The Dimensional Effects of Instructional Materials
1The project reported herein was funded by the Bureau of Research, College of Architecture and Fine Arts, University of Florida. Instructional materials for handicapped children received little attention for a number of years. Teacher-training programs traditionally have been more concerned with methods than materials. McCarthy (1966) stated: &dquo;It is time to dispense with the idea that materials run a poor second in importance to methods. Methods and materials are inextricably bound together [p. 25].&dquo; With the growing number of special instructional materials on the market,