality of life. There are some questionnaires that can trace the patient's profile and quality of life impairment from dizziness, including the Dizziness Handicap Inventory (DHI) and the Visual Vertigo Analogue Scale (VVAS). Objective  This study aims to correlate the results of the DHI and VVAS in patients with vestibular dysfunction. Methods  This is a retrospective study of medical records of patients treated in a medical school between 2006 and 2012. Results of the DHI and EVA were collected and subjected to statistical analysis using Pearson's correlation test with p < 0.001. The significance level adopted for the statistical tests was p ≤ 0.05. Results  A total of 91 records were included in this study, 72 (79.1%) from female and 19 (20.9%) from male patients, aged 23 to 86 years, with a mean age of 52.5 years. The mean score on the DHI total was 43.9 and 5.2 points for the EVA. The result of Pearson's correlation test was 0.54. Conclusion  Self-perceived dizziness measured with the Dizziness Handicap Inventory has a regular and positive correlation with the Visual Vertigo Analog Scale in patients with vestibular dysfunction. The clinical trial is registered under number UTN U1111–1170–5065. PMID:27413406

  10. Causal uncertainty, claimed and behavioural self-handicapping.

    PubMed

    Thompson, Ted; Hepburn, Jonathan

    2003-06-01

    Causal uncertainty beliefs involve doubts about the causes of events, and arise as a consequence of non-contingent evaluative feedback: feedback that leaves the individual uncertain about the causes of his or her achievement outcomes. Individuals high in causal uncertainty are frequently unable to confidently attribute their achievement outcomes, experience anxiety in achievement situations and as a consequence are likely to engage in self-handicapping behaviour. Accordingly, we sought to establish links between trait causal uncertainty, claimed and behavioural self-handicapping. Participants were N=72 undergraduate students divided equally between high and low causally uncertain groups. We used a 2 (causal uncertainty status: high, low) x 3 (performance feedback condition: success, non-contingent success, non-contingent failure) between-subjects factorial design to examine the effects of causal uncertainty on achievement behaviour. Following performance feedback, participants completed 20 single-solution anagrams and 12 remote associate tasks serving as performance measures, and 16 unicursal tasks to assess practice effort. Participants also completed measures of claimed handicaps, state anxiety and attributions. Relative to low causally uncertain participants, high causally uncertain participants claimed more handicaps prior to performance on the anagrams and remote associates, reported higher anxiety, attributed their failure to internal, stable factors, and reduced practice effort on the unicursal tasks, evident in fewer unicursal tasks solved. These findings confirm links between trait causal uncertainty and claimed and behavioural self-handicapping, highlighting the need for educators to facilitate means by which students can achieve surety in the manner in which they attribute the causes of their achievement outcomes.

  11. Refractive Error and Visual Functions in Children with Special Needs Compared with the First Grade School Students in Oman

    PubMed Central

    Vora, Urmi; Khandekar, Rajiv; Natrajan, Sarvanan; Al-Hadrami, Khalfan

    2010-01-01

    Background: We evaluated the refractive status and visual function of children with special needs (other handicap) in 2010 and compared them with healthy 1st grade school students in Oman. Materials and Methods: This was a cohort study. Optometrists recorded vision using a logarithm of minimum angle of resolution (LogMAR) chart. Preferential looking method was used for testing 31 children. Cycloplegic refraction was performed on all children. Contrast sensitivity was tested using 2.5%, 10%, and 100% contrast charts. Ocular movement, alignment, and anterior segment were also assessed. A pediatrician reviewed the health records of all the children at the time of their enrollment in this study to determine if the child had been diagnosed with a systemic condition or syndromes. The visual functions were assessed by study investigators. We estimated the rates and the risk of different visual function defects in children with special needs. Result: The prevalence of refractive error in 70 children (4.7 ± 0.8 years) with special needs (group 1) and 175 normal healthy first grade students (group 2) were 58.5% and 2.9%, respectively. The risk of refractive error was significantly higher in children with special needs [relative risk, 48.1 (95% confidence interval, 17.54–131.8)]. Hyperopia (>1.00 D), myopia (≥ 1.00D) and astigmatism (≥ ±1.00 D) were found in 18.6%, 24.3%, and 27.1%, respectively, in group 1. Six children in this group had defective near vision. Sixteen (80%) children with Down syndrome had refractive error. Seven (50%) children with developmental disorder showed decreased contrast sensitivity. Conclusion: Prevalence of uncorrected refractive error was much higher in children with special needs. Prevalence of strabismus, nystagmus, and reduced contrast sensitivity was also higher in children with special needs. Early vision screening, visual function assessment, correction of refractive error, and frequent follow-up are recommended. PMID:21180428

