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°DOCUMENT RESUME
EC 142 473
Mainstreaming: Training SyStems, Materials, andResources. A Workinll List. Fifth Edition.Minnesota Univ., Minneapolis.,National SupportSystems Project.Office of Special Education and RehabilitativeServices'(ED), Washington, DC.81'
G007902045'142p.
National Support Systems Project, 350 Erliott Hall,75 F. River Rd., University of Minnesota,Minneapolis, MN 55455 ($2.50, quantity discountavailable).
MF01/PC06 Plus,Postage.Classroom Techniques; Cooperation; Curridulum;*Disabilities; Early 'Childhood Education;*Educational Media; Elementary Secondary Education;Individualized EddCation Programs; IndividualizedInstruction; Legit lation; *Mainstreaming; ParentEducation; Parent Teadhe{ Cooperation; PeerRelationship; Resources; 'Student Characteristics;Student Evaluation.; Vocational Education
The document eontains descriptions of multimediatraining resources of materials relating to mainstreaming and theeducation of handicapped children in the regular classroom., Anintroduction covers organization of the guide, criteria for includingmaterials, apd categories used,. Provided for each of the 89 entriesare title, date (if available), format, use (pre-,or inservicetraining), a brief descriptidn, contentsirsource,'and cost if known.Materials are indexed by'the- following categories:lOgislation/individuaiized education programs, assessment/referxal,class management, individualized teaching, exceptiOnal conditions,early childhood education, secondary education, vocational education,curriculum areas, student relationships, teacher-parent-studentrelationships, professional consultation and commutlication, andresource guides and bibliographies. (SB)
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1
U S DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION
,r3LICATIOAL RESOURCES INFORMATION
CENTER ,ERIC,c Ttfi.s aLa omen; has been f prAr.rce.O., as
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MAINSTREAMING:
TRAINING SYSTEMS, MATERIALS, AND RESOURCES
A WORKING LIST
NATIONAL SUPPORT- SYSTEMS PROJECT
350 ELLiOTT HALL ,UNIVERSITY OF MINNESOTA
75 EAST RIVER ROAD
MINNEAPOLIS, MINNESOTA 55455
PREPARING REGULAR CLASSROOM TEACHERS TO WORK
WITH HANDICAPPED STUDENTS.
5TH EDITION
1981
.er
Preparation of this material is performed pursuant to Grant No.G007902045from the Officdlof Special Education, U.S. Department of Education. Thematerials do not reflect a position or policy of the Office of SpecialEducation nor the U.S. Department.bf Education. No official endorsementby the U.S.. Department of Education should be inferred.
4W-
5th Edition
Minneapolis, Minnesota
1980
Ast
DISTRIBUTION. This publication can.be orlpred from the National SupportSystems Project, ,350 Elliott Hall, 75 East River Road, University ofMinnesota, Minneapolis, Minnesota 55455. Single copy price: $2.50.Orders in ,excess of 5 copies, forwarded to single address: $2.00 per copy.Orders accompanied by payment will be appreciated. Checks or purchase 0,k/
orders may be addressed to the University of Minnesota at the addresslisted above.)
k
INTRODUCTION
4
ORGANIZAtION OF TnIS GUI,DE
.a.
This document lists descriptions of multi-media training resources ofmaterials relating to mainstreaming and the education of children in theregular classroom.
..
.
Info' anon is _provided in the following categories'for each training.
.
resource described::.title, dtte .(if available) format (e.g., film, videoth,p0;series of bobks, or multi-media kit), and JIS'$'_(e_,.A.i_preservice or inservicetraining, and intended audience -- parents, r4uldr class teachers, administrators,etc.). A brief description of the material is providedAlong with a morecomplete description of'the contents of. separate components of the trainingresource. Finall't'ihe name and address of the distributot are provided,
,along With cost in ormation When known. .
, .
Information on cost has been included,as another factor to be consideredin making a selection ambng,similar materials. It-shoufd be noted that wehave included the most recent cost information available Ito us, but-due to
-- 7
rapidly changing costs, we cannot'make any assurances as to the accuracyof,these figures. We suggest tilat the reader contact the publisher of the.material in order to determine accurate cost infll'nlation and postage andhandling charges before submitting an'brdel. It should also be noted that
tin the case of films and videotapes; arrangements can often be made for freeor inexpensive reviews o( the' material; again, we suggest' that the user contactthe distributor fdr detahls, as well as 1oCal instructioAal materials center'sthat may be able to lend materials. .. .
CRITERIA'FOR INCLUSION OF MATERIALS IN THIS DOCUMENT') ',
4-A.
This guide representssa revision of Mainstreaming:Training SystemspubliShed in 1977, by the National Support Systems Project. It shduld
, be notea, however,that dueto the virtdal explosion Of materials-developed in the.'last thieesyears as a result of Public Law 94 -142, theEducation For ll,Handicappect Children Art, -the. majority of materialsdescribed here Were.developed.since the rele'ase of the previous edition
,of this guide.. '
,
It may be useful for the reader to become familiar with the selectioncriteria used for inclusion in this gdidez
,.) Relevance. AS noted in the subtitle of this document, the
emphasis is orvaaterials for use in training regu 11.
ar educators-teworkwith handicapped students. .As a reAlt, a number of excellent materialsdesigned primarily for use by administators or special educatorshave not been included here Materials originally developed for specialeducators that have,been 'or could be adapted for rte With regulareducators.have been included, howe'ver.
Similarly, materials for use by parents of handicapped childrenhave been omitted from this listing,,but materials for use by .regulareducators in,increasing parental involvement have been included. Andmaterials,which were primarily designed to belp Change attitudes.ofnon-handicappecl,students toward the handicapped student 'have been in-chided when they were intended for use by the regular classroom teacheror when directed to both regular class.,teachers and non-disabled
:students.r- .
., 4 r
ii 1
2) Although recency of-publication of a material doesnot neLessarily correlate positively with high qualiof that material,'an emphasis was placed, on identifying materials produced 'since 1977,
the publication date of the'last editfbn of this list. We have
emphasizedrecently published materials in order to help familiarizethe user with thefwealth of new materials currently available.
3) Availa ility. An emphasis was also placed on materials thatwere readiK accessible to the potential user. While a number ofpromising materials have been developed by local projects over thepast few years, problems have arisen concerning their distributionafter project funding ends. The majority of materials described inthis guide are available from commercial publishers, although a numberof them were originally developed wiJ local, stlke, or federal funding.
4) Representativeness. The materials included in this .guide are
representative of a larger pool of available materials. While we
have tried to err on the side of inclusiveness rather than conservatism,this list is certainly not an exhaustive one.
The above criteria were used in conjunction in order to make somedecisions about inclusion in this list. For example, there are far toomany individual films on separate handicapping conditions to be includedhere, yet it was considered"important to include a representative numberof films which'ei.ght prove very useful in a preservice teacher trainingcourse. In lieu of listing individual films, series or kits containinga number of films on different handicapping conditions were described,and annotations were prepared.on existing resource guides to films ondifferent exceptionalities.
It should.be noted that the inclusion of a particular material doesnot constitute-an endorsement. We have tried to build some informalmechanisms for quality control into the selection pi4ccess; but timerestrictions prevented an in-depth examination of each material. An
emphasis was placed on field-tested Materials and -materials that hadbeen recommended by other teacher trainers. For example, Dean's
Grant p'rojects were surveyed/for materials used in teacher training.activities; lists of materials from some 40 projects were reviewed andproved extrernely.helpful in the preparation of this guide.
Other information sources included recent catalogues from majorpublishers in teacher training and special education, bibliographies andresource guides produced by information centers and technical assistance
agencies in education, reviews and advertisements appearing in recentissues of special education'journals, relevant indexing and abstractingservices (in particular,'Excesticinal Child Education Resources, aquarterly publication prepared by the Council for Exceptional Children),and lists df films on display at conferences of major proiessional
associations.)
We would welcome comments or additions to this guide for consideration
in any future revisions. As by its very nature this guide is almost
destined to be outdated by the time of its publication, we encouragereaders to update this list for their own use with information aboutnew materials, and to share such information with us.
a '
A
111
CATEGORIES USED.
The categories used in indexing these materials were culled from anumber of sources: the list of ten clusters of capabilities for pre-service education noted in "A Common Body of*Practice for Teachers" *similar lists of coMpetencies used by various Dean's Grants projects, andlists of descriptors used'by various information centers.
, The finallist has attempted to conform as closely as possible to the ten clustersof capabilities from "A ymmon Body of'Practice," but some additions anddeletions have been made. Below is a list of theytategories used in thisdocument, along with a brief notation as to the use of each term. s
Legislation/Individualized Education Programs is used to refer domaterials covering the genergl provisions of Public Law 94-142, theEducation for All Handicapped Children Act, and Section 504 of theRehabilitation Act of 1973, as well as the Individualized EducationProgram (IEP) proVision of P.L. 94-142.
. Assessment/Referral is used to denote those materials coveringassessment of the handicapped ,child within the regular classroom, asreferral to a specialist for a complete assessment.
Class Management refers to techniques and Wocedures used for organ-izing a classroom and managing.disruptive behavior of students in thatclassroom.
Individualized Teaching reftrs to general Lec.hniques and methods forindividualizing instruction to meet the specific needs or differentlearners.
Exceptiona Conditions is used to denote .Materials which cover,characteristics of different handicapping conditions; e.g., blindness,deafness, mental retardation, etc. MaterialsAssigned this descriptormay address one specific condition or a-dozen; they may treat somelearning problems non-categorically or categorically.
Early Childhood. Education is used to note materials de4igned ex-pressly for addressing problems of handicapped children in the pre-
'school years.
Secondary-Education refers to materials addressing programs forhandicapped students of junior and senior high school age.
Vocational Edpcation refers to materials ranging from career explor-airm in the elementary years to vocational training in the post-secondary years.
Curriculum Areas. is used to identify materials relating to a parti-cular cbrriculum content area or areas, e.g., reading, arithmetic,social studies, etc.
g* A armmop Body'of Practice fAr Teachers: The Challenge of Public Law 94-142to Teacher,Education. MC. Reynolds, Editor. Printed and distributed by
*the Maericam Association for Colleges of Teacher Education. Washington, D. C.,1980.
4Of
iv
Student-Student Relationships is used to refer to inte.ractions amonghandicapped and non-hand Lapped peers; materials included under thiscategory include guides to peer tutoring programs .1nd films designed toacquaint non-handicapped students with the characteristics and feelingsof handicapped students. ft
Teacher Parent- Student Relationships refers primarily to matytials forincreasing or improving involvement in decision making'by parents ofhandicapped Students; it also refers to parent counseling and generalmethods of Improving communication..
Professional Consultation and Communication refers to iQteractionbetween proiessional-s responsible, for the education of 'a ,handic ped
child, i,e., communication between,a regular class teacher and specialeducation resource teacher.
Resource Guides and Bibliogrpphies denotes existing'guides toresources which might be helpful in identifying flirther materials of a
.spek_ialized type. 4.
ATIVWLEDGEMENT
The National Support Systems Project acknowledgeS with appreciation thedevelopment of this resource list by Linda.J. Stevens., Materials have ":been reviewed and abstracted under hdr direction.. The materials arepresented with necessarY disclaimers on current prices and availability::
The listing is not intended to be inclusive of_all current trainingmaterials, and isrepresentative.of the rapid development of resourcesfor use by regular classroom teachers in work with haddicapped (and hon-
handicapped) children.
This volume is the 5th edition of an earlier NSSP pub.ltcatio entitled
Mainstreaming: Training Systems, Materials and Resourcm A,Working
NationaPSupport Systems Project1980
4,
INTRODUCTION
TABLE OF .CONTENTS
. 'Organization of This Guide
Criteria for Inclusion of Materials in Documentii
,Categories Used iii'TABLE OF CONTENTS
INDEX
Master Reference IndexTITLES
Accepting Individual Differences (AID)1
All Together 'Now: Presenns: from CEC Invisible College onMainstreaming
2
Another Step Forward3
Approaches to Mainstreaming: Teaching the Special Child in the (Regular Classroom
k.
Behavior Management Strategies for the Classroom6
Behavior Modification Skills7
Mind Study/Due Process Kit i 8,, \\.
Child Study Team Training Program: A Pdsitive Approach to theImplementation .of P.L. 94-142
9
Children Learn Together: The Integration of Mandicapped Childreninto Schools
d '10
Classroom Management 114
Coming Back.,.Or ;teller Legving: Instructional Programming for.Handicapped Students in the Mainstream 12
,Design's for Individualization 13
A Staff,Development Series in Special EduCati9n: Developing an IEPin Accordance with P.L. 94-142 15
Differences.17
Due Process fortidicapped Students: A Program for Administrators,Teachers and Parents 19
Educating Students in Least Restrictive Environments: InstructionalPreparation for Teachers 20
Even Love Is Not Enough: Childi-en With Handicaps 21
8
vi
Everybody.Counts! A Workshop Manual to Increase Awareness bfHandicapped People 22.
23Exlptional Learners
Exceptional Teaching ( ,k Multimedia Training Proaam) '25
Expandin( Work Optionsfoi Students 27
Feeling Free 4 28
Full Services Planning in Special Education: Exercises in FiscaltanA Program Development
' 30
*Get. Set: Generic Education Training for SpecialEducation Teachers31
Good Start: A Multimedia Approach to Meeting the Needs of VisuallyHandicapped Students 32
The Handicapped Child in Your Classroom 34.
Identification and Assessment System: A Sytemfor the Identification,Assessment and Evaluation of theSpecial Needs Learner in VocationalEducation 35
Identification and Evaluation Program Package
I'm A Lot Like You (Elementary Program) 37
I'm A Lot Like You (Secondary Program) 40
Implementing Procedural Safeguards P.L. 94-142: The EduCationfor All Handicapped Children Act 42
Individualization of Instruction . . . A Programmed Approach. .43
Individualized Education Programs 44WriEing Individualized Assessment Reports in Special Education:
Resource Manual 44
Functions of the Placement Committee in Special Education: AResource-Manual 44
Guide for 'Trainers: A Resource for Workshops on DevelopingIndividual Education Programs # 45'
4
Individualized Education Ptograms (IEPs): A Handbook forVocational Educators 1 46
The Individualized Eduation Program: A Team Approach 47
Individualized Educition PiograMs Lir Handicapped Children 48
Individualized*Education Program Package 49
Individdalized Education Programs: Slide Presentations 50The Intent of the IEP (Individualized Education Program) 50
Individualized Education Programs: Slide Presentations (Con't) . 50
IEP. Main 50
Conducting Assessments in-Special Education 50-
Mental Health and the IEP 51
Information Center: The Council for Exceptional Children . . .52
Kids Come in Special Flavors: Understanding Handicaps 53
Let's Series Modules: Preparing Regular Educators forMainstreaming (Project PREM) 54
Like You, Like Me Series _5
MAinstreaming: A Handicapped Child is Coming to Class 57
Mainstreaming Children with Special Needs: An Independent Study Guidefor Informal Seminar Groups
.
Mainstreaming: Classroom Management Techniques
58
59
Mainstreaming Handicapped Students into the Regular Classroom . . . 60
Mainstreaming in Action 61.
Mainstreaming.s, It Works' 62
Mainstreaming Library. 644.
Mainstreaming Preschoolers. .66
Mainstreaming Series . 1
t
67
Mainstreaming the Handicapped in Vocational Education 68
Parent Involvement: A Programdfor Teachers and Educators 69
- The Paient/Professional Training Package 71
People You'd Like to Know. 72
People You'd Like to Know Series 73
P.L. 94-142: The Education for All Handicapped Chipldren Act of 1975.75
P.L. 94-142: Implementing Proc'edural Standards -- A Guide for Schoolsand Parents
0 76
Preparing for the IEP Meeting: A Workshop for Parents 77
Preparing:General Educators toWork with Handicapped Students. . 78
10
viii
Preparing Preservice Early Childhood Educators at Glassboro State-College for the Mainstreamed Clasroom 79
Preparing Preservice Elementary Educators at Glassboro State Collegefor the Mainstreamed Classroom . . 80
project Mainstream '81
Project Me 82
Project PreVoc: Traigirig for Teachers of Prevocational Programs forthe Severely Handicapped . .83
Project Teach: Translating Educational Activities into Curriculumfor the Handicapped 85
° 1.
Put Yourself in My Place 87
Youl.re Different, So AmI . 87
Remediation Possibilitieg'in the Regular Classroom:' TeachingStrategies Explored J . . . .88 "
-0Resource Teaching: A Mainstreaming Simulation 89
The Special Child in the Regular Classroom: Teach* Techniques. *90
Special Children: ZOOM Series
Specia Education for Regular Teachers (SERT) 92
Special Education Teachers' Kit 93
Special People 94
Specific Learning Disabilities . .95
Star Power:. Providing for the GiftO and Talented 96
STRETCH: Strategies for Training Regular Educators to TeachChildrenwith Handicaps 97
,Tea6hers' Liability Under the Law WO_
Teaching Children withSpecial Needs: ATeacher Education Seriesfor 4K -3 Teachers .101
_Teaching the Moderately and Severely Handicapped: Curriculum
Oliec,tives, Strategies and Activities 103
The Kids on the Block ti 104
The Law and Handicapped Children .in School Series 105
The Teacher Training Program (TTP) 106
11
j
ix-
They Can Learn 1 108
Upset in Polymer:, An Experience in Mainstreaming : 1090
{
-Video Training Workshops on Child Variance 110
We Did It : . So ,Can You % 111o
What If You Couldn't.. . '%? A Program About Handicaps" 112
What Is A Handicap?.113
04.
t
4,
x
INDEX
Note: The Windex 4s organized to confbrn generall to a somewhat extended
notion of the "clusters of capabilities" .oltt-lined in the pub lica tiort "'A
.Commori .5oay of Pract.i2e for Teacers: The Challenge of Public Law 94E142
Teacher Ejucation'. The injes is intenJe_,: onlj 3S a general assist to reajers..
LEGISLATION /4NDIVIDUALIZED EDUCATION PROGRAMS
Child Study/Due Process KitChild Study Team Training Program: A Positive Approach to the
Implementation of P.L. 94-142Children Learn Toiether?- The Integration of Handicapped Children
into SchoolsComing Back...Or Never, Leaving : Instructional Programming for
Handicapped Students'in the MAinstreamDesigns for Individualiz4tion-KStaff,Development Series in Special Education: Ueveloping an
,IEP in Accordance with P.L. 94-142Due Process/for Handicapped Students: (A Program for Ad nistrators,
Teachers 'and ParentsEducating'Students in Least Restrictive Environments: Instructional
. Preparation for TeachersExceptiondl LearnersFull Services Planning in Special Education: Exercises inTiscal
and PrograM DevelopmentGet Set: Genetic Education Training for Special Education Teachers
Good Start: A Multimedia Approach to Meeting the Needs of Visually
Handicapped StudentsI'm A Lot ',Ake You (Elementary Program)
I'm A Lot Like loTou (Secondary Level)
Implementing Procedural yetuatds P.L. 94.,142: The Education,
All Handicapped Children Act\,,;;tIndividualized EducatioA Programs_Individualized Education Program§' (IEPs): A Handbook for Vocational
Educators 4
The Individualized Education Program: A Team ApproacA
Individualized Education PRograms for Handicapped Children
IndividualizedEducational Program Package
Individualized' Education Programs: Slide Pres- entions
Mainstreaming: A Handicapped Child is Coming to LassMainstreaming, Children with Special Needs: An Independent Study Guide
for Informal Seminar GroupsMainstreaming Handicapped Students into the Regular ClassroOm
Mainstreaming: It Works:
Mainstreaming LibraryMainstreaming Series -
e,
The Parent/Professional Training Package
P.L.94-142:" The Education ,for 1 Handicapped Children Ac't_of 1975
P.L. 94-142: Implementing Proc dural Standards *A Guide for
Schools and TarenEsPreparltg for the IEP Meeting: A Workshop for Parents
Pi:eparing General Educators to Work with Handicapped Students
Prepafing Preservice Early Childhood Educators at G;pssbaro State
College for the Mainstreamed Classroom Ir
I 3
. xi t*Preparing PreserviZe Elementary Educators'at 'Clasgboro State College
for the Mainstreamed Classroom
Project Me
Project Prevoc: Training for Teachers of Prevocational Programs,for the Severely Handicapped.
Project Teach: Translating Educational Activities into Curriculumfor the Handicapped
-Teachers' Liability Under the Law
The'Lawand Handicapped Children in School Series. <
ASSESSMENT/ REFERRAL:
Another..Step Forward
Child Study/Due/Process KitChild Study Team Training Program: A Positive Approach to the
Implementation of P.L. 94-142Coming Back...0e'NeverLeaving: Instructional Programming for
Handicapped Students in the MainstreamEducating Students in Least Restrictive Environments: - InstructionalPreparation for Teachers. A
4 Even Love Is Not Enough: Children with HandicapsExceptional Teaching (A Multimedia Training Program)Get Set: Generii Education Training for Special Education TeachersThe Handicapped. Child in Your Class'rcrom
Identification and Assessment System'--.A System for the Identification,AsseSsment and ,Evaluation of the Special Needs Learner in VocationalEducationIdentification and 'Evaluation Program Package
I'm A Lot Like You. (Elementary Program)I'm A Lot Li-ke You (Secondary Level)Implementing Procedural Safeguards -- P.L. 94-142: The Education forAll Handicapped Children Act
Individualized Education ProgramsThe Individualzed Education Program: A Team ApproachIndividualized Education Programs for Handicapped ChildrenIndividualized Education Programs: Slide PresentationsLet's Series Modules: Preparing Regular Educators for Mainstreaming .
