Evaluation of Count Me In, a disability awareness program presented in schools by parents of disabled children, revealed consistently positive and substantial attitude changes in nondisabled students and increased teacher ability to deal with the social and emotional effects of mainstreaming. (CL)

The article describes the use and design of several electromechanical toys that provide motivation, reinforcement, feedback, and contingent consequences to disabled infants and toddlers. Illustrations and explanations are offered for weight bearing boards, responsive puzzles, reach and grasp wheels, body parts teaching dolls, and kickpanels. (CL)

A program that included daily spontaneous writing helped eight first graders with academic and behavioral difficulties learn to express themselves meaningfully in a supportive, accepting environment. (CL)

Two severely handicapped elementary-aged children who participated in a home-based domestic skills program became more independent in performing the domestic tasks involved in their daily routine. Besides generalization to their home environment, the program also featured such advantages as the involvement of significant others and facilitated…

RATE (Read and Then Evaluate) provides opportunities for learning disabled students to self-select appropriate reading materials, form and communicate opinions about their reading, and gain confidence in themselves as readers. Teachers' observations confirmed the effectiveness of the program, which was expanded to involve students sharing the…

Thirteen autistic adults participated in a program on the use of personal computers for recreation. Results revealed physical problems in the keyboard design, success of backward chaining, the reinforcing value of sound, and tendencies of the Ss to use language and initiate conversation during sessions. (CL)

An interview with the winner of the 1985 Clarissa Hug Teacher of the Year Award touches on her lack of burnout as a teacher of severely handicapped students, her approach to problem solving, and her relationships with administrators and other teachers. (CL)

The article describes a structured approach to teaching sign language to severely disabled students through task analysis. The approach emphasizes four basic principles from developmental and behavioral theories: (1) environmental influence, (2) imitation, (3) reinforcement, (4) practice. A functional sign vocabulary of 250 words grouped according…

A self-correction code system is described as a successful way to improve written English skills in deaf and other handicapped students. Self-correcton helps to improve attitudes toward writing as well. A table explains the system of 34 codes denoting common errors. (CL)

The article reviews research on bilingual special education in terms of instruction for language academic achievement (with information on such topics as increased learning time and the role of motivation) and instruction for developing social skills (the effects of poverty, cultural transition, and school failure). (CL)

The differences in school demands between elementary and junior high settings are identified, and a curriculum is offered to facilitate the transition for exceptional students. The curriculum outlines academic skills, self-management/study skills, and social/adaptive behavior skills. A sample lesson plan is included. (CL)

The article describes and critiques seven adaptive behavior instruments: Adaptive Behavior Inventory for Children, American Assocation on Mental Deficiency Adaptive Behavior Scale, Balthazar Scales of Adaptive Behavior, Children's Adaptive Behavior Scale, Comprehensive Test of Adaptive Behavior, Scales of Independent Behavior, and Vineland…

Mildly handicapped students can be helped to improve their writing skills by careful attention to the prewriting stage. Prewriting exercises include observing, drawing, thinking, reading, researching, interviewing, and note-taking. (CL)

A tee-ball training program was implemented in an integrated educational setting to provide two moderately handicapped elementary students with a wide range of age-appropriate leisure activities. Possible adaptations are described in terms of playing space, skill sequence, rules, and materials. (CL)

The article presents an easy-to-use procedure for documenting critical classroom occurrences with handicapped children. Based on continuous recording and anecdotal report principles, the procedure includes a legend and a recording chart. Its use is illustrated in three classroom settings. (CL)