  12. Bioethical Considerations for Teachers of the Severe and Profoundly Retarded: A Position Paper.

    ERIC Educational Resources Information Center

    Downie, Don; Snart, Fern

    1983-01-01

    The paper reviews bioethical positions regarding the "human-ness" of severely handicapped students, notes that the quality of life for many severely handicapped persons is directly threatened by the utilitarian position which questions the personhood of individuals with limited IQ, and asserts that the deontological postition is more aligned with…

  13. A Data Based Gymnasium: A Systematic Approach to Physical Education for the Handicapped.

    ERIC Educational Resources Information Center

    Dunn, John M.; And Others

    The authors describe a data based physical education curriculum designed for low incidence severely handicapped students by Oregon State University in conjunction with Teaching Research. Chapter 1 provides a brief introduction to the physical education curriculum and the Teaching Research model with emphasis placed on the importance of…

  14. Meeting Transition Needs of the Mildly Handicapped in Rural Areas: Personnel and Program Development.

    ERIC Educational Resources Information Center

    Link, Donald

    The Rural Transition Teacher Preparation Project was designed to train rural special educators to be clinical instructors for the University of Utah's Department of Special Education. These trained educators then serve as delivery agents of courses designed to improve transition services to mildly and moderately handicapped students in rural…

  15. The Characteristics of Learning Disabled and Other Handicapped Students Referred for Evaluation in the State of Iowa.

    ERIC Educational Resources Information Center

    Wilson, Lonny; And Others

    1986-01-01

    Demographic data, IQ, achievement, perceptual-motor, behavior ratings, and diagnostic classification (learning, mental, emotional disability or no handicap) were analyzed for all children (N=2002) referred for complete psychological evaluation during one school year in Iowa. Learning disabled children showed a distinct pattern different from…

  16. Supportive Services Personnel. Career Planning and Vocational Programming for Handicapped Youth.

    ERIC Educational Resources Information Center

    Minugh, Carol J.; Morse, Dian

    This manual for supportive services personnel, one in a series of nine staff development guides prepared by the Philadelphia School District, clarifies roles and responsibilities of various staff members and parents in providing programs to meet the career and vocational education needs of mildly and moderately handicapped students. Designed to be…

  17. Self-Esteem of Gifted, Normal, and Mild Mentally Handicapped Children.

    ERIC Educational Resources Information Center

    Chiu, Lian-Hwang

    1990-01-01

    Administered Coopersmith Self-Esteem Inventory (SEI) Form B to elementary school students (N=450) identified as gifted, normal, and mild mentally handicapped (MiMH). Results indicated that both the gifted and normal children had significantly higher self-esteem than did the MiMH children, but there were no differences between gifted and normal…

  18. Social Work Education: Accessible to the Handicapped?

    ERIC Educational Resources Information Center

    Stilwell, Doris N.; And Others

    A survey of professional training programs accredited by the Council on Social Work Education was conducted to determine the degree to which the institutions and programs are accessible to students with handicaps. Responses to a 34-item questionnaire were obtained from 21 to 40 graduate programs, 91 of 230 undergraduate programs, and 20 of 46…

  19. Assist Program 1: The Moderately/Severely Handicapped. Teacher's Guide. ASSIST: Associate Instructional Support for Teachers.

    ERIC Educational Resources Information Center

    Brantlinger, Ellen; And Others

    The second of two documents designed for training paraprofessionals to work with moderately and severely/profoundly handicapped students, the teacher's guide presents information on preservice and inservice education. Preservice information to be read by the paraprofessional touches on the following topics (sample subtopics in parentheses):…

  20. A Comprehensive Physical Education Program for the Severely Physically Handicapped.

    ERIC Educational Resources Information Center

    DeBell, James

    Described is an adaptive comprehensive physical education (PE) program (funded by Title III in 1968) for 48 severly physically handicapped senior high school students in Rochester, New York. Program aims are given to be providing a diversified program of developmental activities in a friendly environment to increase the physical, social, and…

  1. Facilities Planning Guide for Special Education Programs: Planning Accessibility for the Handicapped in Public Schools.

    ERIC Educational Resources Information Center

    Brooks, Kenneth W.

    The guide details characteristics to provide architecturally accessible special education programs for handicapped students. Impetus for the accessibility movement is traced to legislation, including the Architectural Barriers Act and Sections 503 and 504 of the Rehabilitation Act of 1973. Planning features considered are the development of a…

  2. Mini-Explorations of Our Environment.

    ERIC Educational Resources Information Center

    Muscatine-Scott County School System, Davenport, IA.