Project'PREMMainstreaming: A Handicapped Child is Coming to C lass,Mainstreaming Handicapped Students into the Regular ClassroomMainstreaming Librar§P.L. 94-142: Implementing Procedural Standards-- A Guide for Schools
and Parent.;
Preparing for the IEP Meeting: A Workshop.for ParentsPreparillg General Educators to'Work with Handicapped StOdentsProject .MainstreamProject Me
Project Prevoc:. Train ing for.Teachers of Prevocational Programsfor the Severely Handicapped
Special Education for Regular Teadhers (SERT)STRETCH; Strategies fpr Training Regular Educators to Teach Childrenwith Handicaps
Teaching Children with Special Needs': A Teacher Education Seriesfor K-3 Teachers
The Las.) and Handicapped Children in School SeriesThe Teacher Training Program (TTP)They,Can Learn
Video Training Workshops on Child Variance
quss MANAGEMENT
Another Step ForwarTApproaches to Maill&treaming: Teaching the Special Child in the Regular,
ClassroomBehavior Manageyent Strategies for the Class'room
Behavior Modification SkillsClassroom ManagementDesigns for IndividualizationDifferencesEducating Students in Least Restrictive Environments: Instructional
Preparation for TeachersgExceptional Teaching (A Multimedia Training Program)
I'm A Lot Like You(Elementary Program)I'm A Lot Like liou (Secondary Level)Individualized Education Piograms for Handicapped Children
Let's Series Modules: Preparing Regu,lar Educator for Mains*.eaming
'Project ?REM)
Main4treaming: Classroom Management Techniques/
Mainstreaming Handicapped Students into the Regular,,Classroom
Mainstreaming in, Action
'Mainstreaming Series,Preparing General Educators to Work with Handicapped Students
Special Education for Regular Teachers (SERT)
Specific Learning Disabilities,STRETCH; Strategies for Training Regular Educators to Teach Children
'with HandicapsTeaching Children with Special Needs: A Teacher Education Series
for K-3 TeachersThe Teacher Training Program (TTP)They Can LearnVideo Training Workshops on Child Variance
, !
INDIVIDUALIZED TEACHING
Approaches to Mainstreaming: Teaching the Special-Child in'the Regular
ClassroomBehavior Modification SkillsComing Back...Or Never Leaving:: Instructional Programming for
Handicapped Students'in the-Mainstream
Designs for Individualization '
A Stdff Development Series in-Special Education: Developing' an IEP
in Accordance with P.L. 94 -142--
DifferencesEducating Students.in LEast Restrictive EnVironmentsi: Instructional
Preparation for Teachers 1r
Exceptional Learners.Exceptiolal Teaching (A Multimedia Training Pi tralm)
Expanding Work Options for Exceptional Students i
Get Set: Generic Education Training for Special ,Education Teachers
The Handicapped Child in Your Classroom
atentificatian -and Asspssmentf-System: -A..System for the Iden4ication,
Assessment and Evaluation of the Special Neds Learner in Vocational Ed...
I'm A Lot Like You .(Secondary Level)Individualization of Instruction: A.PrograpiMed Approach
The Individualized Education Program: A Tjam Approach
Let's Series Modules: Preparing Regular % ducators for Mainstreaming
(Project PREM)
ti
INDIVIDUALIZED TEACHING (Con't)f j .
Mainstre ction-
MaLnstreamingl It Works!
Preparing General Educators to Work with Handicapped S,tudent6Project Mainstream
0
Project Me
Project PreVoc: Training for chers of Prevocational Programs for'the Sverely Handicapped
Rpmediation Possibilities in the Regular Classroom: Teaching StrategiesExplored
Resource aching: A Mainstreaming SimulationThe Specikt, Child in .the Regular Classroom: teact:iing TechniquesSpecial Education for Regular Teachers"(SERT)Special Education Ttachers' KitSpecific Learning DisabilitiesStar Power; Providing for the Gifted and Talented8tRETCO,Strategies for Training Regular Educators to Teach Childrenwith Handicaps
Teaching the Moderately and Severely Handicapped: CurricI ulum Objectives,Strategies and Activities
The. Law ansd Handicapped Children in School SeriesS., The Teacher Training Program (TTP)
They Can Learn
Video Training Workshops on Child Varianceok
EXCEPTIONAL CONDITIONS
.000, Accepting Indiyithial-Differences (AID)All Toggther Now:- Presentations from CCC Invisible College on MainstreamingAnother Step Forward
Approaches to Mainstreaming: Teaching the Special Child in the RegulaXClassroom
Coming Back...Or Never Leaving: Instructional Programming for Handicappedstudents in the Mainstream
Differences
Due PrOcess for Handicapped Students: ,A Program for Administrators,Teadhers. or Parents
Even J.ov Not Enough: Children with HandicapsEverybody Counts! A-Workshop Manual to. Increase Awareness of Handicapped
People
ExtteptIonal LearnersFeeling,,,Free
Good Srart: A Multimedia Approach to Meeting the Needs of VisuallyHandicpped Students
The Handicapped Child in Your Classroom
IdentifiCation and Evaluation Program PackageI'm AL4 Like You (Elementary Prodram)I'm A Lzt'Like You (Secondary Level) As
Information Center: The Council forExceptional ChildrenKidS-Come In Special "Flavors: Understanding HandicapsLet's Series Modules: Preparing Regulars Educators for Mainstreaming
(Project PREM). -
Like You, Like Me'Series
Mainstreaming: ."A Handicapped Ctlild is Coming, to Class4..-
Mainstreaming Children with Special NEeds: An Independent Study
11
Gui0e0for Informal Seminar GroupsMainstreaming: Classroom Management Techniquesilainstreaming in Action
I G
XiVEXCEPTIONAL CONDITIONS (COn't)
Mainstreaming LibraryMafnstreaming Preschoolers
Mainstreaming SeriesMainstreaming the Handicapped in,Vocationil EducationThe Parent /Professional- Training Package .
People You'd Like To KnowPeople, You'd ,Like To Know Series
Preparing'. Preservice Early Childhood Educators at Glassboro State
College for the Mainstreamed 'ClassroomPreparing Preseervice Elementary Educators at Glassboro State Collegefore the Mainstreamed Classroom
Put Yourself In MT,PlaceYou're Different, So Am IRemediation Possibilities in the Regular Classrbom: Teaching Strategies
EXprored
The Special Child in the Regular Classroom: Teaching Techniques..,Special Children: ZOOM Series-Special Education Teachers' KitSpecial PeopleSpecific Learning DisabilitiesStar Power:' Providing for the Gifted and.TalentedTeaching the Moderately and Severely Handicapped: Curriculum Objectives,
Strategies andiActivities*The Kids on the BlockThe Law and Handicapped Children in School SeriesThey Can Learn 4:1
Video Training Workshops on Child VarianceWe Did It...So Can You:What IfY611 A Program About HandicapsWhat Is A Handicap?
EARLY CHILDHOOD EDUCATION
Exceptional Learners..'Mairistreaming Preschoolers
Preparing Preservice Early Childhood Educators at Glassboro StateCollege for,:the Mainstreamed Classroom
Project Me
SECONDARY EDUCATION
--I'm A Lot Like You (Secondary Level)People You'd Like'To Know Series
VOCATIONAL EDUCATION
Another Step ForwardExceptional, Learners''
1
E!spanding Work Options for Exceptional StuAnts.Identification and,Assessment System: A System for the Identification,Ass'essmepl and Evfluation of the Special Needs Learner in Vocational Ed.
I'm A Lot Like You (Secondary, Level)Individualized'Edacation,Programs (IEPs): A Handcdok for.VocationalEducators
17
VOCATIONAL EDUCATION (Con't)X V ir
,Let's Series Modules: Preparing Regulat'"Educators for'Mainstreaming(Project PREM)
Mainstreaming Handicapped Students Into. the Regular ClassroomMainatreaming: It Works! ,Mainstkeamipg Library ,
.
Mains /reaming the Handicapped in 'ocational Education.Peoj4ct PreVoc: Training for Teachers of Prevocational Programs for
the Severely Handicapped
10 CURRICULUM AREAS
I'm A Lot Like You (Elementary. Program)I'm A Lot Like You (Secondary Level)
Remediatior0Possibilities in the Regular Classroom: Teaching StrategiesExplored 07
Special education Teachers" KitSpecific Learning DisabilitiesStar Power: Providing for the Gifted and TalentedSTRETCH: Strategies for Training Regular Educators to Teach Childrenwith Handicaps
Teaching Children with Special Needs: A Teacher Education Series forK-3 'Teachers .
Teaching the Moderately and Severely Handicapped: Curriculum Objectives,Strategies, and Activities
sp
4
/`
STUDENT - STUDENT RELATIONSHIPS
Accepting. Individual Differer&sFeeling Free
Kids Come in Special Flavors: Understanding Handicaps'Like You, Like Me SeriesMainstreaming: A Handicapped Child is Coming tp ClassMainstreaming Children with Special Needs: An Independent Study
Guide for Informal Seminar Groups'People You'd Like To KnowPeople You;d Like To Know SeriesPut Yourself in My PlaceYou're'Different, So Am ISpecial Children: ZOOM Series'Special PeopleSTRETCH: Strategies for Training Regular Educators to Teach Childrenwith Handicaps
The Kids on the Blfrock
We Did It..: So Can YouN,,.
WhatIf You Couldn't...? A Program About HandicapsWhat Is A Handicap?'
0-
, TEACHER-PARENT-STUDENT RELATIONSVIPS'-
Child Study/Due"Prpcess KitChild Study Team^Training Program: A Positive Approach to the
Implementation_of P.L. 94-142Educating Students in Least Restrictive Environments: InstructionalPreparation for leachers
1 l3 (
4
xviTEACHER-PARENT-STUDENT RELATIONSHIPS (Con't)
'EVen LoNie Is Not Enough: Children with Handicaps
Good Start: A Multimedia Approach to Meeting the Needs of Visually
Handicapped Students
I'm A Lot Like You (Elementary Program)I'm A:Lot Like You (Secondar'y Level) '
Implementing Procedural Safeguards--P.L: 94-142: The Education for All
Handicapped Children ActIndividualized Educational Program Package
Mainstreaming Libraryfainstreaming SeriesParent Involvement: A Program for Teachers and EducatorsThe Parent/Professional.Training PackageP.L. 94-142: The Education for All Handicapped Children Act of 1975Preparing for the IEP Meeting: A Workshop for Parents
Project MeSTRETCH: Strategies=for Training Regular Educators to Teach Children
with HandicapsUpset in Polyner: An Experience in Mainetrelming
PROFESSIONAL.,. CONSULTATION AND COMMUNICATION
4
All Together Now: Presentations from CEC Invisible College of MainstreamingBehavior Modification SkillsChild Study/Due Process KitC d Study Team Training Program: A Positive Approach to the
Implementation of P.L. 94-142Children Lehrn Together: The Intration of 4Sndicapped Children,into
Schools
Designs for IndividualizationA Staff Development Selries in Special Education: Developing an 4lop'
in AccordanCe with P.L. 94-142Full Services Planning in Special Educatidb: Exercises in Fiscal and
Pro ram DevelopmentGet et: Generic Education Training for Special Education Teachers
Good Start: A Multimedia Approach. to Meeting the Needs of Visually
Handicapped StudentsIdentification and Evaluation Program PackageImplementing Procedural Safeguards--P.L. 94-142: The Education for All
Handicapped Children ActIndividualized Education ProgramsThe Individualized Education Program: A Team Approach
InforMation Center: The 'COuncil for Exceptional ChildrenP.L. 94PL*142: The Education for All Handicapped Children Act of 1975
Resource Teaching: A Mainstreaming Simulation k
Special Education for Reviler Teachers (SERT)STRETCH: Strategies for training Regular Educators to Teach Children
with HandicapsTeachers' Liability Under the LawThe Law and Handicapped Children in School Series,The Teacher Training Progi=am (TTP)Upset in Polymer: An Experience in Mainstreaming
RESOURCE GUIDES AND BIBLIOGRAPHIES
Children Learn Together: The Integration bf Handicapped Children into
the Schools*1Coming Back...Or Never Leavilg: Instructional Programming for Handicapped
Students ih the Mainstream
Av
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RESOURCE GUIDES AND BIBLIOGRAPHIES (Conic)
xvii1
DifferencesTeeling'Free
A Lot Like You (Elementary Program)IndividualizA Education ProgramsInformation Center: The Council for.Exceptional ChildrenMainstreaming Children with Special Needs: An Independent Study Guide'for Informal Seminar Groups
P.L. 94-142I'The Education for All Handicapped Children ict of 1975Preparing Preservice Early Childhood Educators at Glassboro State Collegefor the Mainstreamed Classroom -
Preparing Preservice Elementary Educators at Glassboro StatCollege forthe Mainstreamed Classroom
Project Mainstream -Project Teach: Translating Educational ACtivities into Curriculum for the,Handicapped
I
20
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,
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a 1
MASTER REFERENCE INDEX. ..,
1
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1. Accepting Individual Differences (.S6) .
2. All Together Now: Presentations from CEC Invisible College on ,
Mainstreaming3. Another Step Forward
x x -4. Approaches to Mainstreaming: Teaching the Special Child in the
Regular Classroomx x
5. Beflavipi Management Strategies for the Classroom6. Behavior Modification Skills .
7. Child Study/Due Process Kitx
8. Child Study Team Training Program: A Positive Approach to theIm.lementation oi P.L. 94-142
9. Children Learn Together: The Integration of Handicapped Childreninto Schools .
-
x x x
10. Classroom Management11. Coming Back...Or Never Leaving: Instructional Programming for
Handicapped Students in the Mainstreamx x x x
12. Designs for Individualization13. A Staff Development Series in Special Education: Developing an
IEP in Accordance with P.L. 94-142x
14. Differencesk
,s x x x x15. -,----Due Process for Handicapped Students: A ,Program for Admini-
strators, Teachers, and Parentsx
16. Educating Students in Least Restrictive Environments:Instructional Preparation for Teachers
x x x x x ,,
17. Even Love is Not Enough: Children With Handicaps.
18. Everybody Counts! A Workshop Manual to Increase Awareness ofHandfcapped People
19.
20.
Excestional Learners
Exceptional Teaching (A Multimedia Training Program) x x x21. Expanding Work Options for Exceptional Students x r x22. Feeling Free
x x /23.
24.
Full Services Planning in Special Education: ,Exercises in Fiscal.and Program Development .
x .
.
x
Get Set: Generic Education Training for Special EducationTeachers .
x x
0
X
X
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25. Good Start: A Multimedia Approach to Meeting the Needs of ,
Visually Handicapped Studentsx--- x 4 x x
26. The-Handicapped Child in Your Classroom. x x x27. Identification and Assessment Sytem: A System for the Identifi-
cation, Assessment, & Evaluation of the SpeCial Needs Learnerin Vocational Education
(
x
.
x x
28. Identification and Evaluation Program Package x x x29. I'm A Lot Like You (Elementary Program) x x x x x x .k30. I'm A Lot Like You (Secondary Level) x x x x x x x x x31. Implementing Procedural Safeguards--P.L. 94-142: The Uducation
for All Handicapped Children Actx x
,..,..
, x x
32- Individualization of Instruction...A Programmed'Approach.
33. Individualized Education Programs x x 1 x x34. Individualized Education Programs (IEPs): A Handbook for
Vocational Educatorsx x
35. The Individualized Education Progran A Team Approach x x x' ,x36. individualized Education Programs for Handicapped Children x x x37...Individualized'Educational Program Package .
, x x38. Individualized Education Programs: Slide Presentations x x
L. I.
39. Information Center: The Council for Exceptional Children x x x40. Kids Come in Special Flavors: Understanding.Handicaps x x41. Let's.,Series Modules: Preparing Regular Educators for Main-
streaming (Project PREM )-x x x x x
42. Like You, Like Me Series-
__. x x43. Mainstreaming: 'A Handicapped Child is Coming to Class ' x x 'x x .
44. *Mainstreaming Children with Special Needs:* An Independent StudyGuide for Informal Seminar Groups
x.
.
x,
.
..
x x
45. Mainstreaming: Classroom Management Techniques" x x46- Mainstreaming Handicapped Students into the Regular Classroom x' x 1 x
..
47. Mainstreaming in Action x x x8: Mainstreaming: It Works! x -1-%-
49. Mainstreaming Library x x x x x .
50. Mainstreaming Preschoolers x x51. Mainstr aming Series x x x x52. Mainst eaming the Handicapped'in.Vocateonal Education t x x
/.,
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53. Parent Involvement: A Program for Teachers and Educator's. x
54._ The Parent/Prdfessional Training Package 16 x x x55. People You'd Like to Know
x x56, People You'd Like to KnoW Seriesx x x
57. ; P.L. 94-142: The Education for All Handicapped Children ActOf 1975
(
x.
. x x
58. P.L. 94-142: Implementing Procedural Standards--A GUide forSchools a nd Parents 4" .
x x.
59. Preparing for the IEP-Meeting:. A Workshop for Parents J x x x60. Preparing General Educators to Work with Handicapped Students x x x x61. Prepafing Preservice Early Childhood Educayrs- at Glassboro State
College for the Mainstreamed Classroomx
1x x
.
.
x
62. Preparing Preservice Elementary Educators at Glassboro StateCollege for the Mainstreamed ClaSsroom
x x x
63. Project Mainstream x x *64.s-Project Me
. x x x x x65. Project Prevoc: Training for Teachers ofPrevocational Programsfor the Severely Handicapped
x x x x.
66. Project Teach: Translating Educational Activities intoCurriculum for the Handicapped
x. x
67. Put Yourself in My PlaceYou're Different, So Am I
1
x
.
x
68. Remediation Possibilities in the Regular Classroom: TeachingStrategies Explored
_ x x
.
.,
x
if69. Resource Teaching: A Mainstreaming. Simulation , x = x70. The Special Child in the Regular Classroom: Teaching Techniques x x71. Special Children: ZOOM Series ,
- x x72. Special Education for Regular Teachers (SERT)' x x x x73. Special Education Teachers'. Kit x x x74. Special People
x x *75. S ecific Learnin Disabil ties ,
76. Star Power: Providing for the Gifted and Talented x x x77. STRETCH: Strategies for Training. Regular Educators to Teach
Children with Handica sx x x x x x x ...,
,
78. Teachers' Liability Under t Law, x x
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Teaching
Children
with
Special
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A Teacher
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Series
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K-3
Teachers
x x x
80.
Teaching
the-
Moderatel-y&-Severely
Handicapped':
Curriculum
-
Objectives,
Strategies,
and
Activities
__
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x
__ _
.
81.
82.
The
Kids
on
the
Block
x
83.
The
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and
Handicapped
Children
in
School
Series
x x x x
x
84.
The
Teacher
Training
Program
(TTP)
. ,,
x x
x
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Can
Learn
x x x x
85.
Upset
iri
Polymer:
An
Experience
in
Mainstreaming
Video
Trainin x 'ic
86.
Worksho
s on
Child
Variance
xxxx
87.
We
Did
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Can
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TRAINING SYSTEMS, riATERIALS:,NAD RESOURCES
Is
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20
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-4
T I TLE.:
DATE
RMAT
USE
DESCRIPTION:
AVA I LiaBLE FROM :
.
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-1-
Accepting Individual Differences (AID)
1977
'Four units, audio cassette, overview booklet.
-Regular educatica_teachers_and_students.
This curriculum was developed by the Special EducationDepartment Center at Hunter College for grades K-2; acti-vities and resources for use in grades S-6 are also suggested.`:,The curriculum, which was developed to foster positiveattitijdes toward the disabled, consists of for units:,visual impairment, hearing impairment, motor,imptirment,land mentaloeetardation/learning disability. Each unit con-tainG a guide which consists of instructor and student'activities, lessons, and discussion; a wire-bound flipbook containing cautioned photographs is utilized throughthe lessons. Each unit concludes with a series of problems'deaaing with how to interact with a child who has thatparticular disability. An audio cassette is used for theunit on hearing impairment, and an Overview booklet is alsoincluded.
Developmental Learning Materials7440 Natchez AvenueNibs, Illinois 60648
3 0'
TITLE:
9.
DATE:
FORMAT:
USES
DESCRIPTION:
CONTENTS:
ro
7
-2-
'Ail Together Now: Presentations from the CEC Inviseble
College on Mainstreaming
1974
Album of six 60-minute audio tape cassettes, two publica-
tions on mainstreaming, position paper, visuals.
.Series of f9us inservice teacher training workshops providingsix hours .of *taining for use with regular tlass teach rsand educators.
_These presentations provide a variety of professional view-points, research, and suggestions related to the processof mainstreaming handicapped children. The recordings are
conference presentations by special education specialists,state education personnel', local administrators, consultingand resource teachers, a teacher educator, and a managementconsultant.
Tapes: Mainstreaming: What s It?
