Describes how to conduct a collaborative group story-writing session with preschool children and encourage the creativity of the group. (MM)

The article compares Part B of the Education for All Handicapped Children Act (P.L. 94-142) of 1975 with Part H and argues that the similar meanings of "appropriate educational services" and "least restrictive environment" under both parts support efforts to integrate infants and toddlers with disabilities. (Author/DB)

Phoneme-specific nasal emission was identified in 36 children, age 3-16; 19 children had no orofacial mechanism anomalies, whereas 17 had findings ranging from minor to severe. The 2 groups were more alike than different in speech behaviors. Five patterns of phoneme-specific nasal emission were exhibited by 2 or more children. (Author/JDD)

A group of healthy mothers were compared with a group of mothers who had problems with getting their children to comply. Healthy mothers more effectively modulated their directives and had significantly higher scores on a measure of maternal coordination. (RH)

A survey of 130 Connecticut teachers serving handicapped children aged birth to 6 found that the teachers used a variety of curricula, used individualized education programs, used structured didactic methods, felt highly successful at achieving their instructional goals, and had positive attitudes about their effectiveness as teachers. (Author/JDD)

Reviews research on social integration of special needs children into regular preschool programs. Techniques used to facilitate integration are reassessed. Suggestions for teacher promotion of social integration are provided. (RJC)

Assessment procedures can be used to establish a baseline of strengths and weaknesses for young visually handicapped students, to record changes in students' performance, and to identify teaching steps. Selecting suitable assessment procedures requires consideration of their format, wording of the items, subscales, developmental range, reliability…

Describes an assessment and intervention approach that was added to a more traditional evaluation procedure to treat the attention deficits of a boy of 2 1/2 years who had mild cerebral palsy. (RJC)

Discusses various problems in preschool screening for learning disabilities. Reviews studies which show that, in spite of such problems, early identification of learning disabilities is a viable process. Examines advances in reading theory and research which point to new variables that may enhance the predictive power of early screening devices…

Describes the development of a Russian language enrichment program for four year olds and kindergartners. Visual aids, songs, games, and skits were used to introduce and review lexical items, whereas discussion focused on the cultural contrasts between the lives of Soviet and American children. (Author/CB)

Argues that the constructivist theory, which places stress on inquiry learning by the child, has dominated the field of mathematics and science teaching. Focuses on the preschool child and learning based on understanding. Discusses a wide range of research in this area and advocates a Brunerian model for learning. (NL)

Simultaneous and successive processing and language development were compared to the early reading behaviors of 64 children, ages 4 through 6 years. Three standard instruments were administered; a multiple linear regression analysis demonstrated that language development and simultaneous processing made greater contributions to early reading…

An overview is provided of the general education and training of occupational therapists, followed by a discussion of issues related to personnel preparation for early-intervention practice. Two challenges identified for the field of occupational therapy include the need for continuing education and the personnel shortage. (Author/JDD)

The connected discourse tracking technique was adapted to an auditory story modeling procedure with two four- to five-year-old children with moderately-severe hearing losses. Over four academic quarters, the two children's word per minute scores increased substantially demonstrating the feasibility of this task for children in this age range. (DB)

Teachers (n=124) of deaf-blind students responded to a survey regarding their experience, training, program characteristics, communication methods, certification, and prevalence of deaf-blind students in their programs. Results indicated a high number of certifications for teachers, and a steady incidence of deaf-blind students across age groups…