    This collection of activity guides was produced for The Handicapped Children's Nature Study Center in Davenport, Iowa. The guides are designed to be used in any outdoor area by elementary teachers of either handicapped or "normal" children. Te emphasis is on guiding students into our outdoor world, to help them begin to observe, explore,…

  3. A Convergence of Two Cultures in the Implementation of P.L. 94-142.

    ERIC Educational Resources Information Center

    Haas, Toni J.

    The Education for All Handicapped Children Act (PL 94-142) demanded basic changes in the practices, purposes, and institutional structures of schools to accommodate handicapped students, but did not adequately address the differences between general and special educators in expectations, training, or assumptions about the functions of schooling…

  4. Adult Education for the Handicapped. Overview: ERIC Fact Sheet No. 23.

    ERIC Educational Resources Information Center

    Imel, Susan

    This fact sheet presents the needs and characteristics of handicapped adults as an aid in developing and adapting educational programs. Following a discussion of the desire which adult educators feel to provide opportunities for all students, four general problem areas are described: attitudes of others, lack of mobility, diminished cognitive or…

  5. Educational Methods for Deaf-Blind and Severely Handicapped Students, Volume I.

    ERIC Educational Resources Information Center

    Peak, Orel; And Others

    The 17 papers were originally presented at a 1977 series of workshops for personnel serving the deaf-blind and severely handicapped and are organized into the following workshop topics: programing and program development, the senses, cognition, communication, and behavior managment. The papers have the following titles and authors: "Education for…

  6. An Evaluation Design for the Educational Programs for Pupils Who Are Orthopedically Handicapped.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Programs for the Handicapped.

    The booklet provides forms for the teacher of the orthopedically handicapped to use in systematically collecting data and designing an appropriate educational blueprint for each student. Pupil development assessment sheets include columns for recording assessment date, date of mastery, level of achievement, and comments for each behavioral…

  7. Academic Self-Handicapping: Relationships with Learning Specific and General Self-Perceptions and Academic Performance over Time

    ERIC Educational Resources Information Center

    Gadbois, Shannon A.; Sturgeon, Ryan D.

    2011-01-01

    Background: Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance…

  8. Personnel Serving the Severely/Profoundly Handicapped: Professional Preparation and Priorities.

    ERIC Educational Resources Information Center

    Gisler, Jan; And Others

    A survey was designed to collect descriptive information from teachers of severely/profoundly handicapped (S/PH) students in the public schools of Nevada and Utah. Analysis of 59 responses provided information on teacher demographics (including that the majority of teachers were female, held a special education credential and were relatively…

  9. Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.

    PubMed

    Chang, S Q; Williams, R L; McLaughlin, T F

    1983-01-01

    The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.

  10. The development of a new tool for the evaluation of handicap in elderly: the Geriatric Handicap Scale (GHS).

    PubMed

    Verrusio, Walter; Renzi, Alessia; Spallacci, Giulia; Pecci, Maria Tecla; Pappadà, Maria Antonella; Cacciafesta, Mauro

    2018-02-10

    To date, the comprehensive geriatric assessment (CGA) does not include an evaluation tool for handicap. To develop a new instrument for assessing handicap in the elderly: the Geriatric Handicap Scale (GHS). 656 community-dwelling elderly were enrolled in this study. We identified the thematic areas investigated by the CGA which showed a significant correlation with the handicap condition (handicap yes/not) to be included in our scale (Phase 1). Afterwards, we evaluated the possible correlations between: (1) the score obtained in each area of GHS and those obtained in CGA tests investigating similar dimensions, (2) GHS total score and the Multidimensional Prognostic Index (MPI) total score (Phase 2). In Phase 1, data analysis showed several significant correlations between the handicap condition and the scores obtained to the CGA tests exploring cognition, mood, functional impairment, comorbidity, social and environmental variables. Thus, we developed a tool considering five variables: (1) cognition and mood; (2) functional impairment; (3) hearing/visual impairment; (4) any additional comorbidity factors; (5) environmental/social risk factors. In Phase 2, data analysis showed significant correlations between the score obtained in each area of GHS and those obtained in the CGA tests investigating similar dimensions. A positive correlation between GHS total score and MPI total score (r = 68; p = 0.001) was also reported. Cut-off score for the GHS was established. Psychometric properties of GHS were also investigated and adequate estimates of internal reliability were demonstrated. Our tool could prove useful to correctly categorize the disadvantageous condition related to patient's disability.

  11. Assisting TMR Students.

    ERIC Educational Resources Information Center

    Turnquist, Antoinette E.

    1988-01-01

    High-school art teachers and student volunteers from advanced studio classes worked with trainable mentally retarded students on art projects such as abstract design paintings and note cards and potato-printed placemats. The impact of the experience on the handicapped students, the student aides, and the teachers is noted. (JDD)

  12. 38 CFR 18.443 - General treatment of students.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... Postsecondary Education § 18.443 General treatment of students. (a) No qualified handicapped student shall, on... recipient that considers participation by students in education programs or activities not operated wholly...