Planning at the Stat Level
- Leadership of Dist4i t AdministratorsTeacher6 Help Teich rs
/Resource RoamsFacilitating Change,/
Books: Teacher Please Don7t Close the Door -'Thetxceptional Chilpten in the Mainstream
Mainstreaming: Educable Mentally RetardedChildren in RegUlar Classes
Mainstream Curren's: Reprints from Exceptional
iChildren 1968-1 74
4B A
AVAILABLE FROM :. Council for Exceptional Children1920 Association DriveReston, Virginia 22091
$90.00COST:
31
TITLE:
DATE:
FORMAT:
DESCRIPTION:
CONTENTS:
AVAILABLE. FROM:
COST:
-3-
Another Step Forward
'1979
Series of fivestructional packages.
This series Was Clesighed to help educators successfullyintegtste physically and bentallythandicapped students intheir classrooms. The b6oklets, developed-as a cooperativeventure of the Special Education and Vocational EducationPrograms at the University of Florida, are designed to covercharacteristics of various handicapping condition, currentmainstreaming legislation, teaching 'ideas, evaluation andjob placement of the handicapped.s,tudent in meaningfulemployMent, and strategies to ensure equal education andparticipation in activities with non-handicapped peers.
gainstreamingHandicapped Students into the Regular ClassroomCharacteiistics of Handicapped StudentsA System of Management
Architeectural Considerations for a Barrier Free Environment
National Center for Research in Vocational EducationOhio State University1960 Kenny RoadColumbus, Ohio 43210
"'Complete Set: $ & :25
Individual titles: $2.00
IJ
TITLE:
DATE:
FORMAT:
vie"'DESCRIPTION:
CONTENTS:
-4--
Approaches to Mainstreaming: ,Teaching the Special Childin the Regular Classroom
.1976
Eight'fildstrips, eight cassette tapes (each about 15-20minutes), guide.
4
PreserviCe education or inservice trainitig for ,regularclassrooth teachers with little or no background and
experience-with special needs students. For use in work-
shops and discussion groups or by individual teachers.Each filmstrip is self-contaihed and tan be presented in \a sepa5ate session.
This series addresses characteristics of special needsstudents, classroom organization techni4ues, behavioralproblems, and selection andradaptation of materials.
Unit 1
Individual Differences explores some of the individual
differen6es that shape the ongoing, relationship betweeteachers and their students and that affect how studentlearn.
Characteristics of Children With Special Needi describesmany characteristics of special needs students in relationto motor skills, perceptual skills, language skills, and,behavior.
Organizing Your Cla'*oom examines techniques that canhelp teachers organize their classrooms to meet the needsof their special students, involving simple adaptationsand adjustments withindyhe present framework.
Handling Behavioral Problems presents several commonbehavioral problems that teachers.may encounter andsuggests a number of possible ways to handle them.
4Unit 2
4Selecting Materials offers guidelines to use in evaluatingand selecting appropriate materials for special needsstudents.
Adapting Materials suggests a variety of methods foradapting materials to meet specific peeds.
ENTluating Your Instruction examines nds of tests availableto teachers and suggests methods for usi g ongoing classroomobservation to evaluate instruction,
33
AVAILABLE FROM:
COST:
I
Modifying Your Instruction presents ways of modifyinginstruction to meet students' needs in.specific'skillareas and in understanding concepts.
Teaching Resources Corporation100 Boylston Street
Boston, Massachusetts 02116
Unit 1 $7-2.00
Unit'2 $72.00
a
3.1
TITLE,:
DATE:
FORMAT.:
USE:
DESCRIPTION:,
AVAILABLE FROM
COST:
-6-
Behavior Management Strategies for the Classroom
1978
Workshop manual
Workshop format with an audience of ragular classroomteachers who are working with specialreducation students.
-Behavior Management Strategies for the Classroom presentsa workshop to acquaint regular classroom teachers withstrategies and techniques useful in managing:the behavior,problems of special needs students placed in regularclass settings.
The manual provides material for the development and. implementation of four sequential two-thour sessions.
Session One presents an overview of and introddction tobehavior management as an approach to effecting classroombehavior change.
Session Two describes,nine intervention p /inciples andprocedures for developing a behavior management program.
Session Three describes types of reinforcement andstrategies for selecting effective reinforcers.
Session Four examines sample prdgrams and provides gui-dance for developing intervention programs to bring aboutpositive behavior change.
Each section of the man devoted to a separate .session
includes an overview c , seep-by-step guides forconducting the sessiont, copies of handouts, and referencematerials. The workshop includes leader presentations,selected readings for discussions, problem solving andsimulation activities, and games. Supplementary multmedia materials are suggested for each session.
Rsaarch for Better Schools444 North Third StreetPhiladelphia, PennsylVahia 19123
Each Program $15.00
v J
TITLE:
,FORMAT:
USE:
DESCRIPTION:
CONTENTS:
AVP. I LABLE FROM:
COST:
7
Behavior Modification Skills
,yministration manual, 80 color slides in carousel,cassette-tape, student respOnse book for each unit.,
Preserkice or inservice training with regular and special'education teachers.
This multime i program is designed to teach seventeenspecific skills .n five interrelated sound/slide units.Summaries of behavioral objectives, skill reviews, practi7cal exercises` and a bibliography are provided'forlo5-each-unit.,
Unit 1, Observing Behavior, includes using behaviorallyspecific description, pinpointing, stimulus control, baselines a behavior, counting, charting, and identifyingthe obsethable causes of behaviol.
Unit 2, Intreasing,Behavior, includes identifying einforcers, rules for delivering reinforcement, and suringreinforcement effectiveness.
or
Unit 3, Decreasing Behavior, includes three methods fordecreasing behavior, using timeout procedures, usingresponse cost and overcorrection procedures, and ensuringeffectiveness of punishment procedures.
Unit 4,,Creatin New Behavior, includes efficient waysof using techniques for modeling, prompting, fading and'shaping behavior.
,Unit 5,Implementing the System, includes us token systems to implement behavior modification progr , ensuringtoken system effectiveness, and introducing behaviormodification and the behavioral approach.
Research Media, Inc.14 Story Street
Cambridge, Massachusetts 02138
$450.00:
o
S
I
6
TITLE:
DATE:
FORMAT:
USE:
DESCRIPTION:
CONTENTS:
-8-
Child Study/Due Process Kit
1979
Four booklets, handbook, forms, charts.
Regular and special education administrators and teachers.
This_kit of field-tested materials provides a framework andformat for administration of a special education program'incompliance with PL 94-142.
Child Study HandbookProgram Planning Forms
Referral, Assessment, Placement FormsChild Study Process and Planning ChartsBooklets A Special Child in Your Class
What a Teacher Needs to KnowInformation forParents of Students who are?HandicappedUnderstanding PL 94-142
AVAILABLE FROM:
COST:
St. Paul Schools S.E.I.M.C.354 Colborne StreetSt. Paul, Minnesota 55102
$42.00
o
TITLE:
DATE:
FORMAT:
USF:
DESCRIPTION:
CONTENTS:
-9--
Child Study Team,Training Program: A Positive Approach-to the Implementationsof P.L. 94-142
1977
Facilitator's manual, participant manual, book of.readings, support, media--6 filmstrips, audio'cassettes,overhead transparencies.
Individuals involved in the development of individualizededucation programs, district policy makers, programdevelopers, program implementers. The six modules com-prise approximately 45-50 hours of instruction.
The program's focus is on effectiVe group strategieifor the implementation of P.L. 94-142 and the developmentof skills, concepts, attitudes, and group strategies'for planning, implementing,. and monitoring individualizededucation programs for handicapped children.
Rationale for Child Study TeamsReferral Preparation and ReviewIEP 'Planning
Due Process ConsiderationsParent InvolvementChild Study Team Concerns
AVAILABLE FROM: Special Education AssociatesP.O. Box 9497Austin, Texas 78766
COST:
k
$300.00
NJ'
TITLE:
DP.TE:
FORMAT:
USE:
DESCRIPTION:
AVAILABLE .FROM:
Children Learn Together: The Integration of HandicappedChildren into Schools
1974
132'slides, script, and bibliography.
Preservice or inse vice education of regular class teachers.
This slide ihow includes a discussion of the history ofexclusion and segregation of disabled children and therecent forces--court decisions, parent power, changingattitudes--that are encouraging mainstreaming. It presentsarguments.-for integration, and responds to concerns,typically raised. It also presents necessary elementsfor successful integration, including preparation, indivi-dualization, and-supports and services to teachers.
Human Policy PressP.O. Box 127Syracbse, New York 13210
COST: $35.00
ft 33 t*
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DATE:
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AVAILPBLE FROM:
Classroom Management
1977
Four films, reading materials, and instructor's guide
Preservice and inservice programs for individual teachers,small groups or large groups.
These classroom management materials Oere developed byWalter R. Borg 91,-Utah State University as part of thenational Proto661 Materials Project, for which the dissem-ination is managed through the University of SouthFlorida. Classroom Maliagement-Is designed to teachteachers certain concepts and classroom management skillswhich relate to the rate at which disturbances andinattentiveness are likely eo be present in the classroom.Each module.deals with one important concept of classroommanagement. The research foundation for the modulescomes from J. Kounin's Discipline and Group Managementin Classrooms. (New York: Holt, Rineholt, Winfton, 1976).
TransitionsGroup Alerting
Learner AccountabilityWithitness
//'/Protocol Material
National Resources and Dissemination CenterUniversity of South FloridaTampa, Florida 33620
Note: This training package is but one of many evailablethrough National Resources and Dissemination Center.at Tampa. For a catalog of other materials writeto the Center at the address given above.
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8ComingBaCk . . . Or Never Leaving: InstrUctional Program-
ming for Handicapped Students in the Mainstream
1977.0
Textbook, instnOctor's manual, five cold sound filmstrips,five cassettes..-4
Workshops, inservice teacher presentaeionOtor a full-
semester college course, de- -d for educators working withmildly handicapped studen 6.-1
Coming Back . . . Or Neve Leaving was developed to showeducators how mildly hands apped students (K-12) can 1eintegrated into a regular school program. The authors
, propose a shift:away from, the self-contained special educa-tion classroom to provide 'students with a wider variety of
4academic-, social, and affective experiences.
The textbdok offers a comprehe sive discussion of main-streaming procedures and expl ins how erAdesign instructionalplans. 'Topics covered incl e identifidation; referral,placement, assessment, inst uctiona/ programming and ,
evaluation. Ideas fo ng with parents are also pre-sented. An instructor s ma ual includes specific sets ofstructural tasks and exercis which can be completed
individually or in groups, tf 4g session schedules,and resource lists keyed to the text and meglia.. The firs
three filmstrips provide insights into the complexities ofmainstreaming; the last two offer case studies of a 5th and8th grader who were mainstreamed.
/-
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Charles E. Merrill, Publishing Co.1300 Alum Creek,Drive/Box 508Columbus, Ohio .43216
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Media Package $135.00'Text 9.95
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Designs for Individualization
FORMA-N Administrator's handbook, three sound-color filmstrips,two audio cassettes, 10 teacher's handbooks, four sets ofobjective learning unitimests, 30Y objective learning unittest answer sheets, specimen bookletalso available.
USE: Preservide and inservice training for administrators andteachers.
DESCRIPTION:
CONTENTS:
Designs for Individualization is intended to help educatorsmeet the requirements of PL 94-142, by offering step-by-stepguidelines for estfblishing'or enhancing an individualizededucational program.
Administrator's Handbook - a 208 page blueprint forstructuring an individualized system. Includes: principles,objectives, basic components, and the teacher's role in-thesystem; designing materials based on content goals, instruc-tional Ajectives) and testing; teaching strategies, facilis-ties planning, resources, and special, activities used inimplementing individualization; and managing the prOgramthrough planning forms, paraprofessionals, counseling, programmodification, and continual motivation.
Sound-Color Filmstrips
What Does Individualization Mean? outlines the processesof diagnosis, prescription, and evaluation.
Arranging Your Classroom and Materials for Individualizationreviews set-ups fo independent study, group discussion,testing, and use o audio-visuals.
Classroom SituationsWhat to Do? covers management systemsthat give teachers time to teach, counsel, organize, andmaintain the learning env.Lronment.
Audio Cassettes
The Philosophy of the Program of Studies'outlines the key-stone of individualization: how to accommodate individualdifferences; how to determine course content; how to setgoals to match learning rates; how to Monitor progress;and how to capitaliie on student interests.
Advantages of Teacher Planning. reviews:techniques foridentifying strengths and weaknesses pf sudents, deter-mining their immediate igstruction4 needs, and planningfor the long range requirements of the entire group as
"well as the individual.A printed script is provided for each tape.
e el2
4
714-
AVA I LABLE FROM :
Teacher's Handbook this 134 page guidebook serves as acontinuing reference for organizing, -implementing, and managingindividualized classes..
Westinghouse Learning Corporation5005 West 110th StreetOak Lawn, Illinois 604.53
COST.$199.50
,
TITLE:
DATE
= FORMAT:.
DESCRIPTION:
s
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A Staff Development Series in Special Education:Developing an Individualized Education Program in AcWrdance
' with P.L. 94-142
`1978
Six filmstrips, six cassettes, master packet of printed hand-o mAteri , Instructor's manual, IEPfrkbook.
taff development workshop. ,P
Based on actual case studies of students receiving.specialeducation services, this workshop series is deS'igned to helpinservice trainers present the necessary stepS in writingappropriate Strategies for conducting actual parti-c'ipant practice sessions are structured into the workshopto reinforce the concepts and skills.
The Identification and Placement Process: The Case of TrudieMoore. This filmstrip presents the steps required underPAL. 947142 for identifying f.nd.placipg handicapped studentsin special.education servicek. Workshop participants are
4.,provided with a list of questions pertaining to. the federalrules aneregulations, a handout summarizing the major points
n P.L. 94-142, and a flow chart which diagrams the, sequenceof events.
The Com onents of the Indi idualized Education 'Pro ram: TheCase of Jamie Perk. -The ase of Jamie, a child placed in aregular classroom who n ds.special education services, isused to demonstrate how each part of an IEP is deyelOPed.Jamie's completed'IEP provides a model which'is useful forgroup questions and disucssion.
The. Analysisand Integration of Data for the IndividualizedEducation Program: The Case of Richard Taylor. Richard's
- 'case provides practice in analyiing and integrating,data foran IEP. Each workshop member will analyze the multidisci-plinary teams' notes about Richard, integrate th nformation,and ...mite his or her conclusions For that paicticu ar sectionon.a Lank IEP.
4
Writing annual Goals anShort Term Objectives for the 1E131The Case of Annie.ThOmas. After viewing the case of Annie,the pa4ticipants are given an IEP which includes informationabout'Ainie's present level of 'performancle. Each partici-pant generates annual goals and short terin objectives for '
Annie. .
.44
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AVAILABLE ROM:
COST:
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Writing an IEP for Part-time Special Education Services:The Case of Marty Gregg. After viewing the case of Marty,a student who needs part-time placement, workshoppartici-'pants are divided into teams of five or six.persos. Eachteam then develops an IEP for Marty. A model IEP is avail- '
able for discussion.
Writing an IEP for Special Class'Placement: The Case ofJenny Jackson. This filmstrip provides workshop partici-pants practice in developing an IEP for a ]3- year -oldstudent who has been in a special education class since firstgrade.
-Pathescope Educational Media, Inc.'Department 60 ,
71 Weyman AvenueNew Rochelle, Need York 10802
$199.50
d
A 5
TITLE t Differences
DATE : .1977
-17-
FORMAT: 16mm sound film, four sound slide presentations, leadee'sguide, participants' manual
USE: ,
DESCRIPTION:
CONTENTS:
Preservice and inservice training, teachers wid parents
This program was designed to help teachers, other staff members,and parents to deal effectively with learning disabledstudents in a mainstream environment, by providing informationon language disabilities, behavior, problems, learning septegies,and perceptual/motor problems. The package can be used in four -two-hour_ inservice'fraining sessions, or can be modified forspecial audiences and shorter time periods.
Find the One That's Different is an introductory 16mm soundfilm that provides examples of the frustration and failuresof children whose problems are not recognized and handledeffectively. Other examples reflect the success of childrenwhose behavioral, patterns are diagnosed as a learning disabilityand are delt,with acCordingly:
Sound/Slide presentations:
Language Disabilities introduces teachers to the componentsof language, how languagb skills develop, how to spot languagepatterns that are clues to problems, how to assemble databased'upon observatiqn and tests, and how to apply remedialtechniques.
Behavior Problems addresses the relationship between learningdisabilities and behavior. It demonstrates how behaviorpatterns can be chang4d and channeled into positive learningexperiences by observing, recording and applying a varietyof "reinforcers".
Learning Strategies explains the learning processes frominfancy on. It provides background information as well asspecific ways to increase attention and present informationso that'students can receive and organize it.
Perceptual/Motor Problems discusses observational techniquesareas of perceptual and motor difficulty, and ways thatteachers can intervene to help tudents profit from a regularinstructional process.
Leader's ,Guide outlines the program, tells how to use thematerials, explains "learning disabilities "", and suggestshow to use the program and/or segments,of it for specialaudiences.
r .
AVAILABLE FROM:
\..
Participants' Manual is structured to relate to the audio-visual presentations and the Leader's Guide. It provides.space for notes, encourages discussions through questionsand highlights points to be remembered. Bibliographies areprOVided for each sectidn.
HubbardP.O. Bcx 104Northbrook, Illinois 60062
$370.00
1
sw
IN
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110
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Due Process for Handicapped Students: A Program forAdministrators, Teachers, and Parents
1977
Administrator's guide, sound /sljde presentation (80 slidesand cassette tape), information folder.
PreservIce and inservice training for teachers, administra-tors and parents.
This program is designed to help participants to avoid dyeprocess hearings, simplify the hearing procedure, andeffectively plan, direst, and participate throughout ahearing. Materials also deal with specifics of the law,handicapping Conditions, and the basic steps for compliance.A cassette tape of a simulated due process hearing-is alsoprovided, along with a brief written outline of provisionsof the law for parents, guardians, and advocates.
AVP I LA LE FROM: .HubbardP.O. Box 104
Northbrook,_ Illinois 60062
COST: '$105.0%.
43
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CONTENTS:
0.Educating Students in Least Restrictive Environments:Instructional Preparation for Teachers
1978
Series of 23 instructional modulesqe°
1
AVAILABLE FROM:
*# J.---Preservice teaching training 'programs
Originally developed for integration into existingpreservice programs at theUniversity of Kansas, thesefield-tested modules assume some previous introductionto psychological concepts and are divided into threeseries. Each module includes an overview, activities,reading assignments, and evaluation activities.
Series I Characteristics and Assessment1. Characteristics of Normal and Exceptional Learners
Classroom Assessment Principles and Procedures3. Theories of Learning4. Writing Behavioral Objectives
Series DI - Planning Instruction MAagement for Exceptional-Children in Regular Classes
1. Approaches for Delivering Special Education Services2. .ReferralSys'tems
3. (Development and Use of the IEP4. 'Analyzing Instructional Tasks5. Selecting Instructional Activities for a Student's
Strengths and Weak5esses6.1 Individualizing Instructional Materials and Media.27. Organizing and Planning for Individual and Group
Instruction8. _alauing Classroom Schedules for Individual
Instruction9. Planning Classroom Layouts for Exceptional Learners
Series III Planning Instructional Management forExceptional "Students in Regular Classes
1. Instructional Planning for Learner Participation2. Verbal and Nonverbal Communication3. Questioning Techfilques for the Classroom4. Planning Frequent-Success Experiences for the
Learner5. Motivational Techniques6. Managing Your Classroom7. Formative Eviluation in the Classroom8. Maintaining Records of Student Progress.9. Reporting Student Progress to Parents
10. Reporting Student Progress to Ancillary Persondel
Dean's Grant ProjectSchool of EducationUniversity of KansasLawrence;Vansas =.,..66045
43
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TITLE: Even' Love Is Not Enough: Children with Ha dicaps
DATE: 197i
FORMAT: Foun sound _and color Li1mstrip-sets; each set contains5 full color filmstrips, 3 cassettes', and 5 audioscriptbooktlets, one for each filmstrip-cassette title.
USE: Pregervice and inservice training with regular educationteachert; also'for use with parents and, paraprofessionals.
DESCRIPTION:'
CONTENTS:
AVAILPBLEFROM:'
COST:
c
Produced in cooperation with the staff of the FrankPorthr Graham Child Develoyment Center of th6 Universityof North Carolina, these filmstrips are designed tofamiliarize the viewer with the special problems of thehandicapped and the diagnostic, treatment, and supportservices available to the child and his family.
Behavioral and Emotional DisabilitiesPhYgcal DisabilitiesIntellectual DisabilitiesEducational and Language Disabilities
Parentt Magazines Films,/inc.52 Vanderbilt AvenueNew York, New York 10017
Series (4 sets) $180.00 with recordsSeries (4 sets) $200.00 with cassettes$53.00 for. each set with record$58:00. for each set with cassette
/4
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-DATE:
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AVAILABLE FROM:
COST:-
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Everybody Counts! A Workshop Manual to Increase Awarenessof'Handicapped People
1979
Workshop manual
Preservice or inservice training withivular educationteachers, parents, community group representatives.
The manual presentg guidelines and activities for con-ducting a workshop to allow participants to experience the
sensations, feelings, attitudes, and perspediives of handi-capped persons. Information on planning the workshop isprovided, along with a workshop planning checklist and 26structured exercises-to simulate visual, aural, and motor/orthopedic handicaps, mental retardation, communicationdisorders, and learbing disabilities. Ideas for'role playsand suggestions for community experiences are also provided.
