Abstract:
On October 12-14 2000, the Council for Exceptional Children - Division on
Mental Retardation and Developmental Disabilities (MRDD) sponsored its Seventh
International Conference: Many Roads, Different Directions: Strategies for
Success. The conference was held at the Inner Harbor in Baltimore, Maryland.
The Board of Directors of MRDD decided to devote this issue of Education and
Training in Mental Retardation and Developmental Disabilities to papers from
the conference. Presenters were asked to submit papers based on their
conference presentations. Papers submitted were reviewed by the Guest Editors
who selected the papers for publication.
We think the selection of papers represents an interesting assortment of
topics and formats ranging from discussion papers to databased research to
descriptions of classroom techniques. The nine papers selected do not
necessarily represent all the topics covered at the conference but they do
give a good idea of the variety and quality of the presentations. We would
like to thank those authors who submitted papers for making this special
conference issue possible.
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Characterization
of Mental Retardation and Autism in Children's Books
TINA TAYLOR DYCHES
MARY ANNE PRATER
SHARON F. CRAMER
Abstract: Although many authors have identified guidelines in the
evaluation and subsequent selection of contemporary children's literature, few
have studied how individuals with mental retardation and autism (MR/A) are
depicted in children's literature. Dyches and Prater (2000) took a unique
approach in creating evaluation guidelines based not only upon general
literary standards, but also with regard for the portrayal of individuals with
disabilities (Turnbull, Turnbull, Shank, & Leal, 1999). Based on the
Dyches and Prater guidelines, characterizations and plots in eligible
children's books published during 1997 and 1998 were evaluated. Twelve books
are discussed in detail, in terms of each guideline. The results showed that
there was inconsistency in the books, in terms of the themes that emerged: (a)
characterization and positive portrayal, (b) relationships, (c) changes in
characters without MR/A, and (d) changes in characters with MR/A. Special
topics that were present in the books are also discussed: schooling,
recreation, and residence. The characters in the books were portrayed as
making more choices in their lives, and were educated in more inclusive
settings, than characters in books in an earlier study by Prater (1998). The
conclusion highlights the use of this study as the basis of an international
award for children's literature that includes characters with mental
retardation and/or autism.
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Public School Programs for Students with Significant Disabilities in
Post-secondary Settings
MEG GRIGAL
DEBRA A NUEBERT
M. SHERRIL MOON
Abstract: There is little literature that describes the development,
implementation, or outcomes of age- appropriate public school programs or
individual supports for older students, ages 18-21, with significant
disabilities. However, such programs in post-secondary settings such as
community and four-year colleges are developing around the country. This
article overviews programs based in post-secondary settings in Maryland that
serve students ages 18-21 with significant disabilities who are still
receiving public school special education services. Student and setting
characteristics, staffing, funding patterns, referral and admission practices,
and program components are described. Challenges associated with program
development and implementation are discussed. Finally, several areas that
should be addressed through program evaluation and research are enumerated.
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Preservice
Professionals' Attitudes Toward Children Who Use Augmentative/Alternative
Communication
ANN R. BECK
JAMES R. THOMPSON
SANDRA L. CLAY
MARGARET HUTCHINS
W. PAUL VOGT
BETH ROMANIAK
BRANDI SOKOLOWSKI
Abstract: A scale to measure the attitudes of professionals towards
children who communicate using augmentative/alternative communication (AAC)
was validated. An experiment was conducted to investigate the influence of
three variables (type of augmentative technique used to communicate,
disability label used to describe the AAC user, and AAC user competence in
communicating with an augmentative technique) on adult attitudes. Although
findings indicate that user competence influenced cognitive evaluations (i.e.,
judgments relating to overall capabilities), user competence did not influence
affective evaluations (i.e., feelings, emotional responses), behavioral intent
(i.e., actions one would take when serving a child), or overall attitudes.
There was no evidence to suggest that adult attitudes were influenced by the
type of device (high-technology or low-technology) used by a child or by a
child's disability label (mental retardation, physical disability, or no
label). Clinical implications of these findings and need for further research
are discussed.
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Providing
Assistive Technology Information to Professionals and Families of Children
with MRDD: Interactive CD-ROM Technology
JACK HOURCADE
PHIL PARETTE
Abstract: New technologies rapidly are changing the ways in which people
access information. In providing assistive technology (AT) to students with
mental retardation and/or developmental disabilities, professionals require
greater information on how AT affects families, especially families from
diverse backgrounds. Parents and families of students with mental retardation
and/or developmental disabilities require basic information about AT presented
in a user-friendly way. The instructional CD-ROM Families, Cultures, and AAC
is designed to provide information about assistive technology, especially
Augmentative and Alternative Communication (AAC), to both professionals and
families through an engaging multimedia format.