  13. Senior Aids for Senior Readers; A Visual Aids Pamphlet for the Elderly.

    ERIC Educational Resources Information Center

    Houston Public Library, TX.

    A pamphlet on special aids for senior library users lists items available from the Houston Public Library. Magnifiers (some illuminated), bedspecs (prism glasses), book holders, large print telephone dials, and games suitable for the visually handicapped or bedridden are described. The library's collections of slides and films, both 8mm and 16mm,…

  14. EFFECTS AND INTERACTIONS OF AUDITORY AND VISUAL CUES IN ORAL COMMUNICATION.

    ERIC Educational Resources Information Center

    KEYS, JOHN W.; AND OTHERS

    VISUAL AND AUDITORY CUES WERE TESTED, SEPARATELY AND JOINTLY, TO DETERMINE THE DEGREE OF THEIR CONTRIBUTION TO IMPROVING OVERALL SPEECH SKILLS OF THE AURALLY HANDICAPPED. EIGHT SOUND INTENSITY LEVELS (FROM 6 TO 15 DECIBELS) WERE USED IN PRESENTING PHONETICALLY BALANCED WORD LISTS AND MULTIPLE-CHOICE INTELLIGIBILITY LISTS TO A SAMPLE OF 24…

  15. Prevalence of and Risk Factors for Tinnitus and Tinnitus-Related Handicap in a College-Aged Population.

    PubMed

    Bhatt, Ishan Sunilkumar

    Tinnitus is a common otological condition that affects almost 10% of US adults. Research suggests that college students are vulnerable to tinnitus and hearing loss as they are exposed to traumatic levels of noise on a regular basis. Tinnitus and its influence in daily living continue to be underappreciated in the college-aged population. Therefore, the objective for the present study was to analyze prevalence and associated risk factors of tinnitus and tinnitus-related handicap in a sample of college-aged students. A survey was administered to 678 students aged 18-30 years in a cross-section of randomly selected university classes. The survey was adopted from the National Health and Nutrition Examination Survey (2010). It inquired about demographic details, medical and audiological history, routine noise exposure, smoking, sound level tolerance, tinnitus, and tinnitus-related handicap in daily living. Tinnitus-related handicap was assessed by the Tinnitus Handicap Inventory (THI). Participants were divided into four groups: chronic tinnitus (bothersome tinnitus for >1 year), acute tinnitus (bothersome tinnitus for ≤1 year), subacute tinnitus (at least one experience of tinnitus in a lifetime), and no tinnitus (no experience of tinnitus in a lifetime). The prevalence of chronic, acute, subacute, and no tinnitus was 8.4%, 13.0%, 37.9%, and 40.7% respectively. Almost 9% of subjects with any form of tinnitus reported more than a slight tinnitus-related handicap (i.e., THI score ≥18). A multinomial regression analysis revealed that individuals with high noise exposure, high sound level tolerance score, recurring ear infections, and self-reported hearing loss had high odds of chronic tinnitus. Females showed higher prevalence of acute tinnitus than males. Individuals with European American ethnicity and smoking history showed high odds of reporting subacute tinnitus. Almost 10% of the subjects reported that they were music students. The prevalence of chronic, acute, and subacute tinnitus was 11.3%, 22.5%, and 32.4%, respectively, for musicians, which was significantly higher than that for nonmusicians. Music exposure, firearm noise exposure, and occupational noise exposure were significantly correlated with tinnitus. Temporal characteristics of tinnitus, self-reported tinnitus loudness, and sound level tolerance were identified as major predictors for the overall THI score. Despite the reluctance to complain about tinnitus, a substantial portion of college-aged individuals reported tinnitus experience and its adverse influence in daily living. It was concluded that environmental and health-related factors can trigger tinnitus perception, while self-reported psychoacoustic descriptors of tinnitus may explain perceived tinnitus-related handicap in daily living by college-aged individuals. Future research is required to explore effects of tinnitus on educational achievements, social interaction, and vocational aspects of college students.

  16. A Calendar of Activities for Parents of Handicapped Students, 1983-1984. Developmentally Young.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Special Education and Pupil Personnel Services.

    These activities for handicapped preschool children in the Washington, D.C. school district can be used by all parents interested in developing a structured home development program for their children. A calendar format offers daily activities ranging from brief discussions and exercises to day-long family excursions. Each month's activities cover…

  17. A Parent's Guide to Special Education: Your Child's Right to an Education in New York State.

    ERIC Educational Resources Information Center

    New York State Education Dept. Albany. Office for the Education of Children with Handicapping Conditions.

