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Public school integration of severely handicapped students: Rational issues and progressive alternatives
Applied Research in Mental Retardation, Vol. 6, pp. 373-375, 1985 Printed in the USA. All rights reserved.
0270-3092/85 $3.00+ .00 Copyright © 1985 Pergamon Press Ltd.
Book Reviews Annual review of behavior therapy: Theory and practice. By G. T. Wilson, M. Franks, D. Brownell, and P. C. Kendall. New York: The Guilford Press, 1984, Vol. 9, 437 pages, $27.50. The ninth volume of the Annual Review, contributed by four leading professionals, has followed through and updated current research, methodology, assessment, implications, and contraindications. There are eight different topics: (a) Behavior therapy: An overview, (b) Assessment and methodology, (c) Fear reduction methods and the treatment of anxiety disorders, (d) Cognitive processes and procedures in behavior therapy, (e) Behavioral medicine, (f) The addictive disorders, (g) Behavior therapy with children and adolescents, and (h) Clinical issues and strategies in the practice of behavior therapy. The authors have brought continuity and coherence by systematically analyzing relevant material under each topic, bearing upon them criticism as to theoretical constructs versus practical applications. Each topic is covered from theoretical, empirical, and clinical setting; affecting all factions of the population. The book touches upon ethics, values, guidelines, and the practicality of their applications to various groups. The authors have done an excellent job of keeping the review straightforward; complete, yet concise. The bibliography at the end of the volume would further set the stage for more reading and research for interested practitioners and professionals dealing in behavior medicine, therapy, and psychosomatic intervention and treatment.
Ramasamy Manikam Northern Illinois University
Public school integration of severely handicapped students: Rational issues and progressive alternatives. Edited by Nick Certo, Norris Haring, and Robert York. Baltimore, MD: Paul H. Brooks Publishing Company, 1984. $18.95 The integration of students with severe handicaps into regular neighborhood public schools and other natural community settings is a relatively recent service delivery development. Only limited literature is available that provides experiential and empirical data to validate the effectiveness of these integration efforts. Many obstacles still exist, not the least of which are negative attitudes of community groups and professionals. The edited volume by Certo, Haring, and York presents a comprehensive, detailed and thorough examination of the theoretical and empirical issues, as well as 373
374
Book Reviews
the problems and concerns at the federal, state, and local levels (present and future) involved in mainstreaming. The chapters provide a strong philosophical, legal, moral, economic, and practical rationale and base for such integration efforts. Most chapters provide detailed discussions of strategies, methods, materials, curriculum components, and adaptations that facilitate transition and integration into regular school sites. Several exemplary progressive projects across the nation are also reviewed. Much emphasis on practical suggestions are provided regarding how to facilitate and develop social and communication skills, peer interactions, and positive attitudes. Issues related to assessment evaluation and research needs also receive extensive recognition. Chapter 1 begins with an overview of the history of educational services for severely handicapped students. The second chapter describes a variety of promising strategies that may be employed to promote positive interactions between severely handicapped and nonhandicapped persons. The third chapter presents case histories of four families who have been involved in securing integrated educational services for their children. The next four chapters examine and discuss factors, systematic efforts, and programs that are critical in facilitating the process of integrating severely handicapped students into the least restrictive environment (LRE). Administrative factors, as well as issues related to the preparation of qualified educational personnel, receive much emphasis. The next four chapters present a comprehensive description of curricular components, activities, strategies, and training programs that have been used in facilitating the social integration and the interpersonal interactions between severely handicapped and nonhandicapped peers. Chapter 12 provides a detailed discussion of a seven phase curriculum development strategy for use in the development of an Individualized Leisure Plan (ILP). Chapter 13 provides a review of the major federal and state initiatives to provide appropriate education for severely handicapped students in local educational programs. The last chapter provides an analysis of the concept of the LRE from a systems approach perspective. The chapter stresses problems encountered by those involved in the implementation of the integration imperative at each level of the system. Together, the 14 chapters provide the reader with an up-to-date overview of the issues related to the implementation of the integration imperative for severely handicapped students in the LRE. The chapters cover a diverse area of information and offer many practical field-tested suggestions. The good balance provided between information, practical suggestions, and empirical evidence assures that this volume will become a valuable source for administrators, teachers, researchers, parents, and college students in special education. Yona Leyser Northern Illinois University
0270-3092/85 $3.00+ .00 Copyright © 1985 Pergamon Press Ltd.
