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This proceedings document contains approximately 150 papers and 50 poster sessions presented at a conference on the advancement of rehabilitation and assistive technology. Individual sessions focused on the following topics: gerontology, robotics, technology transfer, sensory aids, computer applications, information dissemination, service delivery models, language processing, quantitative assessment, mobility and seating, rural settings, design issues, special education, clinical issues, functional electrical stimulation, job accommodations, and speech technology. Poster sessions dealt with mobility and seating, augmentative and alternative communication and functional electrical stimulation, service delivery, and technology transfer. Additionally, the five winning papers of the Easter Seal student design competition are included. Proceedings papers typically include an abstract, text, illustrations or graphs, address of the principal investigator, and references. (DB)

This book provides guidance for administrators and service delivery staff of Community Rehabilitation Programs to serve consumers who are deaf, hard of hearing, late deafened or deafblind. This publication follows an outline based on standards from CARF (Commission on Accreditation of Rehabilitation Facilities), the national accrediting agency for rehabilitation programs. The document consists of 3 sections, i.e., business practices, service issues and resources. The introduction provides general information on deafness and communication that pertains to all services. A business practice (administrative issues) includes information on organizational quality, accessibility, health & safety, human resource development, leadership/governance, and financial planning & management. The service section offers specific strategies on: individualized planning, assessment & vocational evaluation, employee development (job readiness training), employment skills training, community employment services (job development & placement), job-site training, job support, job coaching, counseling, case management, daily living skills training, transition. A glossary is included. (Contains 4 resources.)

Intrinsically safe design is presented as a logical extension of the principles of barrier free design, and as a higher level design strategy for effecting widespread implementation of the basic accessibility requirements for people with disabilities. Two fundamental planning procedures are proposed: including principles of safe and accessible design in transport systems, public and open spaces, and buildings; and structuring normal environments which are convenient for everyone, including those with disabilities. The building process in New Zealand is examined, and the process of marketing intrinsically safe home designs is explored. Commentaries are presented by two United States authors: "The New York Experience" by Julia Schecter, and "Priorities, Values and Attitudes of Society" by Paul Grayson. An appendix offers a set of guidelines on intrinsic design for safety in New Zealand dwellings, including site layout, structure, floor layout, fire safety, kitchen design, bathroom design, laundry design, entries, doors, windows, steps and stairs, electrical safety, and hot water. Includes 24 references. (JDD)

Twenty-one papers on caring for children with cerebral palsy are organized into four sections, including: (1) cerebral palsy and the interdisciplinary team approach; (2) management of impairments related to cerebral palsy; (3) preventing disability by optimizing function of the child with cerebral palsy; and (4) preventing handicap by creating opportunities for the child with cerebral palsy. The papers are: "Definitions, Etiology, and Epidemiology of Cerebral Palsy" (Louis Pellegrino and John P. Dormans); "Making the Diagnosis of Cerebral Palsy" (Louis Pellegrino and John P. Dormans); "Interdisciplinary Care of the Child with Cerebral Palsy" (Louis Pellegrino and Gretchen Meyer); "Well-Child Care and Health Maintenance" (Louis Pellegrino); "The Management of Spasticity" (Stephanie Ried, Louis Pellegrino, Shirley Albinson-Scull, and John P. Dormans); "Musculoskeletal Impairments: Introduction to the Orthopedics of Cerebral Palsy" (John P. Dormans and Lawson A. Copley); "Orthopedic Approaches to Treatment" (John P. Dormans and Lawson A. Copley); "Gait Analysis in Cerebral Palsy" (Freeman Miller); "Postsurgical Management of Cerebral Palsy" (Sandy McGee, Johanna E. Deitz Curry, and John P. Dormans); "Neurosurgical Treatment of Spasticity" (Ann-Christine Duhaime and Shirley Albinson-Scull); "Nutrition and Feeding" (Peggy S. Eicher); "Promoting Functional Mobility" (Johanna E. Deitz-Curry); "Promoting Function in Daily Living Skills" (Lesley A. Geyer, Lisa A. Kurtz, and Lynette E. Byarm); "Promoting Function: Communication" (Cynthia B. Solot); "Assistive Technology" (Jennifer Rauck Burstein, Mary Lisa Wright-Drechsel, and Audrey Wood); "Orthotic Management" (James S. Walker and Meg Stanger); "The Family" (Symme W. Trachtenberg and Christine F. Rouse); "The School" (Susan K. Effgen); "Public Policy: Disability-Related Legislation" (Linda Hock-Long); "Transitions to Adulthood: The Adult with Cerebral Palsy" (Adadot Hayes); and "Epilogue" (John P. Dormans and Louis Pellegrino). (Individual papers contain references). (DB)

This book is a product of an ongoing project which is identifying teaching strategies and/or accommodations for college students with disabilities. The strategies have proven practical and successful by teaching practitioners who responded to a survey of members of the National Association for Developmental Education. The first chapter introduces the topic in "Explaining Learning Disabilities to Colleagues: Treatment and Accommodation" (Bruce Barrett). The second chapter is "Legal Issues Concerning All Faculty in Higher Education" (F. Scott Lissner). The third chapter, "Don't Overlook the Obvious" (Maxine Elmont), discusses integrating reasonable accommodations as a part of good teaching. The following eight chapters present 32 anecdotal subchapters by survey respondents which describe successful strategies. These subchapters are grouped into the following types of problems: (1) attention, concentration, or memory difficulties; (2) chronic health problems; (3) hearing impairments or deafness; (4) integrative processing difficulties; (5) mobility impairments or motor control difficulties; (6) social behavior disorders or difficulties with consistent performance; (7) speech and language difficulties; and (8) visual impairments or blindness. The final chapter, by Wanda Baer, is titled "Teaching Strategies and Accommodations for Students with Disabilities." Three appendices summarize key federal legislation, the accommodation decision making process, and a sample statement of rights and responsibilities. (Contains 32 references.) (DB)