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Student Support
Teams: Helping Students Succeed in General Education Classrooms or
Working to Place Students in Special Education
KENT R. LOGAN
CAROL D. HANSEN
PAUL K. NIEMINEN
E. HEATH WRIGHT
Abstract: Student Support Teams (SST), also known as Prereferal
Intervention Teams, are designed to help general education teachers solve
student learning and behavior problems in the general education classroom.
They are not designed to be part of the referral process for Special Education
and are not a part of IDEA. However, little is known about general education
teachers' beliefs about SST or how SST actually works. This qualitative study
was designed to discover 24 general education elementary teachers' beliefs and
perceptions about SST and the types of students they brought to SST. In
individual interviews, teachers were asked to tell a story about a student
they had referred to SST. Category development followed procedures for open
and axial coding. Results showed that SST was not functioning as designed and
that: (a) teachers clearly believed the primary purpose of SST was to test and
place students into special education programs; (b) teachers referred students
to SST with whom they had not been successful; (c) teachers believed their
role was to document what had been tried and not worked to solve the students'
problems; and (d) teachers believed that there was a covert evaluation process
by administrators during the SST process which created anxiety and fear on the
part of the teachers. Implications of these results are discussed and
suggestions for changing and improving the SST process are made.
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Student
Involvement in Transition Planning: Are We There Yet?
DALUN ZHANG
PAMELA M. STECKER
Abstract: After a decade of research on self-determination of
individuals with disabilities, it is now widely recognized that student
involvement in the transition planning process is critical to transition
success. However, little is known about the extent to which students with mild
mental retardation (MMR) are involved in the planning and implementation of
transition services. The current study examined this status by interviewing 44
secondary teachers of students with MMR. The interview focused on teacher/IEP
team behaviors before and during the transition planning meeting and student
behaviors before, during, and after the meeting. Results of this study are
discussed and recommendations for future practice are provided.
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A Synthesis of
Studies on the Intellectual, Academic, Social/Emotional and Sensory
Characteristics of Children and Youth with Asperger Syndrome
BRENDA SMITH MYLES
GENA P. BARNHILL
TAKU HAGIWARA
DEBORAH E. GRISWOLD
RICHARD L. SIMPSON
Abstract: A synthesis of studies designed to better understand
characteristics of children and youth identified as having Asperger syndrome
is provided. Based on work associated with The Asperger Syndrome Research
Project, summarized information on the unique intellectual, academic,
social/emotional, and sensory characteristics of children and youth with
Asperger syndrome is presented. Implications and practitioner information
related to these findings is also included.
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Strategies for
Enhancing Play Skills for Children with Autism Spectrum Disorder
JENNIFER BROWN
DONNA MURRAY
Abstract: Children with autism spectrum disorder (ASD) do not develop
play in the same way that children with typical development do (Libby, Powell,
Messer, & Jordan, 1997; Murray-Slutsky & Paris, 2000; Wolfberg, 1999).
This article describes play differences in children with (ASD). It also
suggests strategies for developing an intervention plan including assessment,
goal setting, and teaching play skills.
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Utilizing
Travel Cards to Increase Productive Student Behavior, Teacher Collaboration,
and Parent-School Communication
LAURA BOWDEN CARPENTER
Abstract: Students with mental retardation have increased access to the
general education curriculum (McLeskey, Henry, & Hodges, 1998). Challenges
exist that create barriers to successful and meaningful access. Students with
mental retardation often exhibit unproductive behaviors such as problems of
memory, attention, self-regulation, academic achievement, sociobehavioral,
motivation, and generalization (Beirne-Smith, Ittenbach, & Patton, 1998;
Hallahan & Kauffman, 2000). Identifying and altering unproductive behavior
is further complicated when a student is assigned to multiple teachers and
classrooms. This paper describes how the expanded concept of the Travel Card,
a behavior management strategy described by Jones and Jones (1995), increased
the productive behavior of students, facilitated teacher collaboration, and
improved parent-school communication. The Travel Card, based on earning points
for social, token, and activity reinforcers, enabled students with mental
retardation to have meaningful and successful access to the general education
curriculum. Students' Travel Cards became documents for teacher collaboration,
and parent-school communication through portfolio assessment. A complete
description of the strategy components is given along with an example of the
Travel Card.
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