Book Reviews Annual review of behavior therapy: Theory and practice. By G. T. Wilson, M. Franks, D. Brownell, and P. C. Kendall. New York: The Guilford Press, 1984, Vol. 9, 437 pages, $27.50. The ninth volume of the Annual Review, contributed by four leading professionals, has followed through and updated current research, methodology, assessment, implications, and contraindications. There are eight different topics: (a) Behavior therapy: An overview, (b) Assessment and methodology, (c) Fear reduction methods and the treatment of anxiety disorders, (d) Cognitive processes and procedures in behavior therapy, (e) Behavioral medicine, (f) The addictive disorders, (g) Behavior therapy with children and adolescents, and (h) Clinical issues and strategies in the practice of behavior therapy. The authors have brought continuity and coherence by systematically analyzing relevant material under each topic, bearing upon them criticism as to theoretical constructs versus practical applications. Each topic is covered from theoretical, empirical, and clinical setting; affecting all factions of the population. The book touches upon ethics, values, guidelines, and the practicality of their applications to various groups. The authors have done an excellent job of keeping the review straightforward; complete, yet concise. The bibliography at the end of the volume would further set the stage for more reading and research for interested practitioners and professionals dealing in behavior medicine, therapy, and psychosomatic intervention and treatment.
Ramasamy Manikam Northern Illinois University
Public school integration of severely handicapped students: Rational issues and progressive alternatives. Edited by Nick Certo, Norris Haring, and Robert York. Baltimore, MD: Paul H. Brooks Publishing Company, 1984. $18.95 The integration of students with severe handicaps into regular neighborhood public schools and other natural community settings is a relatively recent service delivery development. Only limited literature is available that provides experiential and empirical data to validate the effectiveness of these integration efforts. Many obstacles still exist, not the least of which are negative attitudes of community groups and professionals. The edited volume by Certo, Haring, and York presents a comprehensive, detailed and thorough examination of the theoretical and empirical issues, as well as 373
374
Book Reviews
the problems and concerns at the federal, state, and local levels (present and future) involved in mainstreaming. The chapters provide a strong philosophical, legal, moral, economic, and practical rationale and base for such integration efforts. Most chapters provide detailed discussions of strategies, methods, materials, curriculum components, and adaptations that facilitate transition and integration into regular school sites. Several exemplary progressive projects across the nation are also reviewed. Much emphasis on practical suggestions are provided regarding how to facilitate and develop social and communication skills, peer interactions, and positive attitudes. Issues related to assessment evaluation and research needs also receive extensive recognition. Chapter 1 begins with an overview of the history of educational services for severely handicapped students. The second chapter describes a variety of promising strategies that may be employed to promote positive interactions between severely handicapped and nonhandicapped persons. The third chapter presents case histories of four families who have been involved in securing integrated educational services for their children. The next four chapters examine and discuss factors, systematic efforts, and programs that are critical in facilitating the process of integrating severely handicapped students into the least restrictive environment (LRE). Administrative factors, as well as issues related to the preparation of qualified educational personnel, receive much emphasis. The next four chapters present a comprehensive description of curricular components, activities, strategies, and training programs that have been used in facilitating the social integration and the interpersonal interactions between severely handicapped and nonhandicapped peers. Chapter 12 provides a detailed discussion of a seven phase curriculum development strategy for use in the development of an Individualized Leisure Plan (ILP). Chapter 13 provides a review of the major federal and state initiatives to provide appropriate education for severely handicapped students in local educational programs. The last chapter provides an analysis of the concept of the LRE from a systems approach perspective. The chapter stresses problems encountered by those involved in the implementation of the integration imperative at each level of the system. Together, the 14 chapters provide the reader with an up-to-date overview of the issues related to the implementation of the integration imperative for severely handicapped students in the LRE. The chapters cover a diverse area of information and offer many practical field-tested suggestions. The good balance provided between information, practical suggestions, and empirical evidence assures that this volume will become a valuable source for administrators, teachers, researchers, parents, and college students in special education. Yona Leyser Northern Illinois University