Outlines 10 teaching methods for each of 6 core learning outcomes in higher education: disseminate up-to-date information; develop capability to use ideas/information; develop ability to test ideas/evidence; develop ability to generate ideas/evidence; facilitate personal development; and develop capacity to plan and manage learning. Recommends…

The paper describes considerations in determining the comprehensibility of instructional materials for use with mentally retarded students. (CL)

An integrated model of instructional environmental design and instructional procedures development is discussed and applied to a concept lesson with six moderately and severely retarded males (seven to eight years old). (CL)

Suggestions are made for generalizing prevocational and vocational skills of mentally retarded students across settings and conditions, across persons, across time, and across materials. (CL)

Language delay in the retarded child is discussed, and classroom activities which could be used to demonstrate the progressive reciprocity of social contacts in human communication are presented. (SBH)

The article describes a curriculum model for the severely handicapped which utilizes the traditional notions of content, scope, and sequence and relates these concepts to the learning and generalization processes. (DLS)

The article describes an assessment and instructional strategy for teaching severely handicapped individuals manual communication skills. (DLS)

The article presents a simple method for estimating the instructional time a handicapped or other student will require to complete an educational/training objective. (DLS)

The Woodhaven Center (Philadelphia, Pennsylvania) classroom prevocational program for its severely handicapped population is described. Based on proven instructional techniques and a theoretical hierarchy of learning, the program offers guidelines for teaching initial skill acquisition of vocational tasks and procedures for maintaining acceptable…

Research related to employment decision making and the handicapped is reviewed, and factors influencing interviewer decisions are seen to include qualifications, negative information, elapsed time, age, and nonverbal behavior. Five suggestions for teaching interviewing skills to mentally retarded persons are offered. (CL)

The authors review research on promoting positive social behavior of severely handicapped students and analyze the research in terms of those factors that have been found to influence generalization. Practical implications are drawn regarding ways to better foster generalization of the positive social behaviors of severely handicapped students.…

A money skill curriculum in which trainable mentally retarded students raise money and manage it, is given as an example of an appropriate curriculum for this group. The importance of using simulations and encouraging the help of normal peers is emphasized. (CL)

Three approaches to encouraging interactions between severely handicapped and nonhandicapped students in integrated classrooms are cited: designing and organizing the classroom, training socialization skills to the severely retarded, and training nonhandicapped students to interact with severely retarded students. Research on each is reviewed.…

The approach, which has also been used successfully with learning-disabled and emotionally disturbed children, provides a systematic method of instruction and stresses the use of sensory and verbal cues as aids in learning manuscript writing. (DLS)

Description of librarianship course taken by trainee teachers at Kenya Science Teachers College highlights concept of course; library resource centers in primary teacher training colleges; the syllabus (aims--to present overview of information services, prepare trainees as teacher/librarians--and objectives and course content); teaching methods;…