The Council for Exceptional ChildrenPublication Sales Unit1920 Association DriveReston,'Virginia 22091
$12.50
-
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-23-
Exceptional Learners
1978
. 11 films (16mm-or 3/4" video)
Preseavice or inservice training with regular or specialeducation teachers.
This film series, an introduction to special education, showsexceptional learners in a range of real-life settings andemphasizes the handicapped person's potential for achievementand independence. Some of the films address specific excep-tionalities, and address teaching strategie§, placement options,;and special .equipment. Other films cuE across categories,focusing on overall concerns such as PL 94-142, the IEP,
,parent involvement, infant intervention, team planning, andindividualizing instruction.
More Than a Promise is an overview of the spirit and implemen-tation of some of the provisions of PL 94-142, and the promisesit makes to handicapped people.
The IEP: Team Planning emphasizes parent involvement and showshow educational teams design individualized Education Programs.
The IEP: Making It Happen saws how IEP objectives-are met inthe classroom through a variety'of instructional techniques.
Improving Instruction for Students with Learning Problemssurveys a variety of services provided for mildly handicappedstudents in resource rooms which enable them to enter theclassroom withtheir peers.
1
Meeting the Needs of the Physically Handicapped shows visitsto two classrooms which depict special facilities and
equipment, as well as handicapped children in regular classroomslearning with theirn- handicapped friends.
Teaching the Severely Handicapped visits classrooms wherespecial equipment and systematic instruction are used to helpseverely handicapped children achieve their full potential.
Educational Alternatives for the Hearing Impaired focuses onan oral instructional approach to the deaf, making use ofresidual hearing.
The Visually Handicapped in the Mainstream focuses on helping.visually impaired children learn the skills necessary formobility and independence.
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-24-
d Gifted Students examines the creation of special learningenvironments for gifted children to help Chem developflexibility and skills in problem-salving and reflectivethinking.
'Young Children with Special Needs looks at the importanceof early intervention, showing preschoolers in home- andcenter-based programs. '
The Adult in The Community shows independent handicappedadults in their homes, in group homes, and in shelteredworkshops.
4
Charles E. Merrill Publishing Company1300 Alum Creek Drive '°`
Coluffibus, Ohio 43216
Entire series: $1500, 16mm film; $995, 3/4" videoIndividual films vary from $125 to $250 for 16mm, $100 to$150 for 3/4" video; contact publisher for details5-day preview available.
O
53r,
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7 CONTENTS:
-25-
Exceptional Teaching (A Multimedia Training Program)
Eighteen individual MEDIAPAK cotponents, worktexp,instructor's guide, module overviews and additional
exercises, transparent 'finders for student use withtext and extra-Behavior Charts for instructor orstudent use. 7.
4
Self-paced, individual, or group-paced classroom-Instruc-tion of special educationteachers; selected parts of theprogram can be used in preservice or inservice trainingof regular classroom teachers working with mildly handi-capped students.
This program provides instructional strategies, behavioralprincijles, and daily classroom management techniques forteachers working with exceptional children, especially %,
the learning disabled, emotionally disturbed, or mildlyand moderately retarded. ,Eachlthodule in the worktext
explains key concepts and procedures; the audiovisual materialsdemonstrate teachers workipg with a variety of handicappedlearners. Students use text and media.to assess theirdevelopment of full mastery and for both demonstration andfor practice. The program focuses on observable academicand social classroom behaviors rather than on categoriesor labels, and provides for regular and frequent self-assess-ment of skill mastery. 4,
h
Module is An Introduction to a Different Way of LearningMEDIAPAK A The Process of Teaching
Module 2: Assessing Children: Movements and MeasurementsMEDIAPAK B This Child is an Individual BecauseMEDIAPAK Movement CyclesMEDIAPAK D (1) David's Management Movements
'(2) Mike's Mariagement MovementsModule' 3: Assessment Results: Changes and Charts
MEDIAPAK E Counting the Movements of Children-MEDIAPAKF I Can Do It Myself:MEDIAPAK 0 Practices in CountingMEDIAPAK H A Picture of ProgressMEDIAPAK I Using the FinderMEDIAPAK J Charting Can Be Fun
Module 4: 'What to Do Before the Children Arrive...andShortly Thereafter
'MEDIAPAK K Probing A Child's Behavior:Initial Assessment,
Module 5: The Pain: A Prescription for ProgressME6MPAK M Materials for MovgmeritMEDIAPAK N Instruction for MovementMEDIAPAK 0 Consequences: A Reason for Movement
Module 6: Is It Working?(#.-
MEDIAPAK P (1) Alfred's'Reading Program(2) Deciding Before It Is Too Late
54
AVAILA$LE FROM:
1
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Module 7: Building from Experience. *DIAPAK Q ,(1) Finding a Line of Progress
(2) DescribiQhLines,of Progress -,MEDIAPAK R (1) Describing Changes in Performance
(2) Interpreting Performance ChangesModule 8: Quick Guides
Charles E. Merrill `Publishing Company1300 Alum Creek DriveBox 508Columbus, Ohio 43/16
1
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554
J
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DATE:
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DE:SCRIPT
"CONTENTF:
AVAILAPLE FROM:
'COST:
a
a
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Expanding Work Opt4ots for Exceptional Students
Sound /filmstrip., facilitator's guide, self - instructional manual
Freservice and inservice training with regular, vocationalacid special educators.
This.kit is designed to ass illp educators in developing the,skills required fof'planning-, organiz,ing,"-and implementinginstruction for exceptional students which facilitates theircareer development' in the least restrictive environment.
Filmstrip: Career Education: An Overview
Expanding Work Options for Exceptional Students: A`Self Instructional Manual
Activity Oriented Facilitator's Guide
The Council for Exceptional' Children1920AssOciaeion DriveReston, Virginia 42091
Complete set: $48.50Additional copies of the selfinstructional manualavailable for $7.00
4.0
*,1
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Feeling Free
1978
Series of six 14-minute films.` Classroom program includesone teacher's guide, 30 activities and stories books, sixbooks of questions and answers about disabilities, sixcopies each of three books about three children featured inthe films, one novel about a handicapped child, one class-room poster.
Regular class teachers with non - handicapped students in the
middle grades.' The film& and classroom unit may be usedtogether or separately.
The Feeling Free Program was developediunder the directionof the Workshop on Children's Awareness,' a division of theAmerican Inst'tutes for Research in Cambridge, Massachusetts,with relate print materials developed under the directionof the Cen on Human Policy at Syracuse University. The
series was designed to help non-disabled students. Five
of the films address children with different handicappingconditions. A sixth film includes all five children andtwo handicapped adults whb share experiences and feelings.
Films: John (dyslexic)Laurie (blind)Ginny (a dwarf)cordon (deaf)Hollis (cerebral palsy)Growing Up 0
Teacher's Guide includes suggestions for introducingthe films to students, a review of teaching goalsand five discussion themes--friendship, tompetenc%. e,
helping, teasing, and adjusting.
Classroom Unit:Books: Feeling Free: Activities and Stories includes,role-
playing and other'activiteS, stories, and discussiontopics.What Do You Do WhenlYour Wheelchair Gets a Flat Tireconsists of questions about disabilities and answersby handicapped kids, culled from-huhdreds of interviews.,Hollis is a book about a 12 year old boy with cerebralpalsy.Ginny is a book about a 12 year old girl who is a dwarf.Laurie is a book about a blind girl.Hackett McGee is a novel about a boy's feelings when heshifts from a specipl`to a regular public school andhow his classmates, help ease, the transitir.
57
AVA-I.LABLE FROM:
COST:
ti
Classroom Poster: "Sticks and Stones may break my bones, bUtnames wi ill really- hurt me".
Teacher's Gidide for ClassioomUnit includes strategies for-relating the program to the personal experiences and feelingsof elementary school children, discussion themes and relatedactivities, and a\biblldgraphy for additional reading..
Scholastic904 Sylvan Avenue
Englewood Cliffs, New Jersey 07632
Complete set of six films: $995, 16md film; $696.50, video formatIndividual titles: $195 each for I6mm film; $136.50 each forvideo format
Classroom unit complete set: $99.50
TITLE:
DATE:
FORMAT:
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DESCRIPTION:
CONTENTS :
a
AVAILABLE FROM:
COST:
-30-
Full Services Planning in Special Education: Exercises
in Fiscal and Program Development
1980
Trainer's guide, 20 participants handbooks, filmstrip.
Preservice and inservice use with administrators; oneday workshop or series of training sessions.
The program is intended to provide university, state, andlocal_ education agency personnel with field-tested media and
materials for use in worksho and courses for administratorsin planning a full service pr gram in special education, in-cluding both program and fis al aspects. A series of simula-tion exercises are included, and provide a forum for discussions,about best practices vs. cost-effective approaches and politicalissues affecting the development of fu1l services for hand-capped students. 7 t
The Trainer's Guide provide a sample one day agenda forinservice provides.The filmstrip introduces participants to the leadingcharacters in the simulation, provides basic demographicinformation on the community, and gives examples of appi-oachesfor'providing full service planned by the district's newdirector of special education.The Participant's Guide includes material for the simulations;partictiAuts may view themselves as the new director, or '
as advsbrs to the director. 1
National Association pf State Directors of Special Education1201 16th'St., NW .
Suite 610E'Washingibn, DO 20036
$200.00
V
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DATE:
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DESCRIPTION:
Get Set:, Generic Education Training. forpecgal EducationTeachers
1978'
One leader's manual, one participant's manual, one set ofmasters for the reproduction of the participant's manual, onebbok of resources, eight filmstrip/audiotape sets, twoaudiotapes, one 16mm film: Collaborative ,Problem Solving,five manipulative items (5 sets of each), twenty-threetransparencies, and three commercially available books.
Inseveice training-program with special education teacherswho have been categorically trained but must Work withchildren Who have handicapping conditions other than thatfor which they have been trained. The program can alsobe adapted for use in preservice training of regular andspecial educators.
Ge' Set" is a-cbmpetency'based, multimedia, insei-vice-eraining'.program. The total package inclUdes approximately 60 hoursof training, but the modules and the activities withinthe modulegis can be used independently within a smaller timelipame.
ks
CONTENTS : Modules: The Generic.Special'Education TeacherCommunication with Parents, Students, and Co-Workers'in the Generic SettingThe Skills of CommunicationPlanned Change -- specifio problems in"communi-cating with parents, co-workers and the childin the generic setting
'Planned Change Through the Problem Solving Approach,General Concepts in Assessment
Performance.Objectives and Task AnalysisCritical Tools in Ongoing AssessmentEducational Planning and the Indiv-idualInstructional Plan (IIP)
Designing and .Constructing Instructional Materials
AVAILABLE FPOM : Education Service Center, Region XIII7703 North Lamar Blvd.Austin, Texas 78752
COST: $360.00
Note: The third year of project Get Set has produced fouradditional modules focusing on systematic management.The modules are incorpotated into a self study manualwhich teachers can use either individually or withone or two other people. The materials can also be-adapted for workshop use. Get Set II includes support-ing media and resources.Cost: $200.00
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-32-
Good Start! A Multimedia Approach to Meeting the Needs ofVisually Handicapped Students
1979
One 16mm color films six 12-minute color filmstrips withaccompanying cassettes, several publications.
Preservice or'inservice training of classroom teachers,administrators, physical educators, psychologists, counselors,or parents. Each group sees the film and one or two filmstrips 1111
wand reviews relevant publications.3
Good Start! was developed to provide specific training aboutservices for visually handicapped youngsters, to assist localeducation agency representatives in meting the unique needsof such youngsters.
Film: No Two Alike shows visually handicapped children of allages and ethnic groups participating_ alongside theirsight peers in^-classropm and extracurricular settings.
case studies of the development of IndividualizedEducation Programs (IEPs) by local education agencypersonnel and parents are also presented.
Related Publications: Living With Impaired Vision: An
IntroductionGood Start! Discussion Guide
Filmstrips and cassettes:
Just Getting Around shows visually handicapped students travel-ing by themselves and with friends in school and on outings,and demonstrates techniques which teachers and sighted stu-dents can use to help visually handicapped students movefreely in a range of activities.Related Pamphlet: ,How Does a Blind Person Get Around?
One in, a Thousand discusses support services, aids, and personnelavailable locally and nationally to the school administrator;iI also focuses on the development of a visually handicappedstudent's Individualized Education, Program (IEP).
Related Publication: Guidelines for Public School ProgramsServing Visually Handicapped Children
So You're Going to Have a Visually Handicapped Child in Your Class,addresses the regular teacher's concerns by detailing the kindsIof special support personnel and aids available to-`insure thatthe student is receiving the same educational and socialopportunities as classmates.Related Pamphlet: When You Have A Visually Handicapped Child
In Ybur Classroom: Suggestions for Teachers
qa,
AVA I I,AB LE FROM:
COST:
-33-
A Test of Skills illustrates the ro e of the school psycho-'
logist in evaluating visually han id'apped students and as amember of the team responsible fo developing an' IndividualizedEducation Program.Related Publications: Measures of Psychological, Vocational,
and Educational Functioning in theBlind and Visually Handicapped
Assessment for Visually HandicappedChildren and Youth
One of the Gang shows how physical education instructors usesimple techniques and adapted sport equipment to includevisually handicapped students in physical and recreationalactivities, and includes exercises to help yolAger childrendevelop motor skills and spatial concepts.Rented Chart: Adapting Physical Education and Recreation
Activities for the Visually Handicapped Student
Best Education Possible describes the rights of parents underthe Education,of All Handicapped Children Act, details theirrole as members of their child's Individualized EducationProgram (IEP) team, and describes the educational resourcesthat should be available to visually handicapped children.Related Publication: Best Education Possible: Some Facts
for Parentis
The American Foundation for the Blind, Inc.15 West 16th StreetNew York, New York 10011
ComOlete package: $300.00
TITLE:
DEVELOPERS:
DATE:
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AVAILPBLE FROM:
The Handicapped Child in Your Classroom
The Interrelated Teacher Education Project, University ofAlabama
1979
Four teaching guides, each about 25-35 pages.
Preservice and inservice training of regular class teachers.
These teaching guides provide information to aid the regularclass teacher in mainstreaming the handicapped child. Each
booklet, devoted to a separate exceptionality, includes in-formation on the characteristics of the exceptionality (legaland educational definitions, etiology, areas of difficulty);educational assessment (identification, types of tests, theassessment team); effective teaching methods, and relevantresources.
Randy: The Learning_Disabled_Chld in your ClassroomMark and Amy: The Disturbing Children in Your ClassroomBilly: The Visually Impaired Child in Your ClassroomMatt: The Mentally Retarded Child in Your Classroom
The Interrelated Teacher Education ProjectThe University of AlabamaBirmingham, Alabama 35294
Also available in microfiche from:ERIC' Document Reproduction ServiceP.O. Box 190Arlington, Virgin1I 22210 (ED 176 454-176 457)
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Identification and Assessment System:A System for the Identification, Assessment, and Evaluationof the Special Needs Learner in Vocational Education.
University of Illinois, Urbana;*Bureau of Educational Research
1978
A series-6f nine instrucvor's guides, administrator's manual.
Local education agency personnel involved in delivery ofservices to students with special needs enrolled in voca-tional education programs; can be adapted for preserviceeducatibn.
This resource package presents a three phase identificationand assessment system and suggests steps for implementingsuch a system in a local education agency, including referral,assessing the student's levels of vocational-education pep-formance, developing and monitoring an individual vocational
.plan and training plan, and conducting student and employer.follow up. Sample forms are provided with each instructor'sguide.
Sp
Administrator's Manual for the Identification and AssessmentSystem
Instructor's Guides: Introduction to the Identification andAssessment System
Procedures for Identifying Students withSpecial Needs
Strategies for Asses*sing the Student'sPresent Level(s) of Perform ce
1110reparing an Individual Vocational Plan
he Use of Training Plan in ConcurrentWork-Education Programs
Assessing Vocational Skill DevelopmentMonitoring. the Student's Individualized
Vocational Plan
Conducting Student FollowypConducting Employer Followupo
ERIC Do'cument Reproduction ServiceP.O. Box 190Arlington, Virginia 22210 (ED 165 397-165 406) 4
4
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,Ident ication and Evaluation Program Package*
1978
Four books, three cassette tapes.
Preservice or inservice training. of regular and special
education teachers, counselors, school psychologists.
This packagej_s intended to help introduce teachers andcounselors to theories and recent developments related tothe assessment of a variety of learning problems.
Books:
A
Reading in Identification and Evaluation of Exceptional Children
Readings in Learning DisabilitiesAssessing the Learning DisabledPsychological Testing of Children
Calkiattes:VP
Hope for the Non-Reader: Neurological Approach
Individual Intelligence TestingStandardized Differs -.from Infdrmal Testing
Special Learning Corporation42 Boston Post RoadGuilford, Connecticut 06437
$98.00
C5
a
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I'm A Lot Like You (Elementary Program)
Series of color videotapes with accompanying duplicationmaterials and instructor's manual.
Preservice and inservice,training with regular educationteachers at the elementary level; individual use withtapes and activities (rather than lecture format) incourses, Seminars, and workshops.
DESCRIPTION: Developed through the Dean's Grant at the University ofWisconsin-Milwaukee, this set of nodules was designed toexamine regular education teachers' attitudes toward exceptionaleducation students and mainstreaming, and to provide informa-tion on appropriate methods and strategies for use with main-streamed students. The videotapes include scenes of actualclassrooms and exceptional education students, are accompaniedby activities requiring participant involvement, such as conduct-ting observations and collection data while watching the video-tapes, making curriculum decisions after strategies and methodsare illustrated, examining attitudes, and adapting materialsand teaching strategies.
CONTENTS: Understanding Individual Differences
*Legislation reviews historical trends leading to currentmainstreaming legislation and the implications of such legis-lation.,4iewers are asked to define major elements and idcntifypros and cons ormainstreaming and analyze legislation dealingwith confidentiality, open records, and due process.,
Philosophical Considerations addresses the issues of teacheraccountability, responsbility to the child vs. the total envi-ronment, priority of the group vs. priority of the individual,and equal opportunity vs. equal product.
Characteristics of different handicapping conditions are con-sidered, as are the implications of varying degrees ofdiability for making.decisions concerning placement. Viewersare asked to describe learning and behavior patterns, speechand language problems, and sensory and motor problems.
Human Relations includes discussions among handicapped studentswith their teacher about what Wmeans to be "handicapped".Strategies for preparing a teacher and class to receive amainstreamed student are demonstrited and participants areasked to examine their own'feelings, select appropriateresouces, and explore implications of labeling and the self-fulfilling prophecy.
*Range of Services explores a continuum of service models andprovides ex.amples ofa student at the elementary, middle, andhigh school levels, along with the various support systems
-38-
available. Participant's are asked to explore currently avail-able services, discuss cooptrative efforts between regularand special educators, and adapt case studies to differentlevels of services and support.
Assessing Individual Differences
Observation uses "stop tape" techniques to have viewers con-duct observations of social and academic behavior and recorddata using checklists, rating scales, anecdotal records, andbehavior counts.
Informal Inventories addresses thQ administralion, interpre-tation, and development of criterion referenced measures ina variety of content areas.
t
*Diagnostic Teaching illustrates the process of task an'learning analysis and addresses strategies for incorporating
diagnostic information into teaching.'
M-Team, IEP, and Parent Conference uses a step -by --step casestudy to illustrate the determination of appropriate/place-ment and programming. Viewers are asked to identlify thesteps in the M-Team process Snd,in making a refexiral, to dis-cuss the roles of M-Team participants (in particUlar, theclAssroom teacher), and to address the issue of Parent con-ferencing for the child. /
Programming for Individual Differences
Teacher Variables explores how a variety of teacher variablescan affect student achievement and classroom environments;variables include teaching style, teacher verbal language andnon-verbal language, direction giving, and questioningtechniques.
Environmental Control addresses strategies for meeting astudent's individual needs in a mainstreamed classroomthrough room and grouping arrangements, and organizationalprocedures.
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Reading illustrates techniques to help, participants indivi-dualize appropriately to meet the handicapped students' needs,and includes modifying reading curricula and materials, usingspecialized approaches and techniques, and developing teachermade materials.
Mathematics demonstrates a range of specific techniques toteach mathematics to mainstreamed handicapped students, includ-ing techhiques for selecting commercial materials for specificSkills, planning appropriate'activities, and developing acti-vities to meet specific objectives.
AVAILABLE FROM:
COST:
-39-
Behavior Management demonstrates techniques for writing objec-tive behaviof'descriptions, developing appropriate managementstrategies, and outlining procedures to weaken undesirablebehavior and substitute appropriate hehavior.
/TNInstructor's Manual includes director's guide, activitiesand supplemental materials, a bibliography, references, and aglossary.
The University of Wisconsin-Milwaukee-I'm A Lot Like You
Department of Exceptional EducationP.O. Box 413
Milwaukee, Wisconsin 53201
Entire program (elementary) $910:00Individual modules $60.00, except for M-Team Process, IEPand Parentmtonference - $90.00 (or. M-Team and IEP - $60.00',Parent Confereance - $60.00)
.-Preview tape available for one week loan.
*Indicates modules used in both elementary and secondary programs.
1
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A Lot. Like You (Secondary Level)
e
S ies pf color video apes, all less than 30 minutes,'withaccompanying duplicatibn materials and instruCtor:s Manual.
