11 At the invitation of Kephart, these programs were moved in 1956 from Minnesota, where Getman lived, to the Adult Education Department of Purdue University, with Kephart serving as the faculty sponsor (Hallahan & Cruickshank, 1973). Collaboration with Kephart also resulted in an unpublished monograph at the end of the summer in 1956, The Perceptual Development of Retarded Children (Getman & Kephart, 1956). Kephart and Getman also organized a camp for children with brain injury and their parents during the summers of 1957 and 1958. This close relationship between Getman and Kephart is evident in the similarity between their 1956 monograph and Kephart’s Slow Learner in the Classroom (1960).
12 Barsch, like Kephart, also collaborated with Getman. Together, they established a summer camp for children and parents at Stevens Point, Wisconsin, in 1960. Barsch also collaborated with Alfred Strauss when the latter was the director of the Cove Schools in Racine, Wisconsin (Hallahan & Cruickshank, 1973).
13 We discuss the Doman-Delacato program here with perceptual and perceptual-motor approaches because many of their remedial activities did focus on motor and perceptual-motor training. However, it also differed in many ways, especially with respect to focusing on the family as a whole and purportedly training the brain rather than behavioral symptoms.
14 American Academy for Cerebral Palsy, American Academy of Physical Medicine and Rehabilitation, American Congress of Rehabilitation Medicine, Canadian Association for Retarded Children, Canadian Rehabilitation Council for the Disabled, National Association for Retarded Children
15 Definitions of full inclusion vary, but two features included in most conceptualizations of full inclusion are that students with disabilities should be educated totally in the regular classroom and in their home school.