    This manual for parents of children and youth with handicapping conditions presents an overview of the special education process in New York State. Part 1, after a brief history of legislation since 1960 which established public education rights for students with handicaps, briefly describes regular education and its interaction with special…

  18. Project: "Teach 'n' Reach" Learning Handicapped: Developmentally Disabled, Learning Disabled. (Book 3 out of 4.)

    ERIC Educational Resources Information Center

    Kagan, Arleen

    The fourth of five volumes (and the third of four curriculum guides) in the Project Teach 'n' Reach series presents curriculum suggestions to help regular classroom teachers teach nondisabled students about learning handicaps. The developmentally disabled are considered in terms of anatomical structures of the brain, etiology, definition, sensory…

  19. Differential Effects of Oral Reading to Improve Comprehension with Severe Learning Disabled and Educable Mentally Handicapped Students.

    ERIC Educational Resources Information Center

    Chang, S. Q.; And Others

    1983-01-01

    Evaluated the effectiveness of oral reading for improving reading comprehension of 11 educable mentally handicapped or severe learning disabled adolescents who answered comprehension questions from a short factual article. Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability. (JAC)

  20. An Instructional Playground for the Handicapped Using Tires as Inexpensive Playground Equipment: Activity and Construction Manual.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Special Education Instructional Materials Center.

    The manual explains how special education students in an occupational program used tires to construct an inexpensive instructional playground for handicapped elementary school pupils. Presented in two sections with accompanying pictures or diagrams are activity ideas for using the tires in a variety of configurations (Part 1) and construction and…

  1. Study of Procedures for Determining the Least Restrictive Environment (LRE) Placement of Handicapped Children: Final Project Report.

    ERIC Educational Resources Information Center

    Thouvenelle, Suzanne; And Others

    The final document in a series on least restrictive environment (LRE) placement for handicapped students summarizes the objectives and findings of the project. Research questions, methodology, and conclusions are reviewed from each of four research activities: state education agency analysis; local education agency analysis; legal analysis; and…

  2. Study of Man-Machine Communications Systems for Disabled Persons (The Handicapped). Volume V. Final Report.

    ERIC Educational Resources Information Center

    Kafafian, Haig

    Instructions are given for teaching severely physically and/or neurologically handicapped students to use the 14-key Cybertype man-machine communications system, an electric writing machine with a simplified keyboard to enable persons with limited motor ability or coordination to communicate in written form. Explained are the various possible…

  3. Study of Man-Machine Communications Systems for the Handicapped. Volume III. Final Report.

    ERIC Educational Resources Information Center

    Kafafian, Haig

    The report describes a series of studies conducted to determine the extent to which severly handicapped students who were able to comprehend language and language structure but who were not able to write or type could communicate using various man-machine systems. Included among the systems tested were specialized electric typewriting machines, a…

  4. The Focus of Attention Is on the Handicapped College Student

    ERIC Educational Resources Information Center

    Zaitsev, D. V.

    2010-01-01

    As a social institution, higher education constitutes one of the most important factors that enable an individual's mobility. In the past few years, both specialists and the broader public have been addressing the problem of how people with health limitations and handicaps can acquire an education. In part this is because society and the state…

  5. Teaching Vocational, Functional Language and Reading Skills to the Adolescent Hispanic Severely Handicapped.

    ERIC Educational Resources Information Center

    Duran, Elva

    Vocational and language skill development of severely retarded and autistic adolescent Hispanics is a training focus at the University of Texas, El Paso. University students and parents of the handicapped are trained in the following areas: teaching grocery shopping and how to order from fast food restaurants, teaching use of public…

  6. The Appalachian Folk Craft Project for the Handicapped. Final Report [and] Portraits of Very Special Craftspeople in Kentucky.

    ERIC Educational Resources Information Center

    Cegelka, Patricia; And Others

    The report summarizes accomplishments of a project designed to provide mainstream leisure art and involvement in Appalachian crafts for mildly handicapped students through (1) the development of an Instructional Materials Development System and (2) the creation and pilot testing of instructional program packages that exemplify the use of this…

  7. Section 504 and the Legal Rights of Drug and Alcohol Affected Students.

    ERIC Educational Resources Information Center

    Hicks, Graham M.

    Enacted as a part of the Rehabilitation Act of 1973, Section 504 states, "No otherwise qualified individual with handicaps...shall, solely by reason of her or his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."…

  8. Auxiliary Aids and Services for Postsecondary Students with Handicaps. Higher Education's Obligations under Section 504.

    ERIC Educational Resources Information Center

    Office for Civil Rights (ED), Washington, DC.