`Preservice and inservict training with regular educationteachers at the secondary level); for ind.ividual use with
.tapes and activities, Other than lecture format, incourses, Semfnars; andZrkshops.
DeveldPed through the Dean's Grant at:the University of.Wijconsin7Milwaukee, this set of modules was designed toexamine regular education teachers' attitudes. toward excep-
.. tidnal education students and mainstreaming, and to provideinfdrmation bn appropriate method's and strategies for.usewith mainstreamed students. The videotapes include scenesof actual classrooms' and exceptional education students,are accompanied by activities requiring participant involve-ment, suth as conducting observations and collecting data'while watching the videotapes, making curriculum decisionsafter strategies and'methods are illustrated, gxaminingattitudes,_andadapting materials and teaching strategies.
Vie., 4*
Understanding Individual Differences f
Human'Relatigons.consists of a series bf taped interviews
with handicapped and nonhandicapped individuals to helppfirticipants examine fhe,phenomena of tsbeling4 the self-
.
fulfIlling-prophecy, and seating exActations,:and tq helpthem examine their own attitudes acid feelings.*Legislation reviews historical trends leading to current
mainstreaming legislation and the implications of suchlegislation.`' Viewers are asked to define major h-efilents,
and identify pros 'and cons of'itainstreaming and analyze .
',legislation dealing with confi;- tiality, open records, anddue process. -
Philosophical Considerations addresses such issues astotal group vs. individual instruction, relevancy of the
,curriculgm.va.=standard content, classroom vg. 41roader'environmental expectations, and'exclAqon vs.zero-reject '
models:, ,
Characteristics brief y reviews nor!al development as itrelates to exceptional education,students; examines16he
'Froverfap Of characteristics at the.elementary level,, anduses.case vignettes to answer questiolts concerning charac-teristics:
*Range of Services explores a coAtinuum of service modeland provides examples of a student at the elementary, middle,and high school level; along' with the varlous support systemsavailable. Participants are asked to exgore currentlyavailable services', discuss!.cooperative efforts.betwden
-,regular and special educators, and adapt case studies todifferent levels of services and support.
1A
cj;. '-
4.
AVAILABLE FROM :
COST:
IP
Assessing Individual DifferencesInformal Inventories presents information on observa-
tion, informal inventories, and interview techniques:Participants are involved in writing anecdotal records,reviewing, revising, and developing informal inventories, s.
and role-playing an interview from a case study.*Diagnostic Teaching illustra,tes the process of task
and learning analysis and addresses' strategies for
incorporating,diaguostic information into teaching.M-Team, IEP,,. and Parent. Conference uses a case study
of a reevaluation of a secondary student; participants areinvolved inidentifying the role of M-team participants,writingIndividulized Education Plans r students, andex4onining the basit referral and team,p ess and parentinvolvement strategies. .
Programming for Individual DifferencesCurriculum Analysis and.Management utilizes classroom
scene's to demonstrate how secondary programs can bemodified to meet a wider'ange of student needs, including'changing materials, expectations, teaching strategies, andcourse. requirements.
Career and Pre-ocational reviews the imporUnce ofmaking content relevant to daily living and frIctionalulthood; activities include modifyingcurricula to includecareer/pre-vocational focus.
Developing Social.and Affective Behaviors addressesmanaging behavior of secondary students from the-,preven-tion perspective, strategies for developing a positivelearning environment, opening lines of communication,andcontracting for appropriate behavior.
The Uniyersity of Wisconsin-MilwaukeeI'm A Lot Like You- .
Department of Exceptional EducationP.O. Box 41"3
Milwaukee, Wisconsin 53201
Entire program (seconnty): $730:00.
Individual modules $60.00, except for M -Team Process, IEP,and Parent Conference - $90. Cor M-Team and IEP 1
$60.00, Parent Conference - $60.00)Preview tape available for ohe week loan.
or .
*kddicates modules used in both elementary and secondary programs..ft
70
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Implementing Procedural Safeguards: PL 94-142: The
Education for All Handicapped Children Act
1977
Three filmstrips, three casette tapes, user's guide, andduplicating masters.
Preservice and inservice training for regillar and specialeducation teachers, administrators, college studerhs, parents,adovcacy groups.
This multimediaprogram is designed to assist administrators,teachers, parents, and advocacy and other community groupsin understanding and meeting the basic requirements of PL94-142. Emphasis is placed on Protection of the rights ofthe. handicapped child guaranteed by ia14 and the corresponding_responsibilities of the educational system.°
The guide provides directions for the presentation of thre"sessions, eachrevolving around the content of one of thefilmstrips. Purpose and format of each meeting, helpfulprocedures, expected audiente outcomes,"apd scripts of thefilmstrips are includedto assist the presenter. The user'sguide also includes samples of forms useful in implementingPL 94-142, and further information about the'law and how itprovides rights and protection .to handicapped children.
Filmstrips: The Identification, Evaluatidn and Placement. Process discusses how parents of handicapped
children become involved in these procedures,and the rights of the child to free andappropriate_ education.
How the Law Works: Thfee Case Studies illus-.trates the evaluation,:placement and IEPplanning for three children with differenthandicaps.'
How a ProceduralSafeguards Hearing Works tellswhat happens'when school and parents cannot come Vto an agreement on placement.
The Council for Exceptional Children1920 Association DriveReston, Virginia 22091
4*
$90.00
DATE:
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DESCRIPTION:
CONTENTS:
0
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Individualization of Instruction...A Programmed Approach
1973
Leader's guide, 20 programmed workbooks, 20 individualizationprofiles, 20 evaluation workbooks, 57 transparencies.
Woikshop for pneservice and inservice songel.
This unitprovides an introduce to the principles andprocesses of an individualized instructional program and
, suggests practical strategies for evaluation and implementa-tion.
PART I - The Overview of Individualized Instruction
The Programmed Learning Workbook assists participants toexamine roles of the three components of an individualizedinstructional program - the teacher, the learner, and instruc-tional materials - and theii interdependent functions.
An Individualization Profile is completed by each participant,which shows the extent to which he is practicing techniquesof individualizing instruction.
Fifty-seven transparencies are presented, illustrating andreinforcing major points.
PART II - Evaldation and Action *Steps
Evaluation workbooks'are used by participants to do a Q-sorton individualization, providing an opportunity to evaluateteaching methods used in classrooms.
Singly, in pairs, and in lar: groups, participants defineproblems in implementing in vid alized instructionalprogram and formulate strategies overcoming them withintheir individual settift .
-AVAILPBLE FROM: Paul S. Amidon'and Associates, Inc.1966 Benson Avenue
.
St. Paul, Minnesota 55116
COST; S145.00
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INDIVIDUALIZED EDUCATION PROGRAMS
Writing Individualized Assessment Reports in Special Educa-tion: 'A Resource Manual
1978
36 page menu
Writers of fr essment reports which will be used by IEPteams for placement and programming decisions.
This resource manual describes the rationale of assessment,discusses assessment functions, provides a step-by-step-procedure for report writing, and outlines PL 94-142 assess-ment requirements.
$4.00
Functions of the Placement Committee in Special Education:A Resource Manual
1976
112 page soft cover, resource manual
Membe's of placement committees, trainers of placementcommittees
This.manual provides guide for placement committees ondeveloping individualized educatiod programs and a guidefor trainers of placement,committees in meeting federal andstate requirements. The manual includes an overview of PL94-142 as it relates to the use of a placement committeeand IEP development, an introduction to the functions of aplacement committee, a checklist to guide the committeethrough each function, an activities checklist, and anappendix with additional resources, sample state guidelines,_sample forms, due process procedures, and suggestions forpreparing the IEP. Sample forms, checklists and pargntletters are included.
$4.00
Gu-de for Trinersf A Resource for Workshops on DevelopingIndividual Education Programs
DATE:
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1978
158 page soft cover resource manual
State and local education agency _personnel who are or willbe training placement committees
This manual provides trainers with a training process andMa terials to be used in training placement committees indecision making in the development of individualized educa-tion programs under PL 94-142. The workshop process andmaterials have been field-tested in workshops across thecoup ry. An appendix Includes a list of suggested media,mate s , andl activities.
°
$4.001
National Association of State Directors of Special Education1201 Sixteenth Street N.W.Washington, D.C. 20036
11,
I
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Individualized Education Programs (IEPs): A Handbook forVocational Educators
1980
Handbook (slide/tape presentation in development)
Preservice and inservice training with vocational teachers,administrators, and counselors.
DESCRIPTION: A step-by-step guide to help vocational educators under-
.
stand their roles and responsibilities in developing andusing IEPs, this handbook includes checklists of proceduresthat will aid in mainstreaming handicapped students intoschool` programs. ir
CONTENTS: Briefs: .Development of Individualized Education Programs(IEPs) for the Handicapped in Vocational Education
AVP I LABLE FROM:
Job Placement and Adjustment of the Handicapped:An Annotated Bibliography
Guidance Needs of Special Populations
Least Restrictive Alternative for HandicappedStudents
Note: Each brief is based on a review and synthesis paperwith the same title; the paper is available in eitherhard copy or microfiche.
National Center for Research in Vocation EducationOhio State University1960 Kenny RoadColumbus, Ohio 443210
COST: Contact publisher for price information
-47-
TITLE: The Individualized Education Program: A Team Approach,
DATE: 1978
FORMAT: Inservice training package
USE: Two day staff development workshop for regular and specialeducation teachers
DESCRIPTION:
AVAILABLE FROM:
This inservice training package includes notes for the work-shop facilitator, information on workshop materials, samplehandouts, transparencies, and evaluation forms. The train-ing package, which emphasizes a team approach to developmentof the IEP, consists of seven units: Introduction to theworkshop, PL 94-142_and Section 504 of the Rehabilitation Act,handicapped students in the classroom, step in the IEPprocess, describing current levels of performance, taskanalysis and behavioral objectives, and completing the IEP.A list of some 50 materials on appraisal, placement, andmonitoring is included.
Midwest Regional Resource CenterDrake UniversityDes Moines, Iowa
40
1
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1
Individualized Education Programs for Handicapped Children
1978
Three full color fil tr s with accompanying cassettetapes,'each about 13 minutes
Inservice and preservistrators, parents
ning of teachers, students admini-
DES CR I PT ION : This training package emonstrates how to plan and implementthe Individualized Edu ation Program (IEP) for handicapped
students. The complete IEP process is reviewed, and therelated components of P.L. 94-142 explained, through assess-ment, implementation, monitoring, and administrative procedures.
CONTENTS: Filmstrips: Fulfilling the Promise presents a basic explana-tion of the co5ponents of PL 94-142 that relateto the development of the IEP and shows how theIEP serves as a management tool linking childrento required services.
The First Steps .d9monstrates how the assessment
proces works and discusses how schools cancombineRassessment information to report thechild's present level of performance. Thisfilmstrip also presents the rationale for writtenannual goals and shows how to set prioritiesnecessary to decide the appropriate annual goalsthat lead to writing short term objectives.
From Conference Room to Classroom highlightsIEP issues including monitoring pupil progress,administrative procedures, personnel issues,and organizational patters.
Manual: A Primer on Individualized Education Programs forHandicapped Children; Ed. by Scottie Tgrres; 60 pages.A how-to manual for teachers, administrators,
-*Parents and support personnel.. Includes policiesand sample IEP form., -
AVA ILABLE FROM: The Foundation for Exceptional Children1920 Association Drive, Suite 301Reston, Virginia 22091
COST: $65.00
4
TITLE:
DATE:
v
Individualized Education Program Package
1978
FORMAT :. Three filmstrips, three cassettes, two books of readings,e ,teacher's guide, duplicating masters
USE: Administrators, teachers, parents, psychologists
DESCRIPTION: This multi-media training package is designed to provideteachers, administrators, students, and parents with aclearer understanding of the meaning of the IndividualizedEducational Program (IEP), the context of PL 94-142, andthe practicalities of making the plan. work. Specific tech-niques of implementation and methods of approach are defined.
CONTENTS: Team an (Part I) includes the intent of the haw, the goalsof the Lan and the methodology of putting the plan together.
AVA I LPBLE FROM:
Team Plan (Part II) shows the multifaceted dimensions of the.IEP as various members of school and community work togetherto deVelop an effective plan.
Teacher Plan discusses the writing of objectives for eachspecial child, methods of evaluating individual children'sparticular needs, and positive ways to implement the IEPboth within the classroom and with outside assistance.
Special Learning Corporation42 Boston Post RoadGulford, Connecticut 06437
COST: $140.00
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-50-
INDIVIDUALIZED EDUCATION PROGRAMS:SLIDE PRESENTATIONS
The Intent of the IEP (Individualized Education Program }'4
197,7
One 8 minute slide presentation, cassette tape, script
Preservice and inservice training with regular classroomteachers; introductory presentation for a workshop forparent groups and PTAs.
This slide tape presents a discussion of the Congressionalintent behind the Individualized Education Program.
$45.00
IEP Man
1977
One 10 minute cartoon slide presentation, cassette to , script
Introductory presentation at workshops for educ oKs, support 1
personnel, or parents.
This slide presentation humorouslyplacement committee must take t evelop an IEP and the Content components of an IEP.
resents the steps a
$45.00
_ -
Conducting Assessments in pecial Education
1977
One,7 minute slide presentation,'cassette tape'
. Preservite or inservice training for educators or assessment,personnel., or workshops for parents.
,--- , i
i
Thi, presentation covers the federal requirements, for conduct-inaeseseihents in special education. t
/ ./rlb,
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e
Mental Health and the IEP
1977
.
One 8 minute slide presentation, cassette tape
Inservice workshops for educatOrs, assessment personnel, andc parents
COST:
AVAILABLE FROM,:
This humorous slide presentation relates the'functions ofassessment in IEP development and provides a rationale for,the writing of synthesized, comprehensive assessment reports.'
$40.00
National Association of State Directors of Special Education1201 Sixteenth Street N.W.Washington, il.c. 20036
,..
/
41.
60
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Ns....,.., .
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DESCRIPTION:
AVAILABLE FROM:
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Information CenterCouncil for Exceptional Children
The Council for exceptional Children (CEC) InformationCenter is set up to provide a comprehensive data baseof professional information, literature, and materialon the education of handicapped and gifted children.
As the major professional association in the educationof exceptional children, CEC provides a variety ofproducts and services related to practice, training, andresearch for education professionals working withexceptional children. CEC maintains a comprehensivedata base of professional material on the education of
handicapped and gifted children. Bibliographies,including abstracts of each entry, may be purchased onthe general topic of mainstreaming or on mainstreamingfor special groups, as well as on many other topicsrelevant to changing modes of service to exceptional
children.
The CEC Information Center alSo produces informationproducts in both print and nonprint formats. Products
and services such as the following are available for
purchase: topical bibliographies giving an overview of
the significant historical and current literature on agiven topic; custom computer searches of the thousandsof citations in the CEC data base; Selective Dissemina-tion of Information (SDI), a literature awarenessservice; Exceptional Child Education Resources (ECER),a quarterly, indexed publication containing biblio-graphic information and an abstract of all literatureacquired by the CEC Information Center and stored in itscomputer data base; CEC periodicals, such -as'ExceptionalChildren,ITeaching Exceptional Children, Insight,
Education and Trainin of the Mentall Retarded, and
news tiers; other publications and nonprint products;and the CEC microfilm library, which contains in mictd-.
,/film the entire historical collection of CEC periodicalsand other publications. The CEC Information Ctefiler was
established in 1966.
Council for Exceptional_ChildrehInformation Center.1920-Associaflon DriveReston, Virginia 22091
(800) 336-3728,ctol1 -free)In Virginia call (703) 440-3660 collect
S -t.
TITLE:
DATE:
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N
DESCRIPTION.:
AVAILABLE FROM:
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4'
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Kids Come in Special Flavors: Understanding Handicaps
1978
Guide book, Cassette tape, simulation materials
Preservice and inservice training with regular educationteachers, students
This kit was designed to help non-handicapped learner--teachers and students--increase understanding and awarenessof the feelings that go along with various handicaps.Sixteen action simulations are provided to "try on" hand-
' caps and clear up misconceptionsabout handicapped students'
capabilities.
Special FLAvorsBox 562
Forest Park StateDayt?, Ohio 45405 (513-253-6173)
'$21.95
4P
514
1. I TLE : 11. -Let'siSeries Modules
, Preparing-Regular Educators lor Mainstreaming
(PrOjdct 'REM)e . .
DATE: .676 4 .
.
a. ftq .
FORMAT: 1 b. Series of ten competency-based, field=testeetraining -.,
modules in the.form of individual learning packets..
USE: .
, Preseryice and inservice training of regular educators;adaptable for use with 4upervisorS, administrators, andprincipals. -
) - ,, .
DESCRIPTION: .
The Project PREM Let's Series Modules are designed to. develop cognitive and attitudinal competencies for 1
- working with mildly handicapped students in the regularClassroom. Each module Contains a prospectus goals"
_'and objectives, flaw chart, pre-test,' specific objectives,.
learning alternatives', self-assessment inventories, and
.--a post:test
CONTENTS, -. -' ttitildesoloTeachers .
he Concept and Implementation pf MainstreamingCharacteristics and Educational Implications forHanicapAng Condittion .
IndIVI ualizing Ingtructio-n .."
.
Communi'cation Skills Development ...-
'Social and Adaipmic Integration of Handicapped. Children- into the Regular Classroom
-.Testing ana,Observation Techniques. "Behavioral Management Techniques d
'',Sourcesoand DOel4hent Of Instructional MaterialsCareer;Educatinn Adaptations
a
.
AVAI LAB LE FROM Project: PREM 16EDB 214)
The'UniversiWof Texas 'at DustinAustin, Texas 78712 .
.
Distributed by:
National Sueport Systeins.Project
350 Elliott HalliversitY of. Minnesota
5 East River RoadMinneapoli, Minnesota ,55455or
..Cost: $25.(10 for 3 Manuals11
. 4.. .de
a
k fa
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tis
83
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Like You, Like Me Series
1917
Series of ten animated six-minute films
Regular classroOm teachers and students.
These films use a story-line format.to dramatize one or more,handicaming conditions, and ace designed to help teachersand others with the problem of integrating handicapped child-ren into the normal classroomis&ting.
Let's Be Friendis deals with Margaret, who is emotionallydisturbed, and her interactions with other students in class.
See Wt I Feel is .the account of Laura, who is blind, of atrip T e took to the zoo with her parents, and 4r descrip-tions of the goings-on at the zoo--through her senses of smelland touch and the sounds she heard. a
0 When I Crow Up isthe story of children at a costume partywho dress up as the grownups they would most like to beLaura,/who is blind, wants to be,a telephone operator; Steve,who has a ,prosthetic hand, wants'to be a farmer; and Tommy,who walks with braces, wants.to be the town's mayor.
Everyone Needs Some Help is the account of a fair where child-ren.ti-ade homemade,items7-Shelly, who is deaf, makes Play Doh "sculptures; Jill plans to make necklaces; and Manuel, astutterer, sings a song.
1
Let Ile Try is the story.of a. woman's realization, after
talking with the parents of Wendy, a mentally retard child,that being with g,ther childien isn'O.unsafe, but is if4ortantto help Wendy learn.
. .
0
, Why MeNipaefre story of Tommy, who has. t9 give up his trip'to summer camp to go in6o,the hospital for an operation,
. where he meets Raiphie. Ralphie-,envies.TO6y's special talenthis ability to swi131--lild'the two" meet weeks` later so thatTommy can teach his Ali friend how to swim.
It's Up To Me is the story of Scott, an asthmatic, how otherchildren tease him a ut his fears, and how the school nurseexplains that if eally care .for oe? friends we must helpthem take-care o themselves. ,
I Can Do It shows how Tommy, who uses double braces to walk,'discovers that he can get up by-himself without help when he '
falls.
AVA I LABLE FROM :
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Let's Talk It Over is the story of how Sandy's friends,cometo accept the face that she is art epileptic.
Doing Things ,Together.shows how Steve, who has a prosthetichand,;shows how it works to-Martin, and how once Martin .understands there is nothing to fear, they become friends.
Encyclopedia Brittanica Educational Corporation425 North Michigan Avejiue
Chicago, Illinois 60611
ab
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TIT LE; Mainstreaming: A Handicapped child Is Coming to Class
DATE: 1978
FORMAT: Thee books of readings, three filmstrips and three cassettes,20 black line masters, one teacher's guide..
USE: Preservice'and inservice training of regular, and specialeducation teachers, administrators, paraprofessionals, schoolsupport personnel, and parents.
DESCRIPTION: These materials were designed in cooperation. with schooldistricts with successful mainstreaming programs,tand areintended for use in a workshop format.
CONTENTS: Books:s
- Readings in Special Edu,catio
-Readings in Mainstreaming-Readings in Diagnosis and PlaceMent
Filuistrip and CassettePrograms:
-Getting Ready - A Cooperative Plan for the Child emphasizethe imporE.ance of positive attitudes and involvement onthe part of administrators, teachers, and other studentsin educating a handicapped child.
-Teacher Preparation - In Class Readiness suggests effectivetechniques for working with handicapped students,. including,development of positive attitudes, assessment techniques,and recognition of social-peer influences.
- It Doesn't Stop Her,e - A Life Plan Toward Independence-addresses the issues of life skills, dignity, and therequirements of the real world within the context of a'mainstreamed classroom.
20 Black line masters 4or inservice workshops are design'ed
to prompt group interaction following theyiewing of thefilmstrips.
