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The paper provides up-to-date factual information for first and second language acquisition and bilingualism for administrators, teaching staff, parents, students, and others concerned with this subject. The overview of present educational theories, research and development, practices, and legislation in the areas of language acquisition and language learning includes: (1) a general view of theories and research on language acquisition; (2) a review of conferences and experimental designs in some European and Latin American countries; (3) a summary of the 3 most relevant taxonomies of bilingual education to date; (4) a list of the 123 programs in this country designed specifically for Mexican American children; (5) discussion summaries of exemplary programs in the Southwest; (6) a description of the unique immersion program being implemented in Culver City, California; (7) selected excerpts from legislation dealing with bilingual education; and (8) general conclusions and recommendations. Among the general recommendations are: (1) planning of bilingual curriculum to provide for all bilingual students; (2) providing a program flexible enough for slow learners and bright students as well; and (3) having all universities in the Southwest offer a bilingual education major. The form used to gather information on exemplary bilingual programs is presented in the appendix. (NQ)

This fact sheet contains information relating to drug abuse and abusers; drug traffic legislation; law enforcement; and descriptions of commonly used narcotics, stimulants, depressants, and hallucinogens. Also included is a short but explicit listing of audiovisual aids, an annotated bibliography, and drug identification pictures. The booklet concludes with a description of the Special Action Office for Drug Abuse Prevention. (RWP)

Since 1970 the early childhood task force of the Education Commission of the States (ECS) has worked to encourage states to focus attention on the quality of the life of children. As the task force explored the subject of child abuse, it quickly realized the need for: (1) better state programs for the prevention, identification and treatment of child abuse; (2) more uniformity among state statutes relating to child abuse; and (3) more cooperation among states and among state agencies in exchanging appropriate information. To encourage states to focus attention on improved methods of reporting, preventing and treating child abuse, the task force asked Brian G. Fraser, staff attorney for the National Center for the Prevention and Treatment of Child Abuse and Neglect, to draft suggested legislation. This booklet is the work of Mr. Fraser, drawn from his experiences during 1972-73. It represents a synthesis of the best of existing state legislation, plus additional language designed to strengthen state capabilities in working to solve the problems of child abuse. For those wishing further information, a bibliography and notes on legal references are included. (Author)

This document discusses concepts of a teacher education center and states that teacher education center programs include the following: (a) career-long teacher education, (b) cooperation and collaboration, (c) commitment to shared power, (d) pooling of resources, (e) field-based preservice teacher education, and (f) broader focus on in-service training. Recommendations are made in the areas of governance, functions of a teacher education center, staffing, and funding. Also, changes for sections 231.600-231.610 of Florida's 1973 Teacher Center Act are recommended. The Teacher Education Act of 1973 is included in the appendix. (PD)

The paper provides information concerning legal issues relating to sex bias which may be inherent in the present popular usage of standardized interest measurement instruments, focusing on current laws and guidelines, and the possible implications of judicial decisions which relate to sex bias and interest testing in education and employment settings. No test case has included or noted interest measurement instruments; employing the method of "doctrine of analogy," however, inferences regarding the legal issues have been drawn. To the extent that interest inventories support stereotypic sex and occupational linkages or restrictions, the tests are biased; should a sex-biased instrument discourage an applicant from educational or employment opportunity, or be used in a negative decision in the case of the applicant because of differentiating scales or inappropriate sex-based normative data, then it would appear that the spirit of the law was denied. Two remedies seem clearly indicated: (1) revision, with greater specificity regarding the use of interest tests and the applicant's stake in the decision-making process, of extant guidelines supporting law, and greater specificity within guidelines to be developed to support Title IX of the Education Amendments; (2) the development of future laws should definitively state the dimensions of concern. (Author/AJ)

Sweden, like most European countries, never set out to be an immigration country. Since its Government and Parliament have subscribed to the principle of maximum mobility across national frontiers, more than 400,000 foreign citizens and 200,000 former aliens reside in Sweden today. Immigration to Sweden is not completely free, though. A policy of controlled immigration exists as a means of realizing equal treatment of native and foreign subjects. Access to employment and housing are conditions for labor and residence permits. One of the fundamental principles of this policy is to give immigrants a free choice between staying in Sweden and returning to their country of origin or emigrating to a third country. If they decide to stay, immigrants receive: (1) time off with pay to learn Swedish, (2) compulsory schooling for their children, and (3) equal opportunities to participate in labor market training. This paper discusses Sweden's immigration policy, legislation, and research, giving statistics on the migrant worker population, the educational situation of workers' children, and the education and training of migrant workers. (NQ)

