DOCUMENT RESUME ED 065 943 EC 042 656 TITLE Council for Exceptional Children, Arlington, Va. PUB DATE 232P.; Reprint from Procee
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DOCUMENT RESUME ED 065 943 EC 042 656 TITLE Selected Convention Papers. INSTITUTION Council for Exceptional Children, Arlington, Va. PUB DATE Apr 62 NOTE 232p.; Reprint from Proceedings of the 40th Annual CEC Convention, Columbus, Ohio, April 24-28, 1962 EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *Conference Reports; Counseling; Creative Thinking; cu.-riculum; *Exceptional Child Education; *Handicapped Children; Speech Improvement; Teacher Qualifications; Teacher Role ABSTRACT Sixty-four selected convention papers are presented from the 40th annual Council for Exceptional Children Convention in 1962. The papers range in length from two to seven pages. Selected topics include appraisal in the counseling of deaf clients, trends in curriculum development for the mentally retarded, emotional disturbance in deaf children, programed learning of elementary reading, the role of lay groups in teacher recruitment, American Foundation for Overseas Blind, realistic goals for the mentally and physically handicapped, prediction and measurement of speech improvement in the mentally retarded, vocational counseling and placement of the deaf, scme observations on desirable qualifications for teachers of the mentally superior, World Confederation of Organizations of the Teaching Profession, programs and procedures in home teaching, a review of perceptual processes of the mentally retarded, measurement and stimulation of originality in thinking, and theoretical and philosophical aspects of laboratory experiences in special education. (CB) 11 I N ANNUAL CEC CONVENTION Columbus Ohio April 24-28, 1962 SELECTED CONVENTION PAPERS 40th Annual CEC Convention Columbus, Ohio April 24 -28, 1962 The Council for Exceptional Children, NEA 1201 Sixteenth Street Northwest, Washington 6, D.C. U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. 2 40th ANNUAL CEC CONVENTION Program Chairman Mamie Jo Jones Program Planning Committee: Margaret C. Byrne Horace Mann Dura-Louise Cockrell Ruth A. Martinson William M. Cruickshank Mildred R. Moon Francis W. Doyle Thomas W. Mulrooney Adrian J. Durant, Jr. Herbert C. Quay Herbert Goldstein Gwen Retherford W. Lloyd Graunke M. Leigh Rooke Margaret A. Hayes Dorothy Seigle Jeanne R. Kenmore Matthew Trippe John J. Lee Donald Warren Bluma B. Weiner 3 TABLE OF CONTENTS PART I - GENERAL SESSIONS Cain, Leo F.President's Address Assessing the Future of CEC 1 Giaimo, Robert N.Legislative Progress in the Area of Special Education 7 Hill, Henry H.Magic Gadgets and Human Beings 9 Mead, Margaret.All Exceptional Children as a Resource for the Future 11 Switzer, Mary E. Assessment - Capacity for Useful Living 15 PART II - SECTION MEETINGS Altemus, William M., & Schein, Amy A.Appraisal in the Counselingof Deaf Clients. 19 Baldini, James T. The Importance of Pofessional Standards as Viewed by a Parent and His Crganization 22 Baumgartner, Bernice B.Social Communicationforthe Mentally Retarded 23 Bates, \V. G.Trends in Curriculum Development for the Mentally Retarded 26 Bayless, June. The Teacher's View of the Education ofJuvenile Delinquents 29 Bonham, S. J., Jr. The Role of State Departments in Research 32 Ca rriker, \Vilna m R.Recent Research on School Programs for the Mentally Retarded 35 Cook, Charlotte H. Impressions of a Student Teacher 39 Della-Dora, Delmo.The Culturally Disadvantaged: Educational Implications of Certain Social-Cultural Phenomena 40 Dierks, Harriett J.Assessment of Education of the Deaf and Hard of Hearing Through Relationships with Community Agencies 46 Edelen, Patricia.Emotional Disturbance in Deaf Children 49 Ellson, D. G. Programmed Learning of Elementary Reading 50 Essex, Martin. How Can Parents andSpecial Educators Best Cooperate for the Education of Exceptional Children ? 56 Fenton, Joseph.Eliminating Architectural Barriers for the Handicapped and the Aged - An Anatomy of Action in New York State 59 Foster, Robert E. The Handicappers of MaHn County 63 4 Friedlander, George H. A Speech and language Development Program for Young Retarded Children 65 Garfunkel, Frank. An Interdisciplinary Practicum on the Diagnosis of Educable Retarded Children 70 Gough, John.Captioned Films for the Deaf 74 Houde, Mary J.The Role of Lay Groups in Teacher Recruitment 76 Huber, Franz. Contributions of an Educat ional Program in a Psychiatric Hospital 79 Jordan, John E. The Guatemala Research and Training Center in Rehabilitation and Special Education 85 Karnes, Merle B.Creativity as it is Related to Underachieving and Overachieving Gifted Elementary Children 90 Kehne, Christine W. Behavioral Characteristics of the Emotionally Disturbed Child. 