    This pamphlet discusses Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of physical or mental handicap by any program or activity receiving federal financial assistance. The regulation applies to all recipients of Department of Education funding, with the focus of this pamphlet including colleges,…

  9. Handicapped Students in the Danish Educational System.

    ERIC Educational Resources Information Center

    Ministry of Education, Copenhagen (Denmark).

    The educational policy of Denmark and the educational system which has evolved from this policy are described. The policy states that everyone has a right to the same access to education and training, regardless of sex, social origins, geographic origins, and physical or mental handicap; and all public education is free of charge from the age of 5…

  10. Project C.H.A.N.G.E.: Concepts of Handicaps and Attitudes Need Guidance and Education. Media Assessment List.

    ERIC Educational Resources Information Center

    Smith, M. Sherry; And Others

    The document contains a compilation of materials recommended for use in Project CHANGE (Concepts of Handicaps and Attitudes Need Guidance and Education), a comprehensive curriculum designed to improve children's attitudes toward the disabled. The major portion of the document consists of forms describing required and supplemental student materials…

  11. Teaching Complex Activities to Students with Moderate Handicaps through the Forward Chaining of Shorter Total Cycle Response Sequences.

    ERIC Educational Resources Information Center

    McWilliams, Renee; And Others

    1990-01-01

    Three adolescents with moderate mental handicaps were taught bedmaking skills through a technique which involved dividing the entire chain into sections, teaching the first section in a total cycle fashion, and adding instruction on subsequent sections in a forward chaining manner. The technique promoted skill acquisition and substantial…

  12. Special Education Program for Severely and Profoundly Handicapped Individuals: A Directory of State Education Agency Services.

    ERIC Educational Resources Information Center

    National Association of State Directors of Special Education, Washington, DC.

    The report presents information based on a 1978 survey on programs in 46 state education agencies for severely and profoundly handicapped (SPH) individuals. The principal section of the report discusses summary data on state consultants responsible for services to SPH students, definitions, percentage of consultant time spent on programs, child…

  13. An Outdoor Education Guide for Urban Teachers of the Emotionally Handicapped. Proceedings: Special Study Institute (June 1974).

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Div. for Handicapped Children.

    Traditionally program strategies such as special classes, resource rooms, and itinerant teaching have been employed to meet the unique needs of the emotionally handicapped child. Urban outdoor education is presented as an additional curriculum concept in this resource guide for elementary students. Since the outdoor education method centers on…

  14. 45 CFR 1170.43 - Treatment of students; general.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ..., research, occupational training, housing, health insurance, counseling, financial aid, physical education... any qualified handicapped student from any course, course of study, or other part of its education...

  15. 45 CFR 1170.43 - Treatment of students; general.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., research, occupational training, housing, health insurance, counseling, financial aid, physical education... any qualified handicapped student from any course, course of study, or other part of its education...

  16. 45 CFR 1170.43 - Treatment of students; general.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., research, occupational training, housing, health insurance, counseling, financial aid, physical education... any qualified handicapped student from any course, course of study, or other part of its education...

  17. 45 CFR 1170.43 - Treatment of students; general.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ..., research, occupational training, housing, health insurance, counseling, financial aid, physical education... any qualified handicapped student from any course, course of study, or other part of its education...

  18. The On-Site Review: NAC at IHB

    ERIC Educational Resources Information Center

    Monbeck, Michael E.

    1972-01-01

    Briefly explained and illustrated is the on-site review of the National Accreditation Council for Agencies Serving the Blind and Visually Handicapped at the Industrial Home for the Blind located in New York. (CB)

  19. Teaching Strategies in Introductory Sociology for College Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Adams, Murray C.; Crews, W. Bee

    1991-01-01

    Focuses on teaching techniques proven effective in reaching learning-disabled students enrolled in introductory sociology courses. Examines the definition and characteristics of such students. Finds these techniques increase teaching effectiveness and are useful for handicapped and nonhandicapped students. Suggests specific strategies and…

  20. Assess to Public Meetings [and] Assistive Listening Devices (ALD'S) [and] Access to Printed Information by Visually-Impaired Persons. Technical Assistance Guides.

    ERIC Educational Resources Information Center

    Department of Justice, Washington, DC. Civil Rights Div.