The 1973-74 Arizona Commission of Indian Affairs Annual Report provides information on the conditions and problems confronting Arizona Indians. The Commission recognizes its responsibility to provide solutions to such problems as attaining a status of social, economic, and political equality with other citizens of the State and nation. Commission progress in its program of cooperation with State and Federal agencies, tribal councils, legislators, and others in developing harmonious working relationships and trust is shown. Included are: statistical charts as well as a map of the population and acreage of Arizona reservations; listings of Commission members and meetings, projects completed, and published materials distributed; a discussion of Commission highlights; and a financial report. A profile of the Yavapai-Apache Nation describes: the origin and history of the tribe; size and location; tribal government, employment, and economic development; education, health, and welfare; and other tribal activities. The appendixes include the Commission's Enabling Legislation, the Havasupai Resolution, the Hiring of Indian Counselors Resolution, and the Indian Village Site Resolution. A summary concludes the report. (AH)

This document identifies those states that have legislation enabling faculty and other employees in public higher education to form a union and to bargain collectively with the employer. The state name, educational level(s) with current contract or recognized unity, and year of enactment are indicated for (1) states that have specific legislation that deals with public employees in postsecondary educational institutions; (2) states in which there is no specific or special postsecondary mention in the language of the legislation of an omnibus public employee bill but where by implication or interpretation postsecondary personnel and institutions are included; (3) states which have no collective negotiations legislation for postsecondary education but in which there are de facto postsecondary contracts or employee unit recognition and in which some legislative activity in respect to legalization of the de facto situation has taken place since 1970; (4) states in which there has been considerable to moderate legislative activity since 1970 of an omnibus legislation level in which postsecondary personnel would have been included; and (5) states with no activity during the period 1970-73. (MJM)

The handbook is intended to help parents of handicapped children understand and use Massachusetts' laws and federal legislation to obtain their children's rights to education, training, medical services, and tax and social security benefits. Guidelines regarding education concern such topics as the Bartley-Daly Law; class placement; home tutoring; and rights to transportation, annual reevaluation, and confidential records. Discussed are health insurance (individual and group policy coverage), access to hospital records, Medicaid (eligibility, application procedures, and rights to appeal), and handicapped children services. Explained are children's and mothers' social security benefits, and qualifications and application procedures for supplemental security income. Employment and vocational training guidelines focus on such issues as exemption from minimum wage laws and requests for workman's compensation exemption. Federal and Massachusetts income tax laws are explicated. Legally guaranteed rights are listed which apply specifically to visually impaired, hearing impaired, epileptic, and physically handicapped children (such as rights pertaining to automobile plates and taxes, use of public buildings, state and federal housing, recreation, and talking books). Appendixes provide information on legal resources, ways of communicating with and influencing legislators, agency resources, and parent and self-help groups. (GW)

In recent years, the Bureau of Indian Affairs (BIA) has had to re-examine its position regarding the current legal status of youth attending school. Court actions, although still indecisive on this point, precede a new era of school-student relationships which the BIA's Office of Indian Education Programs holds will assure improved conditions for the total school community. The BIA commenced on a course which has led to the development of Student Rights and Responsibilities Regulatory Procedures. A strong foundation was designed to assess existing programs, court decisions, legal opinions, and Indian student and community viewpoints. Steps were taken to arrive at a Student Rights and Responsibilities Proposal with nationwide support. This document reports the BIA's progress in providing areas and local schools with Guidelines and legal support to establish Student Rights and Responsibilities Programs. It consists of background information on BIA student rights and responsibilities, memos to individuals or groups connected with the process, drafts of the proposed section to the Indian Affairs manual and the 25 CFR 35 for the Federal Register, and a pertinent section of Public Law 90-23 (Administrative Procedure Act). (NQ)

