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Assessment and Programming for Young Children with Low-Incidence Handicaps [electronic resource] / edited by Cecil R. Reynolds.

Contributor(s): Material type: TextPublisher: New York, NY : Springer US : Imprint: Springer, 1983Edition: 1st ed. 1983Description: VIII, 348 p. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781475792980
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 370.15 23
LOC classification:
  • LB1027.55
Online resources:
Contents:
1: New Directions in the Assessment of Young Handicapped Children -- 2: Evaluation and Programming for Infants and Preschoolers with Neurological and Neuropsychological Impairments -- 3: Motor Handicaps in Childhood -- 4: Neuropsychological Aspects of Epilepsy and the Effects of Epileptic Medication on Children’s Behavior -- 5: Evaluation of Cognitive Functioning in Children with Neuromuscular and Related Physical Disabilities -- 6: Assessment of Visually Handicapped Preschoolers -- 7: The Development, Administration, Scoring, and Interpretation of the Hiskey-Nebraska Test of Learning Aptitude -- 8: Young Multihandicapped Sensory Impaired Children: Making Educational Decisions -- 9: Programming for Autistic Students: A Model for the Public Schools -- 10: Issues of Cultural Bias in the Assessment of Minority Handicapped Children.
In: Springer Nature eBookSummary: The public schools have taken on increasing responsibility over the last decade for providing in-school educational services to chil­ dren with low-incidence handicaps, children who, not very many years ago, would have been relegated to custodial care or limited to care only in the home. With the increasing responsibility for educating these children has come recognition that few of us have the requisite knowledge or skills to deliver high-quality services to these chil­ dren. University programs are providing more staff, but the existing staff must also be trained. We have been involved for several years, with the special education branch of the Nebraska Department of Edu­ cation in the provision of in-service training in the early identifi­ cation and assessment of handicapping conditions, when we realized an even greater need for training regular classroom teachers, administra­ tors, and psychologists in addition to early childhood special educa­ tion personnel about the nature of low-incidence handicaps and how they might be dealt with in the public school setting. Knowing the enormity and the expense of such an undertaking, we tenuously ap­ proached the State Department. They too were cognizant of this need and welcomed our ideas. Jan Thelen and her capable staff then took to coordinating the planning with us and the Nebraska Department of Education provided the fundings.
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1: New Directions in the Assessment of Young Handicapped Children -- 2: Evaluation and Programming for Infants and Preschoolers with Neurological and Neuropsychological Impairments -- 3: Motor Handicaps in Childhood -- 4: Neuropsychological Aspects of Epilepsy and the Effects of Epileptic Medication on Children’s Behavior -- 5: Evaluation of Cognitive Functioning in Children with Neuromuscular and Related Physical Disabilities -- 6: Assessment of Visually Handicapped Preschoolers -- 7: The Development, Administration, Scoring, and Interpretation of the Hiskey-Nebraska Test of Learning Aptitude -- 8: Young Multihandicapped Sensory Impaired Children: Making Educational Decisions -- 9: Programming for Autistic Students: A Model for the Public Schools -- 10: Issues of Cultural Bias in the Assessment of Minority Handicapped Children.

The public schools have taken on increasing responsibility over the last decade for providing in-school educational services to chil­ dren with low-incidence handicaps, children who, not very many years ago, would have been relegated to custodial care or limited to care only in the home. With the increasing responsibility for educating these children has come recognition that few of us have the requisite knowledge or skills to deliver high-quality services to these chil­ dren. University programs are providing more staff, but the existing staff must also be trained. We have been involved for several years, with the special education branch of the Nebraska Department of Edu­ cation in the provision of in-service training in the early identifi­ cation and assessment of handicapping conditions, when we realized an even greater need for training regular classroom teachers, administra­ tors, and psychologists in addition to early childhood special educa­ tion personnel about the nature of low-incidence handicaps and how they might be dealt with in the public school setting. Knowing the enormity and the expense of such an undertaking, we tenuously ap­ proached the State Department. They too were cognizant of this need and welcomed our ideas. Jan Thelen and her capable staff then took to coordinating the planning with us and the Nebraska Department of Education provided the fundings.

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