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).

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.

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.

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.