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Lowenthal, B. – European Journal of Special Needs Education, 1988
Short-term memory deficits are examined as precursors of learning disabilities in early childhood. The theories of Jean Piaget, Robbie Case, and Joseph Torgesen are reviewed to construct a theoretical framework. Supportive experimental studies are described, followed by implications for remediation and intervention. (Author/JDD)
Descriptors: Early Childhood Education, Intervention, Learning Disabilities, Learning Theories
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Pyl, Sip J.; And Others – European Journal of Special Needs Education, 1988
Experiences from Sweden, United States, Netherlands, West Germany, and United Kingdom illustrate the construction and implementation of written individual plans for special education students. Experiences indicate the importance of translating diagnostic data on pupils into teaching decisions, teaching based on the plan, and using evaluation data…
Descriptors: Diagnostic Teaching, Disabilities, Educational Diagnosis, Elementary Secondary Education
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Tomkiewicz, S. – European Journal of Special Needs Education, 1986
Conflict generally exists in relationships between families of disabled individuals and care agencies, with the amount of conflict depending on the condition and age of the handicapped person, sociocultural level of the family, and characteristics of the agencies. A model is proposed for improved dialogue between families and professional teams.…
Descriptors: Agency Role, Caregivers, Conflict, Disabilities
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Dobbins, D. Alan – European Journal of Special Needs Education, 1987
Since research conclusions derived from inappropriate statistical methodologies can lack accuracy, the article describes a technique appropriate to the heterogeneity of special needs groups in which subjects are assigned to fairly homogeneous subgroups. The technique is related to research in reading with this population. (DB)
Descriptors: Disabilities, Reading Research, Research Methodology, Statistical Analysis
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Cerna, Marie – European Journal of Special Needs Education, 1988
Briefly described is the development of motor activity in children with profound mental retardation through use of parent/child dyads. Parent and child are jointly trained using a specific program of lessons combined with home training. Advantages of this method are noted. (Author/JDD)
Descriptors: Intervention, Motor Development, Movement Education, Parent Child Relationship
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Mittler, Peter; Farrell, Peter – European Journal of Special Needs Education, 1987
The paper summarizes the research literature on educating children with severe learning difficulties in ordinary schools, describes individual integration schemes, and presents an organizational model for integrating British children with severe learning difficulties into ordinary schools. (Author/JDD)
Descriptors: Elementary Secondary Education, Foreign Countries, Mainstreaming, Mental Retardation
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Trevarthen, Colwyn; Burford, Bronwen – European Journal of Special Needs Education, 1995
This article addresses the parent's role in the life of the infant and young child with motor impairments, in the context of the conductive education approach. Critically important are recognizing and responding to the infant's efforts at communication, enlivening the child's zone of proximal development through games and music, and seeing the…
Descriptors: Child Development, Child Rearing, Communication Skills, Educational Methods