Intended for educators needing information on common medical disorders in the school setting, this book stresses the role of the teacher in referral and diagnosis and offers 22 chapters by experts in their various fields. Chapter titles and authors are: (1) "The Crucial Role of the Teacher" (Peter J. Valletutti); (2) "Prevention of Chronic Disabilities and Diseases" (Robert H. A. Haslam); (3) "What Every Teacher Should Know about Infectious Diseases" (Ronald Gold); (4) "Growth, Development, and Endocrine Disorders" (Robert G. McArthur and Denis Daneman); (5) "The Student with Diabetes Mellitus" (Denis Daneman and Marcia Frank); (6) "Chronic Illness in Children" (William Feldman); (7) "The Role of Genetic Mechanisms in Childhood Disabilities" (Thaddeus E. Kelly); (8) "Common Visual Problems in the Classroom" (Alex V. Levin); (9) "Hearing Disorders in the Classroom" (Vicky Papaioannou); (10) "Communication Disorders Associated with Medical Problems" (Mary Anne Witzel); (11) "Childhood Dental Disorders" (David J. Kenny); (12) "Orthopedic Problems and Sports Injuries in Children" (James Harder); (13) "Common Neurological Disorders in Children" (Robert H. A. Haslam); (14) "Cerebral Palsy and Associated Dysfunction" (Mary O. Leppert and Arnold J. Capute); (15) "Attention Deficit Disorder" (Joel E. Fagan); (16) "Mental Retardation" (Gisela Negrin and Arnold J. Capute); (17) "Emotional and Behavioral Problems in School Children" (Philip Barker); (18) "Nutritional Status, School Performance, and School Nutrition Programs" (David M. Paige); (19) "Adolescent Eating Disorders" (Debra K. Katzman); (20) "Teacher Awareness of Drug and Substance Abuse" (Shinya Ito and Gideon Koren); (21) "Sexual Development, Function, and Consequences" (George D. Carson and Sheila L. Carson); (22) "Sexually Transmitted Diseases" (Susan King); and (23) "Child Abuse" (Marcellina Mian). A glossary and subject index complete the volume. (Individual chapters contain references.) (DB)

This Systems and Procedures Exchange Center (SPEC) Kit presents the results of a survey on issues and concerns associated with planning for library services for persons with disabilities. The survey was sent to 119 U.S. and Canadian Association of Research Libraries (ARL) and returned by 74. The report is based on the responses of libraries which reported that they provide various levels of library services and/or adaptive equipment for library users with disabilities. A summary of the survey results presents general information about disabled student enrollment and identifies methods of management and training of library staff to meet the needs of disabled patrons, describes the kinds of space allocated for specialized library services, and provides examples of typical library services and adaptive equipment. The major part of the kit is devoted to examples of planning documents, service policies, staff training manuals, position descriptions, building evacuation procedures, library brochures and handouts, floor plans and equipment, procedures for use of study areas, and campus guides submitted by 24 of the survey respondents: the Universities of California-Davis, California-Riverside, Cincinnati, and Florida; Georgetown University; University of Hawaii; Iowa State and Johns Hopkins Universities; University of Kansas; Kent State University; the Universities of Manitoba, Maryland, Missouri, and New Mexico; Ohio State University; University of Pennsylvania; Purdue University; Queen's University; the Universities of Texas, Tennessee, Virginia, Washington, and Waterloo; and York University. A copy of the survey instrument with a tally of the responses and 15 selected readings are included. (MAB)

Changes have occurred in the geographic concentrations of elderly people in the United States between 1950 and 1970. The paper examines these trends and identifies the factors which influenced them. Census data from 1950 and 1970 were analyzed as a basis for the study. In 1950, 8.1% of the population was classified as older. States with high percentages of the elderly population included New Hampshire, Vermont, Iowa, and Maine. On the county level, areas in New England, the Midwest, and the Eastern Great Plains had high elderly concentrations. In 1970, 9.9% of the population was classified as older. Florida, Iowa, Nebraska, and Arkansas had high concentrations, as did counties in nonmetropolitan areas of the Great Plains and Midwest. A combination of two factors accounted for these changes: out-migration of young people, leaving higher percentages of elderly people; and in-migration of elderly people, such as into Florida. Many more retired people in 1970 were financially able to relocate than people of the same age had been in 1950. This was due to the advent of retirement plans, private pension funds, inflation of property values, and increased Social Security payments. (AV)

This Council of Europe document begins with the text of Recommendation No. R(86)18 of the Committee of Ministers to member states on the European Charter on Sport for All: Disabled Persons, along with an explanatory memorandum for implementation of the recommendation. The memorandum discusses disability and sport definitions, why sports for handicapped persons are important, the task of public authorities, participation of handicapped persons in decision-making, integration of disabled and able-bodied persons, cooperation among public authorities and voluntary organizations, research, training, media coverage, and financing. Part II is titled "Design Guidelines to Promote Access to and Use of Sports and Recreation Facilities by Disabled Persons." It covers outside access to buildings, internal arrangements, interior design elements, and swimming pool design. A section on access to outdoor sports and recreation focuses on skiing, riding, and water sports, and such recreational areas as walks, beaches, and adventure playgrounds. A section on adapting existing facilities is also included. The volume concludes with the text of three relevant resolutions of the Conference of European Ministers responsible for Sport: Resolution No. 5(1981), Resolution No. 7(1984), and Resolution No. 1(1986). (JDD)