    This item consists of three separate "Technical Assistance Guides" combined into one document because they all are concerned with improving access to information for handicapped people. Specifically, the three guides provide: (1) information to enable hearing impaired, visually impaired, and mobility impaired persons to have access to public…

  1. Rehabilitation of the Visually Impaired in the Soviet Union. Report from a Study Tour to Moscow in 1977.

    ERIC Educational Resources Information Center

    Kullberg, Kjell; Lindstrom, Jan-Ingvar

    The document reports on a 10-day tour to study rehabilitation facilities for the visually handicapped in the Soviet Union. Briefly described are the programs of the following institutions that were visited: Helmholtz Institute of Opthalmology, Specialized School Number 5 for Partially Sighted Children, Scientific Research Institute of Defectology,…

  2. Self-handicapping status, claimed self-handicaps and reduced practice effort following success and failure feedback.

    PubMed

    Thompson, T; Richardson, A

    2001-03-01

    Self-handicapping involves the strategic establishment of an impediment or obstacle to success prior to a performance situation which thereby provides a convenient excuse for poor performance. The study sought to establish that relative to low trait self-handicappers, high trait self-handicappers exposed to failure in an intellectually evaluative situation will (a) pre-emptively claim more handicaps, and (b) behaviourally self-handicap through reduced practice effort, and (c) report greater anxiety and negative affect relative to low trait self-handicappers. Participants were 72 undergraduate students, divided equally between high and low self-handicapping groups. This study utilised a 2 (self-handicapping status: high, low) x 3 (performance feedback: fail, low task importance; fail, high task importance; success) between-subjects factorial design to investigate claimed and behavioural self-handicapping through reduced practice effort. This was done by manipulating performance outcome and perceived task importance. Relative to low trait self-handicappers, high trait high self-handicappers claimed more handicaps and engaged in greater behavioural self-handicapping following failure when working on tasks that were described as potentially diagnostic of low ability. While low self-handicappers internalised their success more than their failure in the high task importance condition, high self-handicappers were undifferentiated in their attributions across performance conditions. Greater anxiety and greater negative affect were also characteristic of high self-handicappers. The study highlights the self-protective benefit of self-handicapping in sparing the individual from conclusions of low ability, and the failure of high self-handicappers to fully internalise their success. These elements and the role of uncertain estimates of ability are discussed in considering implications for intervention.

  3. Resurge '79. Manual for Identifying, Classifying and Serving the Disadvantaged and Handicapped under the Vocational Education Amendments of 1976 (P.L. 94-482).

    ERIC Educational Resources Information Center

    Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Vocational and Technical Education.

    This manual provides resource information for state staff in planning, implementing, and evaluating vocational education programs and services for special needs students. Part 1 focuses on development of vocational education programs for youth and adults with academic or economic handicaps which prevent them from succeeding in regular vocational…

  4. Supplementary Services for Handicapped Students Early Childhood Language-Centered Intervention Program. O.E.E. Evaluation Report, 1981-82.

    ERIC Educational Resources Information Center

    Tobias, Robert; And Others

    The Early Childhood Language Centered Intervention Program of the New York City Public Schools was designed to provide classroom instruction and transportation for preschool children with primary and secondary speech/language handicaps, and to train parents to participate in the education of these children. Using individual education plans (IEPs),…

  5. Happiness Is Healthiness. A Special Study Institute in Health Education for Mentally Handicapped Children in Elementary and Secondary Schools.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau for Mentally Handicapped Children.

    Presented are proceedings from a 3-day study institute (1971) to provide teachers of mentally handicapped (MH) students, health profession personnel, and physical education teachers in Schenectady with resource information for implementation of New York state's mandate to provide health education for all children. Included are the program schedule…

  6. A Campus Handicap? Disabled Students and the Right to Higher Education--Southeastern Community College v Davis.

    ERIC Educational Resources Information Center

    Hauben, Ronald Bruce

    1979-01-01

    In the context of an analysis of the Davis case, an expansion of the law regulating rights of the handicapped to higher education is encouraged. Constitutional arguments are applied. The burden of providing reasonable access is placed on institutions. Equal protection and due process arguments may be used as theories of relief. (MSE)

  7. Evaluating Post-School Transition of Secondary Students with Moderate to Severe Handicaps. Final Report.

    ERIC Educational Resources Information Center

    Bruininks, Robert H.; Thurlow, Martha L.

    The final report describes a 3-year project which had four primary objectives: (1) development of a followup system feasible for schools to use to obtain information on individuals with handicaps who leave school; (2) data collection on three special education samples; (3) data analysis to evaluate long-term effects of secondary programs and…

  8. District 75/Citywide E.C.I.A. Chapter 1, P.L. 89-313 Handicapped Program, 1989-90. State Report. OREA Report.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

    This New York City Public Schools program was designed to augment the basic instruction of students with severe handicaps who were formerly educated within state-operated or state-supported schools or institutions. The program's teacher trainer provided up-to-date materials and equipment, individual consultation, support, and group training to…