The Instructor's Guide contains scripts for the sound/film-strips and suggestions for making a mainstreaming programsuccessful.
b.
AVA I.LPBLE FROM:,Special Learning Corporation
,-- 42 Boslon Post RoadGuilford, Connecticut 06437
COST:$140.00'
4:s
TITLE:
DATE:
FORMAT:
USE
DESCRIPTION:
CONTENTS:
AVAILABLE FROM:
a
Mainstreahling Children with
Independent Study Guide for
0
Special Needs: An
Informal Seminar Groups
1979_
Handbook consisting of five unit guides'
Preservice training of regular education teachers insmall groups or independent study.
Originally developed for use in a course on mainstreamingchildren with special needs; the materials in this handbookhave been revised for use with small groups and individuals.Five unit guides are included; each contains a briefintroduction and rationale for inclusion of the topic;set, of suggested objectives, set of syggested activities,suggested ways of sharing learnings with the group, anevaluation form with questions intended to help thestudent assess his uL heL progress, a bibliography, andin some instances, a series of preassessment questions,'and an overview of units is provided. A list ofquestions and answers On study procedures is provided.Other features include a-list of orgamipations andfoundations providing information on the handicapped anda list of books for children to foster positive attitudestoward their handicapped peers.
Mainstreaming: Rationale and Federal MandateHandicapping ConditionsAttitudesClassroom ContextSystem Influences
The Dean's Grant ProjectSchool of Education422 - Huntington Hall
Syracuse UniversitySyracuse, NY 13210
0
TITLE:
DATE:
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DESCRIPTION:
CONTENTS-:
AVAILABLE FROM:
COST
J
-59-
Q
Mainstreaming: Classroom Management Techniques
1978
FoUr filmstrips,'accOmpanying cassettes, discussion guide
Preservice and inservice training of regular class teachers
This multi-media program was designed to help elementary andsecondiry regular classroom teachers learn. about and applymanagement strategies that will help mainstreamed childrento function successfully in a regular classroom.
Filmstrips: You Can Make It WorkLearning ImpairmentsBehavior ProblemsPhysical Di'sabi'lities
Guidance Associates757 Third Avenue
New York4. New York 10017s
V
416
St
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DATE:
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FORtiAT
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DESCRIPTION:
CONTENTS:
60
Mainstreaming.Handicapped Students into the Regulek Class-room
1978
Florida Department of Education, Division of VocationalEducation, Dissemination/Diffusion Section
Five booklets
Preservice or inservice training with vocational educationteachers or adritinistrators.it
This series of booklets provides an overview of mainstreamingprinciples, relevant legislation, management and administra-tive issues individualized education programs, work evalua-tio4 programs and systems:characteristics of differenthandicapping conditions, specific teaching suggestions foruse by vocational educators, and architectural considerationsin vocational education for the handicapped.
Mainstreaming Handicapped Students Into the Regular Class-room
A System of ManagementEvaluation and Placement,Characteristics of Handicapped StudentsArchitectural Considerations fgr a Barrier- `Environment
AVA I ABLE FROM : ERIC Document Reproduction ServiceP.O. Box 190Arlington, Virginia 22210 (ED 153 044153 648)
or
Dissemination/Diffusion SectionDivision of Vocational EducationFlorida Department of EducationTallahassee, Florida. -.32304
..N.IEmmiirommilmWoCE..
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a
a
Mainstreaming in Action
1980,
16mm sound film, 27 minutes.
Preservice and itiservice teacher and administrator education.
Produced by Togg Films and the Center on Human Policy undera grant with the USOE Bureau of Education for thee Handicapped,this film is intended to increase teachers' and administra-tors' awareness of a variety of disabilities, encouragediscussion of though,t and feelings about mainstreaming, andoffer a positive but realistic look at problems'of main-streaming programs. Mainstreaming in Action was filmedentirely in public schools in which children with variousdisabilities are being integrated. The film includesdiscussions by a group of teachers concerning such issues associalization vs. academic learning, individualization,classroom management, and openness in.curriculum.
`Encyclopedia-Brfitanica Educational Corporation425 North Michigan AvenueChicago, Illinois 60611
$395.00
Rental also available $45.00 (1 -S days)Contact distributor for preview,information
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-62-
Mainstreaming: It Works!
1978
One 9-minute color carousel slide tray and cassette tape
Preserv/ce and inservice training of teachers andadministrators of high school programs in vocational andspecial education.
This slide-tape program presents methods of effectivelymainstreaming handicapped students in vocational educationprograms at the }sigh school level.
Special Students: The Legislation and the Programs
1978I
One 9-minute color carousel slide tray and cassette tape
Preservice and inservice, training of teachers andadministrators 8f high schOol programs in vocational andspecial education.
This slide-tape program provides a brief summary of PublicLaw 94-142 (the Education for All Handicapped ChildrenAct), Public Law 94-482 (Education Amendment of 1976), andPublic Law 93-112, Section 504(Rehabi7,itation Act of1973) and the implications of the legislation for voca-tional educators.
Program Planning and Implementation
1978
One 9-minute color carousel slide tray and cassette tape
Treservice and inservice training of teachers andadministrators of high school vocational and special -'education programs.
This slide-tape program focuses on programmatic compon-ents necessary, to plaTand implement comprehensiveprograms for handicapAed students in vocational education..
*it
AVAILABLE FROPP:
COST:
-63-
Ill riois State UniversityTu er Hall
rmal Illinois, 61761
ECCMC/Illinois Office of Education100 North FirstSpringfield, Illinois- 62777
Not available for purchase; may be duplicated;3 weeks free loan.
Additional titles available from same source.
oek
9')
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-64-
TITLE: Mains4eaming Library
DATE: 1977
FORMAT: Series of 15 resource books, varying from 224-320 pages.
USE : Preservice or inseyvice training with regular education,teachers.
DESCRIPTION: This series isdesigned to provide background material andmethodology for the regular class teacher dealing withspecial needs Oildren in the classroom. Most of the booksconsist of collections of articles on a specific disabilityand include a topic matrix, glossary of terms, and appendix.
CONTENTS...,
AVAILABLE FROM:
COST:
NOTE :
Special EducationLearning DisabilitiesMental RetardationAutism
Behavior ModificationSpeech and HearingDeaf EducationEmotion' and Behavioral Disorders
Psychology of,ExceptiOnal ChildrenDiagnosis and PlacementDyslexiaVisually Handicapped EducationMainstreamingPhysically Handicapped EducationGifted and Talented Education
r
Special Learning Corporation.*:42 Boston Post Road
Guilford Connecticut. 06437
Complete library set .of 15 volumes: $130.00Single titles: $8.75 each
:,,Additional:titles available at $8.75 each:
IndivIduarized Educotional ProgramsHuthan.Giowth and Development of the Exceptional IndividualSeverely and Efofodndly Handicapped EducationCounseling Pa-rents of Exceptional Children
Pre-School Education, for the HandiCauedCareer and Vdcational Education for the HandicappedVocational Training,for-the Mentally Retarded
Additional, titles available ae.$6.25::
Three Models of Learning Disabilities0 Motor Disorders,
Language and Writing DisordersPerception and Memory,Reading Disorders
93
-65-
9
Readings also available in a number of Teacher ResourceKite,'with cassette tapes and/or filmstrips, teacher'sguide, duplicating master, etc. Contact publisher forinformation on contents and cost. "
Titles include:
s
Special Education ProgramDiagnosis and Placement PackageEmotional and Behavidral PackageSeverel4and Profoundly Handicapped
Education Package
Specific Disability Package
Book and Cassette Programs: 41*Special Education`.Learning DisabilitiesDiagnosis and PlacementGifted and Talented EducationSpeech and Hearing'Mental RetardationVisually Handicapped EducationPhysically Halidicapped EducationAutism
4
T FILE :
DATE:
FORMAT :
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DESCRIPTION:
CONTENTS
AVAILABLE FROM:
COST :
ti
-66-
Mainstreaming Preschoolers
1978 --T
Eight books 4,
Parents and teachers of handicapped preschoolers
This ,series of books was designed to provide information,ideas, and guidelines for mainstreaming the young child.with skecial needs into a regular preschool environment.
The series consist of eight books, each focusing on.adifferent handicapping condition: emotional disturbance;.hearing impairment; learning disabilities; physical (orthoz,pedicrhandicaps; speech and language impairments; visualhandicaps; and health impairments. Each book, addressestopics such as what is mainstreaming, the parent/teacher..partnership, and local sources of assistance. Each bookdescribes the eXceptionality, discusses how it affectslearning in three- to five-year old children, outlines
. educational programs, and suggests activities, physicalplans for classrooms, and teaching techniques=for a main-streaming program.
Superintendent of DocumentsU.S. Government Printing OfficeWashington, D.C. 20402
$27.00
4
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DATE:
FORMAT:-
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DESCRIPTION:
CONT
-67-
Mainstreaming Series
1977,
Series of 15 paperbound books ranging from 120-1 36 nges
Preservic'e and inservice training of. regular classroomteachers.
--
Each.booR in ditig,series is, designed to correct mis-'conceptions'a6out and itiproi.re undergtanding of theexceptional child. Each book provides'practical sugges-tions for enhancing the mainstreamed child's ifersonal andeducational developmen4. The series is presdated ancartoon format to make". for easy reading and'avoi4 the useof jargon.
.
--Mainstreaming Exceptionahildren- -Managinvhe Hyperactive Child -in the Classroom-
the.G4fted.--13ehavior,Disorders: Helping Children with'Behavior,
Probiems
--MainstreamtA,the He'aring Impaired Child: AnEducational. Alternative
°-Mainstreaming 'Children with Learning_
- -Mainstreaming the.Vtsually Impaired Child: Blindapd,PartiaLly Sighted-Stildent in the Regular Classroom
--Mainstreaming the Mentally/Retarded Child--The Physically HIndi?apped
Facilitating RegularCIassood Adjuatifient,
--Counseling Exceptional_ Children: The Teacher's Role,-The.dommunicatively Disordered Child: ManagementProcedures POr the.Classroorm
--EduCation of the,Severely/Profoundly Handicapped:-What is the Least Restrictive AIternAtive?
-- Keeping in Touch with Parents: The-Teacher's BestFriends
-,-*The Public Law Supporting Mainstreaming: A Guide4''tor 'Parents and Teachers
-- *Individualized Educational Programming (I,E.P.):A Child Study 'Team Approach',
AVAILABLE FROM: Learning Concepts2501 North Lamar .
,Austid,'Texas 78705p.
COST: Each title: $5.95
A
*Note: ,Training workshop materials also associated withthese tilleS`,. Content's generally include=ieader'sgone, participant's manual, filmstrip/cassette` "book. $49.95 for each kit. Contact ptblisher firdetals.
r*O
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DATE:
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-68-
ik.
Mainstreaming the Handicapped in Vocational Education
1977 101V
American Institutes for Research in the Behavioral Sciences. Palo Alto, CA
Seven training modules.
Preservice or irfservice training of vocational educatorswho are or will become involved in the instruction of handi-capped students in regular (mainstream) classes.
These seven modules were designed to provide vocationaleducators with (1) a general understanding of the attitudes,
problems and concerns which affect the handicapped; (2) anawareness of the needs arising from selected types of dis-abilities and impdirments; and (3) strategies for use inplanning education for a handicapped student. Also includedare lists of resource agencies and bibliographic sources,and a set ofVjoblemsiquestions designed to= enable the vo-cational educator to check his or her understanding of theideas presented in the modules\rp to apply the principlesdiscussed to his or her own teaching situation.
Mainstre,ming the Handicapped in Vocational Education- Serving the Orthopedically Handicapped-Serving the Communication Impaired-Serving the Mentally Retarded- Developing a Positive Attitude- Developing a General Understanding
Developing a Plan for Action
AVAILABLE FROM:.. ERIC 6cument Reproduction ServiceP.O. ox 190Arlington, Virgina 22210 (ED 142 747-142 749; ED 1(42 761C.'142 769)
0ti
1
AVAILABLE FROM:
COST:
-70-
ti
'Set 5: Viewpoints on Parent Participation discusses somebasic issues in parent involvement and presentsarguments on the benefits and dangers of closeparent participation, the areas of mutual supportexpected(by parents and educato.rs, and the advisa-bility of open access to the classroom.
The discussion guides provide an introduction, and includethe complete filmstrip text and discussion questions.
Parent's Magazine Films, Inc.Box 1000Elmsford, New York 10523
Five sets with records: $424.50'
Five sets with cassettes: $424.50
AVAILABLE FROM:
. COST:
-P
A
70-
ti
'Set 5: Viewpoints on Parent Participation discusses somebasic issues in parent involvement and presentsarguments on the benefits and dangers of closeparent participation, the areas of mutual supportexaested 'by parents and educatdrs, and the advisa-bility of open access to the classroom.
The discussion guides provide an introduction, and includethe complete filmstrip text and discussion questions.
Parent's Magazine Films, Inc.
Box 1000Elmsford, New York 10523
Five sets with records: $424.50'
Five sets with cassettes: $424.50
03
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TITLE: .1
The Parent7Professi-7. onal Traiving Packagei
1
,1* 0
DOE: .. , 1973
FORIIP:T: Three ide presentations ?
with accompanying audio cassettes,a 'series of three booklets, a'trainer's manual, and a 16mm..motion picture.
.-
1
USE:
DESCRIPTION:
CONTENTS:
The training package is appropriate for par0t groups,community organizations,Fand for inservice sessions with:those involved in the education of the severely handicapped, ,
The film can also be shown independently to parent, teacher,'or community groups in ordeoi.to increase general'awareness.The, program, and especially the bOoks7;Might also be usefulto those involved with other,handicapped students. Thematerials the training:package were designed to be usedin an eight our workshop but can also.be broken up intotwo shorter sessions. .
Thisset of multimedia materials wasidesigned to help parentsand eduE'etors work together more effectively to PrOVide pub-
,
lib school education for the severely a-nd,profoundly'retarded.
The three, brief slide/tape preSentations--Parents Can Make,A Difference, Due Process, and General Education Programming--4provide information about how parents can become involvedin the child's,Ovaluation, placement,design and revision of
. the l iitdividualzed educational plan and-rein-.
forcement of classroom-taught skills:: .Due process proceduresare also explained:
.
A series of-three.booklets,11,LTAUELLERILLT.ALJ1E!atsflia,
,, oprovide detailed information nall'aspects of educational-programming fdr severely and profoundly retarded students.The series addresses such-topics as sthThistory of, theriglit to education movement, curriculum design-And content,student monitoring, and methods fbr establishing effectiveparent/professional working relationships.
'A 16mm film, The Big-Yellow Schooner to Byzantium,-focuseson the feasibility Of educating severely retarded .childrenin the public schools.
.
The trainer's manual` includes scripts, content for lecturetopics, detailed.information to supplement the slide shows,suggestions for group activities, and,instructdons on how toconduct the workshop. -4
AVAILABLE FROM: National Association for Retarded Citizens °
2709 Avenue E East-Arlington, Texas' 76011.:
COST:.
l'Omm Film $56.75''Parents Can Make A Difference $2d.30Due Process' $17.50General Edueacional Psogfammimg $25.20
TITLE:
DATE:
FORMAT:
.P
DESCRIPTION:
AVAILABLE FROM:
COST:
People You'd Like to Know
1978
Ter( 10 minute sound color films
Preservice or inservice training with regular education_ekeachers, students
This series of films is designed to acquaint the viewer withthe problems of elementary aged handicapped children,asthey become integrated into normal educational settings andadjust to their social and home edbironments. Children withorthopedic, visual, auditory, emotional, learning, and mentaldisabilities are featured.
WGBH EducationiFoundasion125 Western AvenueBoston, Massachusetts 02134
$1,500.00 for series of 10 films.Renta(1.: ;$12.00 per film (1-3 days, $2.80 each additional
day)
4
4
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It;
TITLE:
DATE:
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..DESCRIPTIO:
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-73-
People You'd Like to Know Series
1978
Series of ten 10-Minute color films.
Regular class;oom teachers and students, intermediatele<iel upward.
This.series of films is designed to create acceptance andunderstanding of young persons with disabilitie's. Eachfilm tells the story of a youngster in the 11-14 age rangewith a different handicap. All of the films examine theyoungsters' feelings toward the diSability--the importanceofself acceptance, the need to become independent, and,the desire to actively participate in school and socialactivities: 'The similarities among all children arestressed in the films.
C.J. is the story of a fourte ear-old boy in a schoolfor socially and emotionally disturbed children.
Dee has been inya school for the handicapped for most of
her life and was born with Larsen's syndrome, characterizedby bone malformations, joint dislocations, and distortedfacial features.
Diana talks about her feelings about the amputation of her z
leg because of cancer. She is able to participate in sportssuch as horseback riding and skiing.
Elizabeth has very little vision as a result of cataractsand an eye operation at an early age, but s learning toplay the guitar and is ambitious to-become a singer.
Harold explains how he used to be angry about his blindnessand how he has come to understand his limitations and tobecome more self-sufficient.
John receives daily treatment and medication for his cysticfibrosis, and explains his limitations and how he Copeswith theM.
Kai was born with a cleft palate but is now able to talk withstrangers, as a result of the help of a speech_thspoistand his schiol prinEipal. Some of the adjustments he hashad to make as a result of his disability are demonstrated.
Mark is a teenager with a reading diability, whose confidencein himself and ability to listen more intently than most
'-students are factors in his success.
-74-
I
Mary has been deaf since birth, and shares her feelingsabout being deaf and the work she does to help overcome,thg handicap.
Paige is the account of a typical day for aft elevenyear old girl with Down's syndrome--interacting Taith
classmates, special tutoring, being taught'to cdok, andentering a swimming competition.
AVAILABLE FROM: Encyclopedia Brittanica Education Corporation, 425 North Michigan Avenue ,
t Chicago, Illinois 60611
CUT : Series of 10 films $1,500.00S185.00 per film
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AVAILABLE FROM:
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-75-
PL 94-14.2: The Education for All Handicapped Children Actof 1975
1976
Three captioned filmstrips with accompanying audio cassettes,.scripts of each cassette in booklet' format, a printed copy ofthe actual law, and a document which answers pertinent ques-tions concerning different aspects of the law..
Assistinge,
teacheriv, administrators, and-the general publicin understanding the intent and complex provisions of theEducation for All Handicapped Children Act of 1975, referredto as Public Law 94-142.
A multimedia package developed by the Bureau'of EdUcation forthe Handicapped, United States Office of Education, and
distributed through the Council for Exceptional Children,attempts to define and clarify the implications of PL 94-142for administrators, teachers, parents, citizen and legaladvocates.
The first filmstrip/cassette, Introducing PL 94-142, presentsan overview of the law.
Complying With PL 94-142, the second in thy- package, speaksmore specifically to administrators responsible for imple-menting eheigtate and local plans.
. PL 94-142 Works for Children presents the implications of thelaw fot; handicapped children and their families.
The script of each filmstrip/cassett narrative contains
references to the specific language of the law and suggestedresource publications to aid the presentor in locating addi-tional relevant materials for discussion purposes.
The Council for Exceptional Children1920 Association DriveReston, Virginia 22091
$50.00
1
-76-
,
TITLE: P.L. '94-142: Implementing Procedural Standards? A Guide forSchools aipd Parents
Thee. Th.e CounciLlor Exceptional /hildren and the Children's Tele-vision Workshop.
DATE: , 1977
FORMAT; Three full color' filmstrips, three cassette tapes (each about12 minutes), user's guide, three duplicating masters.
USE: 4 Inservice and preservice training of teachers, students, ad-,. ministrators, parents. '--
DESCRIPTION:
CONTENTS:
J
AVAILABLE FROM:
COST:
Implementing Procedural. Safeguards is a multimedia programdesigned to assist administrators, teachers, parents and otheradvocacy groups in understanding and meeting the basicrequirements of P.L. 94-142. Emphasis,is placed on protectionof the right of the handicapped,,child as guaranteed by lawand the corresponding responsibilities of.tfle educationalsystem.
Complete User's Guide, An accompanying instruction bookbet,ppvides directionS on how to use the material. It includes
uestions most often askepd in relation to P.L. 42-142, alongw ti-Panswers to'astist/fil discussion, and contains reprints
of the full scripts from each filmstrip plus a completesummary of definitions of handicapping conditions.
Filmstrips:'
The Identification, Evaluation -and Placement Process explainsthe rights of parents and their child under P.L. 94-142 andalso shows how the school identifies a handicapped child,evaluates, and designs an .individual educational program.
How theLaW Works: Three Case SeUdies illustrates theprocess of, identification, evaluation, and placement andpreparation of an individualized education program throughthree actual case studies.
How a Procedural Safeguard Hearing Works shows what happenswhen school and parents cannot come to an agreement on
,placement and the jrocedural safeguard. reqUirement of thelaw, by showing how a typical due process hearing works.
Duplicating masters for each films rip contain a summary,highlighting the important facts, rig4s, steps, and otherinformation.
The Council for Exceptional ChildrenPublication Sales1920 Assocfation'DriveReston, Virginia 22091
$90.00 n
TITLE:
DATE:
FORMAT
USE:
DESCRIPTION:
CON\TENTS:
4
A \-77-
Preparing for the IEP Meeting:' A Virkshop forl3rents
1979
Leader's manual, cassette tape, filmstrip
,
The workshop is designed for u§e by trainers working withparents and'guardians of handicapped children, for audiencesof 20 to 50 participants. A 20 minute filmstrip presentationand discussion on due process is suggested as an optionaladdition to the session.
