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Study Guide and Review Manual of Human Anatomy: explanations accompanying the answers, a time guide,
Regional, Systemic, Applied. By Moore KL, Nathaniel and performance standards based on the expectations of
EJH, Hoshino, K, et al. Philadelphia, W. B. Saunders the authors.
Co, 1976, paper, 356 pp, illus, $7.50 For the most part illustrations are line drawings with
stippling or shading for emphasis; some are photographs
The authors' goal in this book, which might be classified of radiographs. All illustrations are small and most are
as a modified programmed text, is to define instructional simplified and intended for emphasis, review, or as an
objectives of an anatomy course. The book is designed adjunct to examination questions. The student is expected
"to produce a physician who, at graduation, is able to to use the reference books as the primary source of
embark upon any one of the potential pathways of gradu illustrations and basic information.
ate education and practice." The thrust of the book is the This book would be particularly useful for any serious
acquisition of a solid foundation of anatomical knowledge. student's study of anatomy, whether his field is physical
The authors further extend to students the challenge to therapy, medicine, dentistry, or nursing. If a particular
accept the responsibility for their continuing education; objective is believed to be unnecessary, that section can
clearly a responsibility too often ignored by many profes be de-emphasized or omitted. The text would be useful
sionals. for many types of courses and needs. It would be particu
The authors' objectives to present a study guide and larly useful as a review for final examinations, or board
review of "core" anatomy by region and system are clearly examinations, and for periodic review by practitioners.
met. At the beginning of each of the first seven chapters DONALD B. LLOYD
the objectives are briefly stated. Review questions follow Providing Programs for the Gifted Handicapped. By
which test students' knowledge and the extent to which Maker CJ. Reston, VA, Council for Exceptional Children,
chapter objectives have been met. Succeeding chapters 1977, paper, 171 pp. $6.50
are review examinations of the content in the first seven
chapters and are based on the pertinent objectives of each The author of this book presents an interesting hypothesis
chapter. for consideration: the incidence of giftedness among hand
The book is simple, clearly outlined, easy to follow, icapped children may be the same as among nonhandi-
and includes three parts of seven chapters each. Part I capped children. There is food for thought in this book
consists of regional anatomy and is cross-referenced to for both therapists and educators working with handi
five major reference texts. Part II consists of review capped children. The author expresses concern that we
examinations by systems; Part III, of review examinations may be so concerned with strengthening weaknesses,
by regions. The book includes answer sheets, notes and overcoming deficits, and teaching a child to cope with his
102 PHYSICAL THERAPY
handicap that we forget to look for potential or for any contact persons and information concerning target popu
signs of talent. lations, types of programs and services provided, methods
The book is divided into two parts. Part 1 deals with of teacher selection and training, student evaluation, and
issues and problems which have a general application to individuals and organizations eligible for the service.
those children who are both gifted and handicapped. The Part 2 also contains an annotated bibliography, which
author discusses the most difficult problem of identifica offers a number of references relating to visual and hearing
tion and presents three possible approaches which she impairments, but few relating to physically handicapping
believes offer some promise in solving the problem: 1) conditions.
identifying potential rather than demonstrated ability, 2) Unfortunately, the author is unable to deal with each
comparing the handicapped individual with others having topic in much detail, but the book was not intended to be
the same handicap, and 3) giving more weight to those detailed. I was somewhat disappointed in her limited
characteristics which enable a handicapped person to discussions concerning the physically handicapped.
compensate more effectively for his handicap. This book is not a must for physical therapists' libraries.
One section contains an excellent discussion of the Some sections, however, particularly those on self-concept
development of self-concept and affective development. and affective development and the listing of resources,
Downloaded from https://academic.oup.com/ptj/article/58/1/102/4559155 by guest on 27 October 2020
The author interviewed a number of handicapped persons, are worth noting.
their families, and educators and presents their suggestions GRETCHEN MEYER
for aiding in self-concept and affective development.
Another section deals with specific handicapping condi State of Ohio Curriculum Guide for Moderately Mentally
tions and the issues and problems which are of concern in Retarded Learners. Edited by Mays M. Columbus, OH,
each condition. Five conditions are presented: 1) blindness Office of Habilitation Services, Ohio Department of Men
and visual impairment, 2) deafness and hearing impair tal Health and Mental Retardation, 1977, paper, 86 pp,
ment, 3) emotional handicaps, 4) learning disabilities, illus, $2.50
and 5) physical handicaps. In each division, the author
relates some recommendations for education given by the This curriculum guide is based on the principle of equal
interviewees. rights of individuals and that the purpose of a humane
Part 2 contains a list and description of programs, society is to offer each individual the opportunities to
agencies, organizations, and persons who have expertise develop his capacities to the highest degree possible. Its
in some aspect of education of gifted handicapped persons. stated purpose is to help moderately retarded persons
Included in these descriptions are names and addresses of become less dependent, more self-directed, and to partici-
finally for Parents:
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Volume 58 / Number 1, January 1978
