A coactive sign system for children who are dual-sensory impaired.

The SKI*HI Institute developed a system of coactive signing to help alleviate communication and instructional barriers for children who are dual-sensory impaired (deaf and blind). The system also can be used to help children who are severely multihandicapped learn how to communicate. The system includes optimized coactive signs that are functional, easy to feel, easy to relate to the referent, and easy to make, and it also includes techniques related to effective coactive sign use. The coactive sign system is illustrated on a series of video tapes that has been field tested and produced and is being disseminated throughout the United States and Canada.     

Description of knowledge structures within a concept-based curriculum framework

The development of declarative knowledge was examined within the parameters of movement-based curricula. Declarative knowledge represents factual or foundational knowledge frequently articulated as curriculum content. A semantic ordered tree technique was used to investigate the knowledge structures of three groups of teacher preparation subjects (novice, coursework, student teacher) and one group of elementary physical education teachers (experts). Structures were examined based on frequency and coherence criteria. ANOVA was used to examine differences between groups. Results suggested that declarative knowledge appeared to develop in complexity from novice to expert within the parameters of concept-based movement curricula. The Active Structural Networks Theory was used to interpret structural development through the accretion, tuning, and restructuring phases. Knowledge structures of the novice and coursework groups seemed to represent accretion, whereas those of student teachers and experts represented tuning and restructuring.     

Building intergenerational Bridges in early childhood

A recent report of the Committee for Economic Development observed that 30% of our children are educationally disadvantaged and face major risks of educational failure and lifelong dependency (CED, 1987). One reason advanced for this observation is that schools have neglected to prepare these children to become active citizens who can contribute to the social and economic uplifting of their neighborhoods.L. C. Taharally is an Assistant Professor, Early Childhood Education, and A. L. Smith is an Assistant Professor, Training and Supervision, in the Department of Curriculum and Teaching at Hunter College of the City University of New York.