This kit was designed to be used with workshop audiences ofparents or guardians of handicappdd children. The intent istd help prepare the participants to create IEPs (individualizededucational programs) which are appropriate to the student'seducational needs and responsive to the priorities of thestudent and hiS,or her family. This preparation involvesthe development of an understanding of the purpose, content Lie
and design of the IEP, and the planning meeting.
The kit includes a leader's manual Which provides the trainerwith thg procedures, objectives, evaluation forms, and infor-mation resources needed to implement a two-hour workshop.Reproducible partipant-use and activity materials are alsoincluded. The program design contains plans for minilectures,small and,large group activities, role playing, and discussiOns.The Xit'alp provides a short filmstrip and audio cassettepresentation_which describes the IEP meeting. Topics coveredin this one session workshop include: the'purpose and contentsof an IEP, the IEP conference, the development of the plan,placement options and least restrictive environment, and waysparents can prepare.for active involvement in the conference.A simulated'IEP meeting is included in orddr to give the parti-
,
cipants the opportunity to become familiar with the variousroles involved in the conference and to examine a sample IEP.
AVAILABLE FROM: Council for Exceptional Children1920 Association DriveReston; Virginia 22091
-COST: $35.00
-.78-
TITLE;
DATE:
USE:
Preparing General Educators to Work with Handicapped Students
1977
Pfeservice and inservice training of regular educators.
DESCRIPTION: This handbook'includes a variety of field- tested teacher-..
training activities, step-by-step.teaching suggestions,*supplementary instructional materials (transparencies, hand-outs, discussion questions) and a list of teacher- trainingresources for developing qainstreaming competencies forgeneral educators.
4 CONTENTS: (by chapter)
Overview of Handicapping ConditiansMainstreaming/PL 94-:1142 - Who and Why?Developing Awareness of Attitudes and FeelingsIdentifiCatiow, Referral Process, Evaluatipn and Placemept,and Delivery of Services,
Facilitating the 'Integration ProcessLearning Styles
Promoting Positive Classroom BehaviorTechniques for Working with Haticapped Students in Elemen-
tary'School Subjects
AVAILPRE FROM: Clifford D. Baker and Barbara J. Fowler gP
School of Special Education and RehabilitationMcKee 44University of Northern ColoradoGreeley, Colorado 80639
COST: $30.00
/04
TITLE:
DATE:
FORMAT:
USE:
o
DESCRIPTION:,
AVA I LAB LE
V
279-1
. Preparing Preservice. EilrlyThildhood Educators at.Glassboro State College 4or the Mainstreamed Classroom
1979
Module
.Preerviee tfaining of regular classroom teachers in
childflood education.
This mo4ile was designed to'provide faculty of universityearly childhood education programs with information to
whelp them integrate knowledge on meeting the educationalneeds of the mainstreamed preschool child t'i-Ito existinmethods courses for'teaching preschool children. Thefirst section orthe module provides a brief overview ofPublicLaw 94-142: the.Educati.on for All Handicapped k
41 Children Act and th.11story and meaning of mainstreaming.Each bfthe following seven sections is devoted to adifferent handicapping condition: auditory, visual,speech and communication, learning disabilities, mentalretardation, emotional disturbance, crippling and healthdisabilities, and the gifted. Each section contains a
,
brief description of the disability, a capsule ofteaching/learning implications/, practical suggestions foruge in the classroom, s4pulation activities, and a listof additional readings. A list of agencies providinginformation about handicapped and ,disabled, persons ds_also provided
Dean'sArant ProjectGlassboro State CollegeGlassboro, N.J.,,..9.8.028.
sr
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103
TITLE: ,
DATE:
FORMAT:.
. USE :
DESCRIPTION:
I
AVAILABLE FROM:
-80-
Preprin'g Preserv.ice Elemental/ Educators at GlassboroState Co1lege'for the Mainstreamed Classroom
1979
Module
Treservioe training i
c
This module was designed'to Help faculty of elementary`teacher training programs to incorporate information onspecial needs children at the preschool level intoe)asting.methods courses in elementary education. The.
section of the module provides a brief overview ofPublic Law 94-142: TheEducation for All Handicapped
, Children Act' and the history and meanini-of mainstreaming.Each of the following seven sections is devotel to a,different handicapping.condition: auditdry; visual,speech and ommunication:learning disabilities, mentalretardation, emotional disturbance, crippling.anddisabilities, and the gifted, iich section contains abrief description of the disabialky,,a capsull ofteaching/learning implications, practical suggestionPikuse in the classroom, simulation activities, and a listof additional readings. A list of agencies providinginformation about handicapped and disabled psi-sonP is a
also provided..
?.;
Dean's Grant ProjectGlassboro State CollegeGlassboro, NJ 08028
sr ,
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aft
TITLE: Project Mainstream
. FORMAT: Handbook, test, related materials
USE: 'Regul'ar and special education personnel
DESCRIPTION.. Mainstream is a broad diagnostic-instructional systemintended to helpmeet the needs of children who have.
behavioral and learning problems and wlfo'may have beenlabeled emotionally disturbed, retarded, or handicappedin some other category. The program includes assess-
-ment and evaluation, instructional tasks, an0 a pro-cedure for integrating diagnostic information withinstructional packages.
CONTENTS;
I
AVAILABLE FROM
The sygtem involves use oL 266 Desired Learner Outcomes(DLOs) stated in behavioral terms.- The DLOs arerelated to over 9000. instructional tasks.' Teachers canfocus on one or a set of DLO's in three developmental.skill areas - 1) aural skills; 2) visual skills; and3) social/emotional skills.
A Behavioral Skills Inventory, using criterion-referenced
'evaluation'of the developmental status of the learner,is used to design programs. The diagnostic system involves
. use of sub-tests from many of the widely known psycho-educational tests.
lAstructional Components contains instructional activitysuggestions, all interrelated with DLOs and results ofthe'Behavior Skills Inventory.
A Behawlor Resource Guide serves as a general organizingdevice for regular and special teachers who use the system
Educational ProgressP.O. Box 45663Tblsa, Oklahoma 74145
110
- 4
TITLE:
DATE:
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DESCRIPTION:
-82-
.7 Project Me
' 1977
IWO
Six leader manuals, six participant manuals: seven film-strips, ten One Me books, six audio tapes, 'forty trans-parencies, one curriculum.
"Inservice training program for educators working withyoung. handicapped children; can be adapted for use in pre-
y service training. It.can 13.24used as a total program orintmodular form. Project /46, a comprehensive training pro-gram for teachers in early childhood educatioe,for thehandicapped is competency based and field tested.
A modulai, multi -media program, it provides parti ipants
with problem situations which need solutions; pro idesresources (media and written materials) necessary to reachsolutions; uses role play and other simulation t chniques;involves particpants actively and independently; providesboth small group and large group sharing; -and is leadqxdirected.
CONTENTS: Modules:
Why Me? deals with national trends and issues related to
the rationale, design, and implementation of early child-.. hood education programs for the handicapped.
AVAILABLE FROM:
COST:
Assess Me highlights obtaining and managing formal andinformal assessment procedures.
Place Me covers selecting resources, child study teamfunctioning, placement alternatives, and developing Indivi-dual Education Plans.
Touch Me focuses on instruction, programming, management,and evaluation.
4
Parent Me emphasizes communicating, counseling, andtraining with parents.
Accept Me illustrates the importance of positive self con-cept for the learner and the teachers.
Education Service Center, Region XIII7703 North Lamar Blvd.Austin, Texas 78752
$260.00
1.1
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DATE:
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-83
Project Prevoc: Training for Teachers of PrevocationPrograms for the Severely Handicapped
1978
One'bound leader manual, seve audio tapes, seven film-'strips, eight bound partigipant manuals, eight,unbound Si
paticipant manuals for duplication), one set of BCPCharts with bound observation manual', twenty-nine trans-
I parencies, one puzzle activity, one sorting activity,Master Program Plan (Curriculum), one bolt board kit withtraining manual, and model client schematic.
Although designed primarily rfor inservice use withteachers of the severely handicapped the training can beused with teachers of the mild to moderately handicappedwith available modifications.
Project Prevoc is an inservice training program forteachers of prevocational programs for the handicapped.
CONTENTS: 'Modules:
A
Rationale, for Vocational Preparation of the Handicapped-covers historical development and issues related tovocatiopal-rehabilitation and habilitation of the harp-capped.
Work and Play presents concepts of work and play and objec-tive definitions of terms.
Career Development covers stage development theories ofcareer development and related training programs.
Work Evaluation Training shows the Continuum of ServicesModel identifying the employer as the arbiter of trainingobjectives and presenting the sequence of evaluation andtraining stages in a.total program.
Behavioral Assessment presents the case for comprehensiveassessment of behavior as an evaluation technique and theuse of Behavior Characteristics Progression.
Curriculum Development covers requirements for IndividualEducation Plans,*and writing behavioral objective.
Environment shows the uses of environmental cues ineliciting desired behavior ana specific strategies andtechniques for work adjustment training.
112,
r
4.
.0 184
Metho d and Content illustrates the Marc Gold approach totask analysis with specific skills in both method andcontent analysis.`
Format, Feedback, and Procedure presents a teaching systemsupporting the task analysis structure.
Rewriting, Criterion, and Data Collection demonstrates acomplete seven step task analysis process.
AVAILABLE FROM:. Education Service Center, Region XIII7703 North Lamar Blvd.Austin, Texas 78752
COST:'
v.
$330.00
1
.11 3
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DATE:
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c
DESCRIPTION:
CONTENTS:
ti
-857.
Project Teach:' Translating Educational ActiVities-i,htoCurriculum for the,Handicapped
,
1980
Five modules accompanied by filmstrips, transparenciesand handouts for participants.
Educators who are,or will be working with handicappedstudents in the regular program. The training is designedfor three complete days, but may be conducted in three-hour sessions over a lohger peripd of time.
Project TEAC)1 is a comprehensive, developer-free trainingpackage. The package is designed to give participantsskills to systematically, choose options for service deliveryto students given (1) the various 'special problems studentshave, (2) the various regular and special educators whomight provide service, and (3) the various instructionalarrangements and other services available. In order toprovide a systematicapproach the training focuses on an
"awareness of speciareducationprogramming in general, the
entire.process of, student identification and placement,including the development of the IEP9 and the translation
/- of the information in tht IEP into individual instructionalplans (IIPs) for implementation in the regular program.
Modules: 16'
Awareness ncludes federal and state laws and guidelines,handicapping conditions, instructional arrangements andpersonnel, and related services and community resources._
Student-Centered Educational Processes includes thereferral proces, individual as'sessment process, Admis7sion, Review, and Dismissal committee-membership and basicfunctions, and Individual Educational Plan (IEP) development.
Translating and Implementing_the IEP PaA,..1 includes-eommunity systems for special and regular -educators, alter-natives for the provision of service, mechanics of develop-ing objectives and translating IEP's into IndividualInstructional Plans (IIPs), and service delivery systems.
Translating and Implementing the IEP - Part 2'includesdevelopment of problem-solving approaches for translationof' inf6rmation of IEPs using students' strengths/weaknesseeto possible methods/activities/materials
for interventions
111
AVAILABLE FROM:
C
-86-
Monitoring Student Progress includes review of develop-
ment of instructional objectives, review of criterion-
referenCed and performance-based tests, and quarterly and
annual'reviews using student progress data.
At the end of each module sample forms and lists of resources
are provided.I
.)
Education Service Center, Region XIII7703'North Lamar Blvd.
_Austin, Texas 78752
Estimated cost for modules 1-5: 125.00
Note:- Modules 1-5,w1ll be available in late summer, 1980.
Module 6 will be available in 1981. Contact the
distributor for cost information.
S
1 -1
r
I
.6)
t1
-87-
TITLE: Put Yourself in My place
DATE: 1978
FORMAT: Two filmstrips, twd.cassettes (average length; 16minutes), teacher's guide.
I - By regular classroom teachers with non-handicapped students.
DESCRIPTION: This kit was designed to help prepare students for the inclu-sion of a student with a handicapping conditiori, help studentsdeal with personal' feelings of, inadequacy or exclusionv and offersuggestions for interaction between people with and withouthandicaps.
COST:
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AVAILABLE FROM:
$52.50
You're Different, So Am I
1978
Two filmstrips, two cassettes (average lengAr, 16minutes), teacher's guide-. ?
By regular classroom'teachers/with non-handicapped students.
This kit was designed to help prepare a class for theinclusion of a student' with a ,handicapping condition, anddirectly address the classroom problem of namecalling
}ow Are You Different?
'Experiencing Differences
$52.00
Guidance Associates757 Third AvenueNew York, New York 10017
TITLE:
DATE:
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AVAILABLE FROM:
COST:
...,..
X141
. .e .."
Remediation Possibilities in the Regular Classroom:Teaching Stratei::es Explored
1979
6
'Four filmstr_ips, two cassettes
, -
Preservice. training of regular classroom teachers
These filMstrips are designed to assist teachers in theidentification and remediation of learning disabilitiesrelated to math reading, oral language, and writtenlanguage skills.
Eye GateGate Media
146-01 Archer AvenueJamaica, New York. 11435
$55.00
r
-,
I
1 1 ",4.- .a.
C
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DATE:
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AVAILABLE FROM:
COST:
-89-
1S
Resource Teaching: A Mainstreaming Simulation
1978
Multi-media simulation training program
'Preservice and inservice training witk special educationteachers and regular education teachers involved inmainstreaming.
This series of simulation activities and role-playingsituations is designed to help participants practiceinterpersonal' skills with administrators, other teachers,children, apd parents. The progrark covers student selec-,tioh, scheduling, selecting materials and other tasks
associated with deieloping and carrying out aresburce program.
Charles E. Merrill1300.Alum Creek DriveColumbus, Ohio 43216
$120.00
I
(t
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DATE:
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DESCRIPTION:
CONTENTS:. r
-90-
The Special Child'in the Regular Cla4sroom:,.. .
Teaching Techniques
AVAILABLE FROM:
COST:
I-
1979' t
Four filmstrips, two cassettes rPreservic'e training of regular clas$,room teachers
nr
This kit offers a basic knowledge of four handicappingP 1
conditions and related teaching strategies which canbe incurpoiated into the regular classroom program.
Visual Handicap'sMental HandicapsPhysical HandicapsHearing Handicaps
Eye Gate Media146-01 Archer AvenueJamaica, New York 11435
,
$55200
I
A
ti
a
4
TITLE:
DATE:
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-91 -.
Special Children -- ZOOM Series
1975, 1976, 1978 (varies with individual.films)
Series of six color films, ranging in length from 6'to58minutes.
USE: Regular classroom teachers and students in the primaryand intermediate grades
DESCRIPTION:
CONTENTS:
Selected from the popular TV series, ZOOM films are mini-documentaries Of real kids in real-life situations. Thesefilms show the problems, triumphs, and the relationshipswith others of four "special" children.
Finding My Way is the account of a blind boy in a publicschOol classroom and how he learns to travel by himself inhis neighborhood.
Helping My Parents is the story of Alberta, whose parentsare totally deaf. The film shows.Alberta interpreting forher mother and helping entertaj.efriends. -
It's Harder for Patrick shows hoW..a family deals withPatrick, who is retarded, with love and understanding,and shows his,older 'brother and sister assuming a lot ofresponsibility for him and sharing their feelings.
Messages-By Hand.shows how Roland, who is deaf, communicatesvia sign language about his experiences in a'special summercamp'for deaf,children.,
- -
Nobody Treats Me Different is the story of Jimmy, who hascerebral palsy, and how he feels about his life, his handi-cap, his prospects, and what people should know about thosewho have disabilities.
People Are People is the story of Ginnyl an eleven-year-oldgirl who is a dwarf. The film shows her at.her day-to-dayactivities and shares her feelings about howtpeOple treat her.,
AVAILABLE FROM: WGBH Films Inc.WGBH Educational Foundation125 Westerh AvenueBoston, MassaChusetts 02134
go.
120
TITLE:
FORMAT:
USE:
DESCRIPTION 14.
CONTENTS:
AVAILABLE FROM
4
-92-
Special Education for Regular TeachAs (SERT)
Readings, filmstrips, audio tapes and pre-. and post-tests.
Preparation of regular teachers to instruct exceptionalchildren who have been mainstreamed.
These modules were developed by the staff of theEducation Service Center (Region X) in Richardson, Texas,in cooperation with staff"of the Special EducationDepartment, East Texas State University td` assist xegulareducators in working with handicapped children.
Comprehensive Special EducationFormal AppraisalTeam Planning for Student Program ManagementInformal Assessment
Organizing Content for 'Individual DifferencesMaterials Selection
-!-1-16°
Classroom ManagementEvaluation of Instruction
Education Service Center, Region XP.O. Box 1300Richardson, Texas 75080
TITLE::
DATE:
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DESCI PT LON :
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AVAILABLE FROM:
COST:
WV.
293--
Special Education Teacher's Kit
1975
Books, instructional materials, spirit masters, games
PreserVice and inserviCe'education of regular and special edu-cation teachers
This kit, which was created for teachers of exceptional childrenin special and regul;E---aa-gsrooms, includes strategies forteachini,exceinonal children, 144 spirit masters of arithmetiCand vocabulary development activities, science projects, artactivities, music instruction ideas, arithmetic avd languagelearning games, ideastfor teacher made materialsrand games forthe physically handicapped.
Creative Ideas for Teaching Exceptional ChildrenLearning Games for Exceptional ChildrenIt's Positively FunCreative Art Tasks for Children (Cards)Alternatives for Teaching Exceptional ChildrenEducational./Games for Physically Handicapped ChildrenIndividualized Arithmetic Instruction (Spirit DuplicatingMasters)
Arithmetic Instructional Activities - Book 1Arithmetic Instructional Activities - Book 2,Individualized Reading Skills Improvement:Vocabulary Development Exercises,.(Spirit-Duplicating" MSsters)
Language ,Instructional Activities - Book 1.Language Instructional Activities - Book 2Music Based InstructiOn for Exceptional ChildrenExploring Our Environment: Science Tasks (Cards)
Two selected Issue's from Focus on Exceptional Children
'Love Publishing Company6635 East Villanova PaceDenver, Colorado 80222
$85.00 ,
I 22
-94-
a.
TITLE : Special People
DATE: 1978
FORMAT: Four_ sound filmstrips, 16-17 minutes each.
,USE: Preset-vice and inservicd-training with regular classroomteachers, use with' non-handicapped students.
DESCR I PT ION : Each filmstrip demonstrates how an adult with a differenthandicap solves his or her specialized problems and hasachieved independence.
CONTENTS : Laura is the account of a 26-year-old high school teacherwith spina bifida.
Leon is the story of a 25-year-old deaf man, and his feelingsabout hi'S handipap.
Elizabeth is the story of a 27-year-old woman who spent 18years of her life in an institution for the mentallyretarded and her-progression'toward achieving independence.
Armand is the account of a 27-year-old man with a form ofmuscular dystrOphy, his work, participation in advocacyorganizations, and social life.
AVAILABLE FROM: NCEMMH356 Arps Hall1945 N. High StreetColumbus, Ohio' 43210
COST: c.44) Complete set of 4 filmstrips: $88.00Individual filmstrips: $22.00 each
1230
1'
v,
T,1-T-LE
DATE:
FORMAT:
USE:
DESCRIPTION:
CONTENTS:
AVAILABLE FROM:
95ti
Specific Learning Disabilities
1973
Leader's guide, audiotape lessons 20-25 minutes each, 82transparencies, supplementary resource items for duplication.
Inservice and preservice4Fogram for school.personnel workingwith learning disabled chfldren.
al4 The program is designed to help teachers recognize thelearning disabled child, identify=SLD children who willbenefit' from being referred for further study, identify SLDchildren whose educational programming can be carfied outin the regular classroom setting, and program foreithe SLDchild, including setluencing and structuring tasks and applyingprinciples of positive reinforcement.
Audiotape Lessons:Cd
Introduction to Children with Learning and Lenguage DisordersManagement of the SLD Child at Home and SchoolVisual Perception and LearningAuditory Perception and LearningSpecific Language Difficulty in ChildrenSpecial Reading Disabilities in ChildrenRemediation of Specific Reading DisabilitiesSpecific Writing Disabilities. -in ChildrenMotor Disabilities in ChildrenArithmetic Disabilities in Children
Paul S..AMidon Associates1966 Bensen AvenueSt. Paul, Minnesota 5516
COST: $175.00
k
0
TITLE:
DATE:
FORMAT:
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DESCRIPTION:
:96-
Star Power: Providing for. the gifted and taken
1977w
ted
M
Ten self instructional modules, one leader's resource guide,twelve curriclum handbooks.
Teachers, .administrators, counselors, librarians and'other educators. who work with Afted and taleptea- students. .
Star Power is a series of ten selfinstructional modules.The Leader's Resource Guide p'rovides an overview of themodules for educators who would like to identify Star Poweractivities that are appropriate for training sessidns..Twelve curriculum handbooks contain model units of study forgifted students in language arts, social studies, math; andscience on the elementary, junior high, and high school'levels.