  9. The Effects of Peer Tutoring on the Reading Achievement and Social Acceptance of Mainstreamed Handicapped Children.

    ERIC Educational Resources Information Center

    Gajar, Anna H.; And Others

    The research analyzed the effects of peer tutoring and teacher presentations about handicaps on the social acceptance of 16 mainstreamed educable mentally retarded (EMR) children (10 from primary and 6 from intermediate level classes). In addition, the effect of peer tutoring on reading achievement of EMR students was examined. Results showed that…

  10. Pre-Placement Program for Severely Multi-Handicapped Deaf-Blind Children, 1980-1981. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Tobias, Robert; And Others

    Evaluation of the sixth and final year of operation for a preplacement program for 13 severely multiply handicapped deaf blind children, located in the Industrial Home for the Blind, is reported. The program is explained to prepare students for entrance into their existing special education programs. Qualitative findings on the physical setting,…

  11. Title I/PSEN Individualized Reading and Math Services for the Handicapped, 1980-81. Final Evaluation Report.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

    The Title I Umbrella Program provided compensatory instruction in reading, mathematics, and writing to 24,000 mildly or moderately handicapped students in New York City. The program was comprised of seven discrete components for the remediation of reading and writing skills, five after-school models, and two components for the remediation of math…

  12. Study of Man-Machine Communications Systems for Disabled Persons (The Handicapped). Volume VI. Final Report.

    ERIC Educational Resources Information Center

    Kafafian, Haig

    The instruction manual contains lessons for teaching severely physically and/or neurologically handicapped students to use the seven-key Cybertype electric writing machine. Unlike the 14-key keyboard, which requires bilateral coordination in arms, legs, or other parts of the body, the seven-key keyboard requires the use of only one part of the…

  13. A Multifaceted Program To Improve Self-Esteem and Social Skills while Reducing Anxiety in Emotionally Handicapped Middle School Students.

    ERIC Educational Resources Information Center

    Poirier, Lynn

    A practicum was developed to increase self-esteem, to lower anxiety, and to improve social skills in 13 emotionally handicapped (EH) middle school boys. An additional objective was to provide parenting classes which focused on increasing parents' knowledge and skills in improving their children's self esteem. The 8-month multifaceted program…

  14. Mainstreaming the Handicapped: The Research and Development of a Six-Module Training Package. Final Report. September 1, 1978 through June 30, 1979.

    ERIC Educational Resources Information Center

    Parrish, Linda H.; And Others

    This report describes the research, development, field testing, and evaluation of a training program designed to help vocational education personnel serve handicapped students. The report details accomplishments including (1) results of interviews with vocational teachers and administrators; (2) overviews of the six slide/tape modules, examination…

  15. Using Simulation Technology to Promote Social Competence of Handicapped Students. Final Report. Executive Summary.

    ERIC Educational Resources Information Center

    Appell, Louise S.; And Others

    The purpose of this project was to design and develop simulation materials utilizing vocational situations) in mildly/moderately handicapped young adults. The final product, a set of materials titled "Social Skills on the Job," includes a videotape of 15 lessons, a computer software package, and a teacher's guide, and was marketed to a commercial…

  16. Saturday Afternoon Free. A Respite Care Program for Moderately to Severely Handicapped Children.

    ERIC Educational Resources Information Center

    American Association of State Colleges and Universities, Washington, DC.

    Described in this report is the Saturday Afternoon Free respite care program for moderately to severely handicapped children operated under the auspices of the Idaho State University (ISU) College of Education. In service for 4 years, it has been evaluated by parents and student participants as excellent. It was developed in response to the need…

  17. 45 CFR 605.43 - Treatment of students; general.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other postsecondary education aid, benefits, or services to which this subpart applies. (b) A... Postsecondary Education § 605.43 Treatment of students; general. (a) No qualified handicapped student shall, on...

  18. Handicapping Conditions Associated with the Congenital Rubella Syndrome.

    ERIC Educational Resources Information Center

    Vernon, McCay; And Others

    1980-01-01

    The authors discuss the incidence of impairments diagnosed among children with congenital rubella syndrome. Approximately 73 percent are hearing impaired, at least 35 percent have congenital heart disorders, and 33 percent have visual defects. (Author)

  19. HOSA Competitive Event Guidelines. Health Occupations Students of America. Students with Special Needs.

    ERIC Educational Resources Information Center

    Candelori, Elaine M.; And Others

    Designed for use by instructors and advisors of handicapped students, this guide presents guidelines for judging the performance of special needs students in Health Occupations Students of America (HOSA) competetive events in eight allied health occupations education areas. These areas are dietetics, first aid, hospitality, housekeeping, job…

  20. 45 CFR 84.43 - Treatment of students; general.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other postsecondary education aids, benefits, or services to which this subpart applies. (b) A... Education § 84.43 Treatment of students; general. (a) No qualified handicapped student shall, on the basis...

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