95 Kirk, Samuel A., & Bateman, Barbara.Diagnosis and Re mediation of Learning Disabilities 99 Langan, Paul J. American Foundation for Overseas Blind 1 02 LaRocca, Joseph M. International Activities of the Office of Vocational Rehabilitation 104 Lefevre, Margaret C. Some Consideration of Feedback and Neurological Impairment 1 07 Long, Nicholas J.Recent Research on School Programs for the Emotionally Disturbed 110 McKinnon, F. A. Curriculum Trends for the Educable Mentally Retarded at the Elementary School Level 114 Maes, Wayne.Realistic Goals for the Mentally and Physically Handicapped 117 Marro, Thomas D. Curricular Development at the Polk County Juvonile Detention Home 12 0 McDowell, Elizabeth D, & Seaton, Kirk.Report of a Workshop on Children Nobody Knows What to do With 123 McPherson, Hoyt D. Post School Vocational Possibilities for Slow Learnt:4 Students 12 9 Mecham, Merlin J.Prediction and Measurement of Speech improvement in the Mentally Retarded 131 Mueller, John. Vocational Counseling and Placement of the Deaf 134 Mullen, Frances A. Effect of Special Classes on Personality and Adjustment of Educable Mentally Retarded 137 Nale, Stanley.Assessing and Interpreting the Implications of Failure in Light of Psychological Findings 141 Newland, T. Ernest. Some Observations on Desirable Qualifications for Teachers of the Mentally Superior 144 Niesen, Norman J.An Approach to Meeting the Problem of Non-Trained Teachers in Classes for the Retarded 146 Nolan, Carson Y.Evaluating the Scholastic Achievement of Visually Handicapped Children 148 Ort, Lorene Love. Reading Difficulties - A Contributing Factor to Underachieve- ment and Failure in School 152 Pate, John. Resr:arch Findings and Frontiers in the Area of Emotionally Disturbed Children 155 Patterson, L. P.World Ccnfederation of Organizations of the Teaching Profession 157 Peabody, Ralph L. Bas ic Orientation and Mobility Skills for Young Blind Children , 160 Rapson, Marruerite. Programs and Procedures in Home Teaching 162 Schlanger, Bernard B.Listening Training Effects on the Communication of Mental Retardates 165 Sheets, Boyd V. The Assessment of Interaction Dynamics in Groups and Between Individuals .. 168 Smith, Lloyd. The Collaboration of State Departments and Universities in Research 174 Spicker, Howard H. How Effective are Laborat Jry Experiences for the Practitioner in Special Educatioa? 177 Steigman, Martin J. Learning and Motivation: Research with the Mentally Retarded 180 Stein, Jean F. Perceptual Processes of the Mentally Retarded: A Review 183 Strasser, Hellmut. Rehabilitation and Special Education Research In Germany 190 Tisdall, William.Productive Making in Retarded Children 195 Torrance, E. Paul. Measurement and Stimulation of Originality in Thinking 201 Ward, Virgil S. Teachers for Gifted Learners -Selection Versus Training.. 208 Weiner, Bluma B.Dinensions of Assessments 212 Wilson, Robert M. An Evaluation of Selected Remediation Cases and Some Implications.215 Wolinsky, Gloria F. Theoretical and Philosophical Aspects of Laboratory Experiences in Special Education 220 Zigler, Edward. An Overview of Research in Learning, Motivation, and Perception 222 PRESIDENT'S ADDRESS - ASSESSING THE FUTURE OF CEG Leo F. Cain Since the last international convention of the Council for Exceptional Children, all of us have been witnesses to events occurring in our own countries and around the world which have been disconcerting and yet have given us new hope for the human race. The cold war has continued and in certain troubled spots has burst into flame. These tensions have shaken to some degree our personal and collective security and at the same time have made us realize that we must work harder and provide even more leadership on an international basis if our democracy is to survive. We have seen the rather rapid rise to independence of many underdeveloped countries, each seeking its place in the sun. Assistance has been given to many of these countries, and at times we have been deeply troubled, searching for the kind of help that might prove most eifective for the preser- vation of the free world. We have all been concerned with the level of communication or the lack of such among the great opposing powers and the incidents surrounding our international conferences. We in the United States received a real lift as a nation when we finally put a man into orbit, which renewed our confidence in our ability to produce when the chips are down. One of the most prominent issues that has continued to command the attention of our people is the issue of education.Critisism of public education has continued to be marked in all groups from right to left and many are still very vocal in their opinions on how the schools