CONTENTS: Modules:
Charactujeltics of the Gifted/TalentedNeeds of the Gifted /Talented
Application of Theories of Intelligence to the Gifted /Ta )-entedApplication of Theories,,of Creativity to the Gifted/TalentedEnrichment Activities for the Gifted/TalentedUnderachievers Among the Gifted/Talented'
Gifted and Talented Students Among the'Disabled (Handicapped)Gifted and Talented Students Among Other Educationlily
Disadvantaged GroupsPrograms for the Gifted/Talented
Guidance and Counseling for the Gifted/Talented [
AVAILABLE FROM:
COST:
Eduattion Service Center, Region XIII7703 North Lamar Blvd.Austin, Texas 78752
$175.00
12r),
TITLE
DATE:
FORMAT:'
-97-
STRETCH: Strategies for Training Regular, Educators toTeach Children with Handicaps
1979
20 full color 30- minute 16mm film or videotape (1/2" reelto reel, 3/4" VHS or Beta videocassette) programs, eachwith teacher's manual.
USE Preservice and inservice training with regular classroomteachers.
DECRIYTION: STRETCH was designed to facilitate mainstreaming by pro-\
viding information on strategies for restructuring class-. room delivery and management systems to accommodate all
children.
CONTENTS': Questioning Skills defines twelve thinking processes anddemonstrates various levels of questioning and techniquesfor analyzing questions.
Learning Centers introduces free-time, exploratory learningstation, multi concept and media learning centers, andidentifies five basic steps in planning learning centers.
Value Clarification is designed to help the teacher under-stand the valuing process as it relates to decision-making,present the basic objectives for using value clarificationin the classroom, and incorporate cognitive and affeCtiveactivities in the classroom.
Assessment identifies four steps in the assessment prdrcess,'addresses the use of standard intelligence tests, anddiscusses six areas of evaluation--perceptual, behavioral,
cognitive, expressive, psychosocial,-and daily classroomskills.
Classroom Management presents several methods for bringingabout proper classroom behavior, such as reinforcing,redirecting, ignoring, focusing, referencing, signalingand using humor appropriately.
Parent Counseling,presents helpftl methods for effectivecounseling of parents of handicapped children. The impor-tance of parental involvement in the diagnosis, treatment,end educational proOedures for the child is emphasized.
Mainstreaming examines ten areas of general disagreement aboutmainstreaming and presents the roles of the Resource-Teacher,Consulting Teacher, Diagnostic-Prescriptive Specialist;Itinerant Teacher and Training Based Model.
Peer Tutoring explores reasons and techniques for implementingpeer tutoring for special students within regular classroomsand addresses aftinistrative aspects of establishing andmaiintaining such a program.
1 Opu
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Simulation explores 13 essential aspects of the real worldto be incorporated in a good simulation, and introducesa simulation for students with minor learning disabilities.®
Spelling presents techniques of evaluating spelling skillsand plans for individualizing instruction to correct spellingweaknesses in children with problems learning by conven-tional methods.
Language Experience Approach emphasizes the importance of..teaching reading at students' present levels and proceedingthrough activities based on their increasing interest; whatthey say is vieweeas more importantithan how th say it.
Label the Behavior defines eight basic categories th broaden .1
understanding of the characteristics of exceptional c ldren <
by focusing on the behavior of children, and describes andanalyzes behavioral patterns.
Reading in the Content Areas presents the techniques of pre-viewing, questioning, reading, reflecting, reciting, and , ,
, reviewing, and demonstrat,is methods for improving comprehen-sion in the content areas.; increasing student motivation(and assessing and adapting readability.
Individualized Instruction introduces the use of performanceobjectives, pretests, learning activities and posttests inmatching teaching style to learning style; the establishmentof goals, analysis of learning tasks, and selection ofinstructional.objec, .dFives are also scussed.
Learning Styles.'reviews diffeient ty s of earning styles,.the influence of environmental, otional s iological andphysical stimuli on learrficg styles, and ways t adapt toa variety of styles in the 'classroom.
Behavior Modification reviews respondent and operant condi-tioning, the use of positive and negative reinforcers, andfive steps to alter behavior: shaping, chaining and fading,modeling, contracting, and token systems along with examplesof successful classroom applications of these principles.
Grouping and Special Students presents 'teChniques 'for analyzinggroup behaviors and structuring a small group, and evaluatesthree types of discussion groups commonly used in the.class-,room.
Art and the Exceptional Student presents ideas, methods, andresources for using art as an important motivational force ,
-land a way to make subject-areas more meaningful to students.Career Education emphasizes career education as a concept,rather than as a subject, and presents techniques forhelping the teacher help students identify with work, workers,and work values.
,,Mathematics and the Special Student identifies specificlearning problems in mathematics and presents examplesofconcrete, semi abstract, and abstract principles to simplifyteaching Mathematics.
, AVAILABLE FROM:
a
BST :
-99-
HubbardP.O. Box 104Northbrook, Illinois 60062
Complete series of 20 programs: r$1,895.00 videocassette;$3,995.00 16mm film
Any 10 programs: $995 videocassette; $2,295 16mm filmI0ividual Programs: $125 videocassette; $275 16mm filmAdditional Individua/l Manuals/Participant's/Teachers: $1.95 each10-day preview of materials available.
_J
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7100-
Teacher's Liability Under .the Law
1977
125 sound slides, three cassette tapes,partic/Ipant's manual.
Insei-vice teacher training (three 2-hour sessions)for teachers, administrators; can be tdapted for shortersessions.
This ogrami-addresses two basic issues for teachers andadminist tors: What'is liability, and if 6. suits occur, how
can damages be held to a minimum?
The Leoader's Guide outlines the objectives, content and7
media, then suggests step-by-step sequences for presentingeach segment.
leader's guide,
The Participants' Manual includes actual legal cases forreview and discussion and simulated school and classroom
*situations that participants analyze and discuss.
Sound slides and cassette tapes focus upon three commongrounds to teacher liability:
Negligence not carrying out teaching duties with reasonablecare.
Intentional Interference - infringement upon the rights ofstudents to have a certain amount of fieedom.
Constitutional infringement - interference With a person's
d/P
rights'as guarantee by the U.S. tonstitution.
AVAILABLE FROM: HubbardP.O. Box 104Northbrook, Illinois 60062
COST: $185.00'
129
TITLE:
DATE:
FORMAT:
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DESCRIPTION:
C9NTENTS:
e -101-
Teaching Children with Special Needs: A TeacherEducation Series for K-3 Teachers
1975A
Sixteen (16) thirty-minute lessons produced on colorvideotape, and a corresponding teacher's manual.
Preservice and inservice training of regular and specialeducation teachers.'
This is an introductory inservice training series for regularand special educators in the observation, identification, andmanagement of, children with special needs (K-3). The seriesig designed tohelp viewers develop observational skills thatWill enable them to recognize learning problems, encouragefocus, on learning characteristics rather than etiologicalcategories of 'pupils, and offer information on a variety oftechniques to be used in the regular classroom.
Preview is an overview of major content areas.to beincluded in the entire series. The rationale for deliveringservices in the regular classroom is presented.Teacher Attitude I shows teaFhers verbalizing their feel-
ings about "bothersome" classroom behaviors, sharingexperiences with colleagues about these behaviors, anddescribing the management techniques they have employed.Teacher Attitude II demonsti-ates infoLdl observation
methods for use by teacher and peer in identifying four majorcharacteristics operating within that classroom and contri-buting to the educational quality of that setting.Observation of Behavior demonstrates' the use of the anec-
dotal record as a means of Systematically recordipg behavior,and emphasizes the use''of objective language in describingbehavior.
Behavior Problems I demonstrates various techniques used bythe teacher to modify a range of undesirable behaviors.Behavior Problems II,examineS.the use of behavior modifi-
cation (including contingency contracting and the task centerapproach) -in classroom situations for pupils for whom short-
. term management has not been effective and for whom long-range methods are required.. Learning Styles explores the assessment of the sensorymodalities most involved in learning- audLtory, visua11-rdtacitile-kinesthetic--and educational programming based onassessment.
Oral Receptive Language examines behaviors 'indicative ofpossible problemsin oral receptive language, and suggestsmanagement techniques and materials to improve receptivelanguage sills.
130.
-102-
Oral Expressive Language illustrates a variety of problemsin expressing ideas, compensatory activities used by studentsand appropriate management techniques.Informal Assessment of ReldingProblems uses case studies
to illustrate the use of a variety of techniques for informalassessment of reading problems.An Analytic Approach to Reading illustratls the application,
of e Language Experience Approach to reading and the use ofLe ning stations.
A Synthesis Approach to Reading demonstrates the use of amulti-sensory-synthesis approach to teaching reading.Mathematical Problems I demonstrates .the use of specific
diagnostic and remedial techniques with pupils having'difficulty with early work in arithmetic.Mathmetical Problems II shows diagnostic techniques for
determining the degree to which students know the basicarithmetic facts and can relate number sentences to concretesituatiow; corrective instruction techniques are alsoillustrated.The Referral Process illustrates referral procedures and
the roles of various-individuals in staffing conferences.Review is a discussion by consultants of the application
and interpretation of six major conte9t areas covered in theseries; emphasis is pld on the interrelatedness of theseries' content in working with children with special needs.
PVA I LABLE FROM; Maryland State Department of EducationGarrison Forest Plaza10317 Reisterstown RoadOwing Mills, Maryland 21117
1*
P
1
-103-
TITLE:
DATE:
FORMAT:
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DESCRIPTION:
4
CONTENTS:
AVAILABLE FROM:
COST:
C.
Teaching the Moderately and Severely Handicapped: CurriculumObjectives, Strategies, and ActiVities
1976
Three-6" x 9" plastic- bour?d paperback volumes.
Pteservice and inservice training of regular and specialeducation teachers, therapists, teachers' aides, administra-tors, graduate and undergraduate students, and parentsdealing with moderately and severely handicapped students.
Teaching the Moderately and Severely Handicapped is a
three-tolume teaching text and curriculum guide which may beused for planning and implementing a comprehensive educationalppgram for.the handicapped. The first two volumes are forthe moderately and seVerely, handicapped emit the third is forthe mildly and moderately handicapped. The guides instructin areas of behavior, self-care, motor skills, functionalacademics, safety, socialization, communicat n, and leisurettme activities. Each volume contains gene al and specificbehavioral objectives sequenced development ly. In 'using the
curriculum, the teacher or program implementor selects'anobjective for the student and refers to. the diagnostic check-list which gives the required student performance level per-centage and'reCommended number of 'teacher observatiOns for theOlected objectives. If the student's performance level isb4ow, the required percentage listed, the teacher can use thesuggested activities which accompany each objective forinstructional purposes. A bibliography of suggested, readingsfollows each major curriculum area.
Volume I - Behavior, self-care, and motor skillsti.
Volume II Communication, socialization, safety, and leisuretime skills
Volume III Functional academics (reading, writing, arithmetic,and consumer skills).
University Park PressChamber of Commerce BuildingB<imore, Maryland 21202
Three-volume set $39.50Volume I 14.95Volume II ' 16.50Vo-lume III 13.95
132
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-104-
The Kids on the Block
1978
Six 'hand and rod puppets, instructions for operatpuppets, scripts and cassette tapes, guide for prand discussions."
ing
ograms
By regular classroom teachers with students at. theelementary level.
These.puppets and accompanying materials were desigto help increase student and teacher understanding ohandicaps and to encourage positive attitudes abouthandicapped people. Each of five puppets representsa different handicapping condition; a sixth is nothandicapped.
k, cerebral palyRe aldo, blindE en Jane, mentally retardedBrenda, epilepsyMandy, deafMelody, non-handicapped
Barbara Aiello
The Kids on the Block, inc.Suite 510Washington BuildingWashington, DO 20005
133
ed
f
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DATE:
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DESCRIPTI*
CONTENTS:
AVAILABLEFROM:
COST:
'-105-
1
The Law and Handicapped Childien in School Series
1978
*ries of 14,30- or 60-minute 3/4" color videotapes.
Preservice and inservice training for regular and specialeducators and administrators.
This series of videotapes features intervieA with expertsin assessment and programming for the handicapped, simula-tions of case conferences, reviews of relevant legislation,and illustrations of different types of teaching settingsfor the handicapped. An introductory videotape summarizesthe thirteen videotapes and discusses their bearing uponprocedures for implementing various portions of the law.
OverviewIncluding MeAssessmentThe Larry P. Case
The Individualized Education ProgramIndividualized Education Program Case CoherenceAnnual Review
Lea'st Restrictive Environment Panel1111.
Integrating Handicapped Children in the Re&glar ClassroomLeast Restrictive Environment--Resource Rooms and Special
Classes
Least RestrictiVe Environment III--Special Day and ResidentialSchools
Educating the Severely and Profoundly HandicappedThe Due Process PanelThe Due Process Hearing
Indiana UniversityAudio Visual CenterBloomington, Indiana 47401
$160.00 per.video tape, $115.75 per rental, except for"Including Me", which maybe ordered with 5 or more titles,In the series, but may not be purchased or rented separately- -$400.00, $38.00 per rental.
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The Teacher Training Program (TTP)
1975
Facilitator manual, participant manuals, filmstrips,tapes, games, transparencies, and films.
Preservice or inservice training K-12. The program isdesigned to be flexible, to provide resources to be usedas a total,program or in parts, to be developer-free, andto provide individualized instructional strategies andprocesses;
The TIP is aimed at building skills, conoepts, and 'attitudes which are necessary for the regular educatorto successfully mainstream handicapped students into theregular classroom. The program-addresses areas ofindividualizing instruction, alternative behavior.management strategies,dand the interfacing of regularand special educators.
Phase I Mainstreaming Group Activities is facilitator-directed and involves the total group or small groups inactivities related to the concept of mainstreaming and thespecial Students involved. The duration of this phaseof training is approximately twelve hours.
Phase II Skill Building Individualized A \tivities focuseson skill-building and problem- solving related to individualizing and humanizing instruction: Participants workindependently in small task groups at Data Banks. Each DataBanYc addreses a particular concept or skill. area relatedto individualization. Particiyants_determine which DataBanks o work with according to their performance on adiagnostic pre-test.
The Data Bank topics are:Assessment/Evaluation'CommunicationCurriculumGrading/ReportingInfluencing BehaviorInstructional ManagementLearning Environment,Learning Style
Each Data Bank consists of approximately four to Jive hoursof instruction.
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Phase III Implementation Take Home Reinforcement describes'processes and provides resources for the gradual implementa-0.0n of\individualized instruction. Participants are calledupon to assess their own classroom 5etting,_14entify problemareas, and generate solutions for those problemg, usingskills they ,gained within the controlled practicuth.
Note: A similar Principals' Training Program is alsoavailable.
AVAILABLE FROM: Instructions ervicesEducation rvice Cefiter, Region XIII6504 TraCom LaneAustin, Texas 78721
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. They Can Learn
1977
-108-
Leader's guide, six filmstrips, six cassette tapes.-,,,.
Preservice and ins ervice training of regular and specialeducation teachers either in' a structuud class situation orby individuals for their own instfucttoW. Selected film-strips are also approp e for use With parent groups.
This filmstrip/casset e series provides information on thenature-of learning d abilities and the identification andeducation of learning disabled children. Each, presentationcan be augmented by preparatory and followup activities inorder to foster the understanding, skills, and techniquesuseful in teaching these -special children.
The six-part series includes a guide which provides a briefoverview of the structure of each presentation. It givesthe leader/trainera summary of eadthfilmstrip topic,suggested activities for participants to use -prior to andafter viewing each rogram, and the scripts of the,film-strips. The firs, strip describes what a learningdisability is and -.. aims the identification process forchildren with this handicap. The second filmstrip offers .
classroom management,techloujs helpful in teaching t
4child with learping problems. The other' four parts oseries illustrate methods, materials, and emediationtechniques which facilitate legrning.bz children withvisual`perceptual, auditory perceptual-, gross motor, and'
isfine motor difficulties. 0
AVAILABLE FROM: McGfaw-Hfll Films
122f Avenue Of the AmericasNes York, New York At5020
. CO T $99.50
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Upset in Polymer: An Exerpience in Mainstreaming
1973
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Four audio tapes and, six participant's manuals designedto allow participants !Ito simulate/role play certain"mainstreaming" situations.
Perservice and inservice training of teachers.
Using an.audio tape to provide settings and to pace the-activities,'and using player's booklets for furtherinstructions, groups of five people simulate the.events-in a mythical school prior to, during; and just after amildly handicapped child is integrated into a regularclassroom. The participants role play and then discusstheir role playing three times: once as teachers and aprincipal, once as teachers and parents, and once as ateacher and pupils. Then the participants simulate aplanni#g session for the school district, thus summar-izing and synthesizing their previous role playing
These materials were designed to help a staff cope withanxieties about impending mainstreaming by exempli-fying and personalizing some of these concerns. Thematerials can-also be used to stimulate discussion oEproblems in implementing mainstreaming within the partici-pant's own.school and expose participants to the potpntialclassroom use of group ptoblem-solving strategies such as roleplaying and discussiop. By increasing group and individualawareness and by intAducing problem-solving techniques,thete materials may facilitate planning activities in theschool and participatioh in skill development activitieswhich, in turn, may help solve future problems.
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CITH Publications (Center for Innovation in. Teachingthe Handicapped)
School of Special EducationIndiana University,
2805 East Tenth StreetBloomington, Indiana 47401
71.10-
TITLE: Video Training Workshops on Child Varian-6e
DATE: 1979
"N.
FORMAT: Six Videocassettes, 1 workshop leader's manual, 1 student text -Understanding Child Variance.
USE: Five preservice or.inservice training workshops, far teachersand paraprofessionals working with children with behavior problems.
. .
DESCRIPTION: This program was designed to help teachers and paraprofessionals
- ) to develop techniques based on established theories of learningand behavior'for handling problem situations in classrooms.Attention is given to both diagnostic And intervention strate-gies. The paC.kage contains 6 videocasSettes; one presents4fifteen incidents of problem classroom behavior and is usedin each of the workshops. On each of the other. five cassettes,experts with different theoretical perspectives discuss tapedsequences of problem classioom behavior.
CONTENDS : Videocassettes:
Workshop Psychodynamic View, Behavioral View
'Workshop 2: Bdophysical View, Behavior View
Workshop 3: Sociological View, StudentText - UnderstandingChild Variance
AVAILABLE FROM:
COST:
The student text includes si ihstructional modules andactivity sheets for the five video ape workshops, and isintended to provide an introductio to the way problemclassroom behavior is viewed from ach of six theoreticalpositions. The focus is on concepts which influence a teacher'sapproach tq classroom management and on interventions based,on each of the positions presented in the video series. Eachmodule includes a pre- and posttest. brief'historyof thephilosophical positon, specialized terms and concepts,motivation and behavior, diagnosis, intervention techniques,'and adyantages tnd disadvantages of the approach in aeducational setting. Extensive bibliographies are i cluded.
The wo'rkshop leaders' manual includes suggestions foractivitie% which require learners to interpret children's.behavior on the basis of specific theoretical approaches.
The Council For ExCeptional 6ildren1920 Association, DriveReston, Virginia 22091
$595.00
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We Did It . . . So Can Vou!,
1978
10 filmstrips, 10 casvettes, three teacher's guides
eservice and inservice training of regular class teachers
IS set filmstrips and tapes tellsvhe stories of.ten ks,
special needs individuals of school age (loges 5 to. 20) whoshow how they function in,,school land how they feel aboutthemselves and other children.' School representatives also /shate thelr feelings about the staents. The subjects ,ofthese stories verbalize their feelings about their capabili-ties and acceptance in school, in both academic and non-academic activities, while mainstreamed with non-handicappedchildren. ,
Bobbi-Jo (spina bifida)Billy (blind)Karen (deaf)
1Brian (cerebral palsy) /Joel (emotionally disturbed)
Angel (developmental disability)Kathy '(Down's syndrome)
0' -Orvis (developmental disabilities)Chip (emotionally distrubed)Paul (orthopedically handicapped)
IAILPRLE FRONk Selective Eddcitional juipment (SEE), Inc.,.. 13 Bridge Street
Newton, MaSsachtisetts 02195a
COST
S.
Complete set: $240.00Individual roles: $27.50
140
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-112
What If You Couldn't . . ? A Program About Handicaps
1978
Boston Childien's Museum
Preservice or inservice training of regular classroothteachers
This multi-media kit was designed to create an awarenessand sensitivity to the needs of handicapped children amongteachers and non - disabled children. The introductoryunit explores common differences and similarities among allchildren, and each of the six following units addressesa diffetent handicapping condition. Each unit Contains,a series of sequential activities, providing information,simulation exercises, and problem-solving exercises. A
separate teacher's guide is included with each unit, andprovides suggested activities and background informationbn he specific disability.
Some Ways the,Same, Some Ways DifferentImpairments
Hearing ImpairmentsMental RetardationLearning DisabilitiesEmotional ProblemsOrthopedic Handicaps
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Selective Educational Equipment, Inc.3 BrAdge StreetNewton, Massachusetts 12195'
Complete kit: $360Evaluation kit: :00(Opening unit and teacher's guide for the seven units)Prices for individual units vary; contact publisher.
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-113-
What is a Handicap
1975
Four sound filmstrips, four cassettes, a teacher's guideand 24 activity guides.
Regular students who increasingly meet handicapped studentsin their classrooms; can be used individually or in smallgroups.
These materials were designed to show students the simi-larities between themselves and children who are hankcapped,how they can relate to children, and what they can Wmfrom them.
BFA Educational Media221 Michigan AvenueP.O. Box 1795
Santa Monica, California 90406
