Portage Guide to Early Education is a home‐based early intervention service for developmentally delayed preschool children. It consists of the triadic model of service delivery, a set of reading materials and a method of training parents to teach their own children. Each of these components are critically evaluated and recommendation made for the future development of Portage. Outcome studies are reviewed and evidence is found of developmental acceleration for mildly delayed children. A wider range of dependent variables is needed to assess more fully the impact of Portage on both the child and the family. As yet no data are available on long‐term effects of Portage. The case is made for viewing Portage as one amongst several service options available for developmentally delayed preschool children and their families.

Differential Importance of Skills for TMR Students as Perceived by Teachers.

Portage Guide to Early Education: a review of research

The authors rejoin Sontag, Certo, and Button's response to their original position on educational programing for the severely and profoundly retarded. Issue is taken with Sontag and his colleagues' alternatives for each of the three areas discussed, and questions are raised relative to their interpretation of the literature and Public Law 94-142.

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Some Further Thoughts and Clarifications on the Education of Severely and Profoundly Retarded Children

The May 1979 issue of Exceptional Children presented a three-part forum of issues on the education of severely and profoundly retarded children (Burton & Hirshoren, 1979a, 1979b; Sontag, Certo, & Button, 1979). Different viewpoints were presented, focusing initially on anticipated levels of learning, personnel preparation, and locus of educational services for this population. The authors of the article presented here concluded that apparent errors of fact in the three articles merited an extensive, critical analysis. Here, these errors are identified and discussed. The authors' views are expressed on these and additional topics related to the education and educability of severely and profoundly retarded children.

Differential Importance of Skills for TMR Students as Perceived by Teachers.

Citations

Portage Guide to Early Education: a review of research

Some Further Thoughts and Clarifications on the Education of Severely and Profoundly Retarded Children

An Analysis of the Forum: Issues in Education of the Severely and Profoundly Retarded

Survival Words for Disabled Readers.

Related Papers (5)

Assessing the Soft Skills Needs of Teacher Education Students.

Frequency of Job Skills Appearing on Individualized Plans of Students with Moderate Retardation.

Critical Skills for Kindergarten: Perceptions From Kindergarten Teachers

Implications of training student teachers of pre- schooling through micro-teaching activities for a classroom with mentally-disabled students

Consultation Skills for Teachers of Students with Hearing Impairments.