A cumulative special education teacher training model is described which purports to promote retention and transfer of acquired competencies from semester to semester and to teach preservice teachers in development stages that mirror the ways they will be teaching children. (Author/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)

Rationale, methodology, and implications of Child Find programs, as required by P.L. 93-380, the Education Amendments of 1974, and P.L. 94-142, the Education for All Handicapped Children Act, are discussed. (CL)

An institutional peer-teaching model was tested by comparing two procedures to teach language to profoundly retarded residents (approximately 7-25 years old) under the supervision of attendants. (Author/SBH)

The study examined the behavior of four retarded adults before and after moving from an institution to community living arrangements. (Author/SBH)

A model is presented to facilitate the movement of children from a residential center to community schools. The purpose of the model is explained to break the reintegration process into incremental steps which are expected to make the child's adjustment to a new school situation easier and more successful. (Author)

A mailed survey was used to assess the type of training to which trainable mentally retarded youth were assigned and to identify work related problems of job failure and placement. (Author/SBH)

A weight reduction and control program was developed for 11 obese trainable mentally retarded (TMR) students (11-21 years old) by the school counselor. The gradual reduction of weight over time demonstrated that it is possible for TMR students to learn self-help skills related to diet. (Author/SBH)

In an interview, Dr. Edward L. Meyen (a past director of state planning for the mentally retarded) discusses the learner characteristics of mildly retarded students and describes organizational characteristics that facilitate learning, as well as training components that produce the most effective intervention. (SBH)

The effects of training using tactile (physical guidance), visual (modeling), auditory (verbal instructions) prompting, and a combination of all three methods were compared by teaching 32 mildly to severely retarded vocational rehabilitation clients (18-50 years old) the construction of four assembly tasks. (Author)

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 major concern was to determine how rate of acquisition to mastery, generalization, and retention related to learning words in context or noncontext. The findings indicated that regardless of the method of word presentation, children's rate of acquisition, amount generalized, and amount retained were virtually similar. (Author/SBH)

The failure of institutions to meet the needs of the severely disabled is pointed out, and an alternative to the traditional institution (the Letchworth Developmental Center, New York) is described. (SBH)

A comparison of the intelligibility of Ameslan (American Sign Language) and Amerind (American Indian Sign), sign systems in teaching nonverbal handicapped children language, was carreid out with 30 undergraduate students. (Author/CL)