Greg H. Frith

Microcomputers versus Resource Rooms for LD Students: A Preliminary Investigation of the Effects on Math Skills.

The SPARK-80 Computerized Mathematics System1 was evaluated using children with learning disabilities. The computerized instruction group (n = 12) received 40 minutes per day of SPARK-80 instruction at Radio Shack terminals, whereas the resource instruction group (n = 9) received traditional resource room mathematics instruction from experienced teachers for 40 minutes per day. Mid-year assessment produced significantly greater results for the computerized instruction group compared to the resource instruction group in terms of number of math skills mastered and fluency of problem solving. Moreover, compared to the resource instruction group, the computerized instruction sample produced over twice the yearly gains in achievement and in number of math skills learned. Results were statistically significant at the .05 level.

Certification, Training, and Other Programming Variables Affecting Special Education and the Paraprofessional Concept

A survey of state education agencies with respect to the use of special education paraprofessionals indicates that these personnel are gaining widespread popularity in the provision of educational services. As a result, their importance in the development of state and local comprehensive systems of personnel development is apparent. The authors support their position with data relating to certification, training, and local programming variables that pertain to special education paraprofessionals.

Burnout among Special Education Paraprofessionals

• Professional burnout, or extreme disillusionment with ones employment, has been receiving increased attention in recent years (Bayerl & MacKenzie, 1981; Bundy, 1981; Hinshelwood, 1981). The phenomenon has been reported in such disciplines as child welfare (Shannon & Saleebey, 1980), protective services (Daley, 1979), human services (Moracco & McFadden, 1980) and business (Nelson, 1980). It has also affected most, if not all, educational fields, including counseling (Bayerl & MacKenzie, 1981), elementary and secondary education (Austin, 1981; Moracco & Mcfadden, 1981; Parkhouse & Holmen, 1980), and death education (LeGrand, 1980). Special education personnel suffer from burnout as well (Weiskopf, 1980). This problem may be particularly acute among professionals who work with severely handicapped children (Foster, 1980). The tendency toward burnout among special education paraprofessionals is a subject that has not been given adequate attention. This is somewhat ironic in view of a national trend toward employing increasing numbers of these personnel (Frith & Lindsey, 1982; Pickett, 1979). Their established track record in working across a wide range of handicapping conditions and their high degree of cost effectiveness contribute to the extensive role paraprofessionals play in providing services to exceptional

Misconceptions of Regular Classroom Teachers about Physically Handicapped Students

Where parents argued that services were not sufficiently intensive, hearing officers tended to require additional services. Schools were frequently ordered to develop more explicit educational plans which presented goals, teaching techniques, the nature of services, and other specifics. In 13 of 49 cases, decisions indicated that after some or all of the testimony at a hearing, the parents and the school had agreed on new services or assessments for the child, which were then entered into the record. This suggests that there is room for negotiation when a dispute involves altered public school services and that a better process of communication between the parents and school personnel at an earlier point might have averted some of these appeals.

“Advocate” vs. “Professional Employee”: A Question of Priorities for Special Educators:

A difficult situation arises for special educators when they are asked to serve as active advocates for handicapped children, while simultaneously being employed by a public school system, institution of higher education, or state education agency charged with responsibility for implementing various aspects of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Potential conflicts in roles are discussed. Numerous examples of “advocacy dilemmas” are presented, along with a variety of pertinent questions.

Magic as Motivation for Handicapped Students.

• Magic has a unique and universal appeal that captivates the interest of children. One has only to observe the fascination in their faces during magic shows. When handicapped children are introduced to instructional concepts through the device of a magic trick, their attention span and motivational levels usually increase. A rabbit pulled from a hat, for example, can be an extraordinary way to introduce a unit on animals. Magic can provide teachers and other adults with a special entree into the world of children. The fascination that it produces creates new avenues of communication which are frequently helpful in instructional situations. Most special educators believe in a multisensory approach to instruction. Magic certainly offers a creative means for stimulating the senses. Tactile, visual, and auditory senses are probably the most commonly used, although some magic tricks also involve the gustatory and olfactory senses. Magic is both an observational and participant activity. Children can enjoy watching others, or they can actually take part. Most magic tricks do not require highly developed psychomotor skills. With practice, even the most uncoordinated child can master a substantial number of feats. Success is virtually assured if the interest level is high. By

Effects of Self-Contained Special Class Placement on Intellectual Functioning on Learning Disabled Students

This research provides additional data relative to the efficacy of self-contained delivery systems for learning disabled children. The effect of one- or two-year special class placement on academic achievement and intellectual functioning was investigated. The number of years in a self-contained class significantly affected arithmetic achievement, F (1.24) = 4.50. p < .05. Significant differences in regression in IQ scores of both groups occurred. These results suggest that additional efficacy research should be conducted prior to formulation of conclusions relative to the use of self-contained classes for LD youngsters. The concept of determining placement alternatives on an individual basis continues to be advocated.

The Versatility of Paraprofessionals in Programs for Children with Behavioral Disorders.

The employment of paraprofessionals in all areas of special education has increased substantially during the last decade. The purpose of this article is to focus attention on the versatility of these personnel in programs for behaviorally disordered students. Roles described relate to diagnosis, monitoring student progress, behavior management, instruction, classroom support, mainstreaming, use of community resources, and parent counseling. In addition, specific job assignments that should not be assigned to paraprofessionals in behavioral disorders are identified.

Sex Education: The Neglected Dimension on the Secondary Level Individualized Education Plans

Individualized education plans (IEPs) are designed for the purpose of describing those areas of the curriculum that provide an appropriate education for specific handicapped children and youth. Included in most individualized education plans are (a) tool subject strategies for developing reading, mathematics, writing, and spelling skills; (b) content area experiences for fostering concept growth and development in the

PRIMARY DRUG ABUSE AMONG WOMEN: A NATIONAL STUDY

This study focuses on womens primary patterns of abuse for selected drugs (heroin, marijuana, barbiturates, amphetamines, sedatives, and tranquilizers) at treatment admission in relation to age at first use, marital status, education status, and race. The sample consisted of 51 390 women admitted to treatment during a recent 12 month period. The results indicated that heroin was the most abuse drug in relation to all the variables examined. Those clients who never married and those unemployed at the time of admission reported the greatest abuse of each of the primary drugs investigated. More than half of the sample had their first drug experience before age 18. This suggests the need to educate young women about drugs and to make professionals in schools and communities more aware of the nature of this problem in order that prevention and treatment programs can be developed to meet womens specific needs.