By Rebecca R. Fewell (auth.), Cecil R. Reynolds, Julia H. Clark (eds.)
The public faculties have taken on expanding accountability over the past decade for delivering in-school academic companies to chil dren with low-incidence handicaps, young children who, now not very decades in the past, might were relegated to custodial care or restricted to care in simple terms in the house. With the expanding accountability for teaching those youngsters has come reputation that few people have the needful wisdom or abilities to convey fine quality providers to those chil dren. collage courses are supplying extra employees, however the current employees also needs to be taught. now we have been concerned for numerous years, with the designated schooling department of the Nebraska division of Edu cation within the provision of in-service education within the early identifi cation and overview of handicapping stipulations, after we learned an excellent higher want for education general lecture room lecturers, administra tors, and psychologists as well as early youth distinct educa tion body of workers concerning the nature of low-incidence handicaps and the way they may be handled within the public institution environment. understanding the enormity and the fee of such an venture, we tenuously ap proached the nation division. They too have been cognizant of this want and welcomed our principles. Jan Thelen and her able employees then took to coordinating the making plans with us and the Nebraska division of schooling supplied the fundings.
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Additional resources for Assessment and Programming for Young Children with Low-Incidence Handicaps
ASSESSMENT OF YOUNG HANDICAPPED CHILDREN 23 The language sampling and analysis procedures of Miller, Lee, and others are recognized as a valuable resource for diagnosing language problems and for leading directly into instructional planning. Others have develped more complete formal tests of language that are frequently used in conjunction with the more in-depth free speech analysis. Wiig and Semel (1980) designed the Clinical Evaluation of Language Function (CELF) which is essentially three different sets of tests, an Elementary Level Screening (grades K-5), Advanced Level Screening (grades 5-12), and a Diagnostic Battery (grades K-12).
The Japanese investigators longitudinally observed the play behavior of 18 children between the ages 12 to 24 months. Using three sets of miniature toys, the investigators videotaped the interactions between the child, the mother, and the experimenter. Play was evaluated in terms of its level and frequency. The authors draw the same conclusions as do Belsky and Most; however, they found differences in the order of onset of combined acts proposed by Nicholich. The multichemes were observed earlier and they preceded single scheme combinations.
Westby's scale, the Symbolic Play Scale Check List, covers the 9 months to 5 years age range. Westby presents no data on the validity or reliability of the check list; thus, examiners will want to use it with caution. In comparing the stages and behavioral characteristics that Westby proposes to those of Nicholich, some differences are clearly evident. It is apparent that the examination of play behavior is a very new addition to the assessment model, one that is suffering from a lack of thorough study before being adopted by examiners.