In an attempt to improve the word identification of backward readers, three methods of instruction and three different forms of orthography were compared. There were no differences among read and say, read and spell, and read, trace and spell methods. There were also no differences among treatments that compared a coloured orthography, syllabified words and traditional orthography. However, in a second experiment, it was found that a mastery learning method was superior to a traditional method of instruction, though the validity of the mastery learning procedures was questioned in this context.

The paper describes the assessed attitudes of 101 parents of intellectually handicapped children to interaction with their children. Contrasts in attitudes using Strom’s Parent As A Teacher Inventory (PAAT) are made between parents with Down’s Syndrome children and parents with brain damaged children. Differences on subset scores in the inventory are highlighted. Attitudes and behaviours of parents who were most successful in teaching language skills are contrasted with those who were least successful. The limitations of the attitude inventory are examined along with its role in helping parents to identify specific difficulties they have in teaching their children.

Studies in developmental psychology are making us aware of the need to deliberately create new reference groups so that personal expectations can be more appropriate. For example, when age dictates retirement, many individuals find themselves for the first time lacking a guide for their behaviour. They report that to be without norms is to be alone in the worst sense since one does not know the proper criteria by which to evaluate oneself (Strom, 1978). A similar feeling is expressed by parents of intellectually handicapped children. When they decide that traditional norms are inappropriate expectations for their child, what sorts of replacement goals should then be pursued? If the revised aspirations are drawn from a relevant reference group, these parents are more likely to develop the self-confidence and teaching skills needed to maximize their child’s development. One way to begin this process calls for determining what individual mothers and fathers expect of their atypical child and how they perceive themselves as teachers.

Traditionally, like most members of the teaching profession, special educators have tended to see a “curriculum” as being a document: a document which specifies the kinds of content that needs to be taught to pupils, and is usually quite free of statements about methods and materials to be used in teaching those contents. Most special schools have produced such documents, and a large number of them have been enshrined in collections such as the Fearon Reference Systems’ Curriculum development library (1978, ff). In earlier days such documents in the language area listed by school year the parts of speech which pupils should learn during that year; in later days they tended to talk about patterns of sentences and the order in which they could be acquired (that of Alice Streng, 1972, is a good example of this latter type). More recently, books such as those of Blackwell, Engen, Fischgrund and Zarcadoolas (1978), Kretschmer and Kretschmer (1978) and McLean and Snyder-McLean (1978) have begun to reflect changes in general language teaching theory, and hence emphasise the teaching of functional communications with less emphasis on the structures of English syntax, although this has not disappeared entirely. Increasingly also, the influence of general language theory and method is being reflected in such documents, and one finds frequent reference to such general theorists as Crystal, Fletcher and Garman (1976), Breen and Candlin (1978), Schiefelbusch (1978a, 1978b) and Tough (1976).

The term instructional technology’ refers to two relatively distinct classes of phenomena which have been described by Saettler (1968) as “the physical science concept” — the application of physical science and engineering technology (movie projectors, television, teaching machines, computers, etc.) to the presentation of instructional materials, and “the behavioural science concept” — the application of behavioural science (especially psychology and sociology) to problems of learning and instruction. While both of these classes of phenomena clearly have considerable potential for improving the content and conduct of education — including special education, it is the writer’s belief that the extent to which “the physical science concept” can be effectively utilised in education/special education will be limited — indeed constrained by the current spate of knowledge which has been derived from “the behavioural science concept”. The present paper reflects this belief and is thus primarily concerned with “the behavioural science concept” — in particular with the application of psychology and sociology to problems of learning and instruction in special education.

An initial clarification of the term “special education” also seems necessary. Following Kirk and Gallagher (1979), the term “special education” in the present paper will refer to those aspects of education required for handicapped or gifted children which are “unique and/or in addition to the instructional programme for all children [p. 13]” ‘Handicapped or gifted children’ being those who “deviate from the average or normal child (1) in mental characteristics, (2) in sensory abilities, (3) in neuro-motor or physical characteristics, (4) in social behaviour, (5) in communication abilities, or (6) in multiple handicap … to such an extent that modifications of school practices, or special educational services are required for the children to develop to maximum capacity” (Kirk & Gallagher, 1979 [p. 3].)

This paper argues strongly that the survival of handicapped students in mainstream classes depends essentially on good teacher-student and peer-to-peer social interactions. Supporting empirical evidence is provided and the essential approach needed to facilitate the required interactions is outlined.

“It has been typical within the history of special education, particularly in the area of learning disabilities, that the motivation and emphasis for program development has come from parents and their organizations rather than from educators” (Baldauf, 1980, p. 179). The Special Education Centre at Christ Church Grammar School is no exception as it was established as a result of the vocally expressed needs of parents. Prior to its inception, there was a remedial class in the preparatory school, the then Headmaster, Mr. P. M. Moyes, being firmly committed to education for the less able as well as the academically able. Parents who wanted boys enrolled at the school, and those who wanted sons from the remedial class to continue their education at the school, pressed for the establishment of a special centre. Funding was available from the Commonwealth Government and from the private sector.

The Centre is an integral part of the regular school, based on a model of integrated education at primary and secondary levels. A committee consisting of the Headmaster, the headmaster of the preparatory school, the director of the Centre and, of recent years, the school counsellor, decides placement in the Special Education Centre. These placements are made after consideration of the psychological, medical and educational documentation accompanying each application, and with regard to keeping a balance of ages and grades within the Centre. Selection is dependent on the applicants satisfying the criteria for special education as opposed to remedial education. Priority is also given to country boys needing special education and boarding facilities where no appropriate alternatives are available to them. It must be felt that the programme and facilities available are likely to benefit the applicant. There are 16 full-time places available. Some boys are able to pursue certain subjects with their regular school peers. Some boys are placed into the regular stream after a period of time in the Centre. These boys then receive continuing support in their area of specific need. I have worked in the Centre as its director for five years.

This paper is divided into three sections. The first of these deals with the basic principles of Criterion-Based Instruction as a form of Data-Based Instruction. Such things as measurement procedures, instructional aims, using task analysis, and maintaining student records are discussed. Secondly, a project using Criterion-Based Instruction at the Townsville Special School during 1982 is outlined. This project utilised the Brigance Inventory materials, with special emphasis on the Inventory of Basic Skills. Finally the result of an evaluation of the use of the Inventories is presented and discussed. Data for the evaluation was obtained from the classroom teachers at the school.

Providing out-of-school recreation programs for the disabled enables them to use their free time productively and provides a means by which they can be integrated into the community. Although the need to foster integration of the disabled is internationally acknowledged, in Australia there is a dearth of out-of-school recreation programs for the disabled in Australia where such integration can be promoted. To remediate this deficiency in the Illawarra Region, “The Saturday Leisure Club” was piloted to ascertain its feasibility and suitability. Non-disabled siblings of the disabled were included in this program, in order to achieve a first stage of integration, and to provide them with an opportunity to meet other siblings of the disabled so that they might discuss their socio-emotional difficulties with one another. Questionnaires were completed by parents of participants and the co-ordinators of the program after a 4-week pilot run in order to evaluate the aims of the Club and to assess the success of this pilot project. In addition, time samples of the pilot run were recorded on videotape so that a more objective evaluation of the success of integration of the disabled with their non-disabled peers could be obtained. To do this “integrative” and “isolative” behaviours and “positive enotional experiences” were measured by a specially designed checklist. Results of the questionnaires showed that, according to the parents and co-ordinators, the aims of the pilot run were achieved and the program was a success. Further, the analysis of the videotapes showed that there was an increase in “integrative” behaviour over the four weeks of the pilot run. As a consequence, the program was continued and the ultimate aim, of providing a permanent leisure program for under 18 year olds in the Illawarra Region, N.S. W., where integration of the disabled could be fostered, was fulfilled.

This paper describes one innovation that has assisted in overcoming some of the physical barriers experienced by our handicapped children in regular schools.

In North Queensland, we have several children using wheelchairs, who attend their local schools, and in the past access to our high set buildings has been a major problem. Our major concerns for these handicapped children have been primarily for their safety, which we consider to be of paramount importance, and also for the provision of access to their total school environment.

In September 1979, members of the Department of Education were involved in the demonstration of a new machine to assist in access for the handicapped — the Stair Aid Stairclimbing Wheelchair Transporter, also known as the Stair Mate. The Stair Aid device was designed by a Sydney man, its concept based on the design of a similar machine that was already in use in the commercial field for transporting goods into high set buildings. As a result of this demonstration and evaluations carried out by various personnel within the Department, two machines were purchased and made available for trial use — one in the Northern Region, the other based in the south.

The treatment of children’s enuresis has witnessed a number of theoretical and practical variations. While the incidence of enuresis is substantial, there is little agreement in the wider literature regarding the most effective treatment. The present paper reports on a detailed meta-analytic review of the literature, drawing some limited conclusions as to the comparative effectiveness of five categories of treatment, with particular reference to long term follow-up data. While the use of pad and bell is shown as equally effective as retention training at the end of the treatment, retention training emerges as superior over 6 to 12 months of follow-up. Basic instructions are given for the use of this method.