The workshop on the Comprehensive Employment and Training Act (CETA) in Balance-of-State areas explored the implications for rural areas of various manpower policies. In a previous workshop, it was found that a close correlation existed between counties classified as Balance-of-State and those classified as "rural" by the U.S. Department of Labor. Therefore, the reports and exchanges from various Balance-of-State areas gave a "good" overview of the implications and operation of CETA in rural areas. Participants were either members of the Rural Manpower Policy Research Group or had been closely associated with its efforts and those of the Rural Manpower Service. This report gives: (1) an overview of the development of major issues and policies in the rural manpower area and (2) an analysis, based on taped discussions and some contributed memos, of the major areas of workshop discussion. The two papers discuss: (1) CETA's ability to meet the needs of rural areas; (2) the extent to which administrative manpower structures, developing under CETA, will be consistent with the rural mandate given the Employment Service as a result of litigation; and (3) three areas of CETA implementation in Balance-of-State--administrative and planning structures, delivery of services, and role of the Employment Service. (NQ)

Part 1 of the report's three sections presents a general review of the published literature relevant to understanding the drug problem in the United States. Part 2 presents a summary of data obtained in an investigation into the nature and magnitude of the delinquency problem among youth living in the Wind River Indian Reservation area of Wyoming. The relationship between drug use and delinquency, various background factors, and alcohol use was examined. A self-report questionnaire was administered to 456 male and 391 female students in the 9th and 12th grades at Lander Valley High School and Wind River High School in May 1972. Part 3 presents data on the similarities and differences in drug use and attitudes toward drug use of American Indian and Anglo youth living in the Wind River Indian Reservation area. Data were obtained from 120 Indian and 391 Anglo 9th through 12th grade students from the Wyoming Indian High School, Lander Valley High School, Riverton High School, and Wind River High School. Some findings presented in Parts 2 and 3 were: Indian students had more favorable attitudes toward drug use; and those who had used drugs tended to have poorer relationships with their parents and the schools and a strong tendency to be involved in other delinquent acts. (NQ)

Recently American attention has focused on the problems of pollution and environmental protection. Focusing on the Four Corners Interstate Air Quality Control Region, this study determined which socioeconomic characteristics were associated with concern for environmental quality as measured by willingness to pay for pollution abatement. Sample sites were determined by weighing four pollution concentration zones. Interviews were conducted during the 1972 summer and January 1973 with 747 reservation and nonreservation residents and out-of-region recreationists. Separate questionnaires, designed for each subpopulation, were used to determine willingness to pay via a series of bidding games. To ensure that the means of financing was not a barrier to a respondent's willingness to pay and since no bidding game was appropriate for all, five games were constructed--a sales tax increase; an additional charge to the electric bill; a monthly charge; an increase to the user's fee; or a change in laws. Responses were analyzed by stepwise multiple regression. Some findings were: (1) few consistent relationships existed between concern for environment and socioeconomic characteristics (age, occupation, income, ethnicity, and organizational participation); and (2) a clear majority were willing to pay for pollution abatement. (NQ)

Presented are five papers selected from five regional 1973 conferences on financing education programs for handicapped children. R. Rossmiller's paper, "Coming to Grips with Costs and Expenditures" discusses such program aspects as organizational programs, financial policies, population identification, and empirical and theoretical studies. An overview of state laws, legislative trends, and suits on behalf of the handicapped (including Pennsylvania, New York, and Michigan cases) is provided in R. Browning's paper "School Finance: Where Are the Handicapped?" R. Henderson's consideration of "Financing Special Education for Exceptional Pupils" covers the topics of special education costs per program, prevalence of exceptional children, and state reimbursement of special education costs. Also provided are selected panel presentations of P. Turnham, M. Daly, M. Essex, T. Drain, H. Wrigalter, and J. Schrag. State priorities, including financing of early childhood special programs, interagency cooperation, and mainstreaming are suggested. Listed in the information supplement are state special education program and finance officials. (CL)

Presented is a compendium of state lawsuits establishing the legal and constitutional rights of mentally retarded citizens. Cases cover the following rights: to equal educational opportunity; to be free from inappropriate educational classification, labeling, and placement to community services and to treatment in the least restrictive environment; to be free from peonage and involuntary servitude; to be free from restrictive zoning ordinances; to have free access to buildings and transportation systems; to be free from unconstitutional commitment practices; to procreate; and to have equal access to adequate medical services. Usually included for each case are the state, the lawsuit's status, legal advocates involved, principles established, and comments. (CL)

Documented are the results of a 1974 Idaho needs assessment study of statewide special education services for exceptional children which involved 22,020 school-aged handicapped children. The findings include field research related to (1) prevalence of exceptional children in Idaho school districts and communities; (2) services presently available, including Child Find, and services for which need is indicated to meet state legislated mandates; (3) manpower available and adequacy of potential training resources; (4) consumer satisfaction with present services for exceptional children and possible satisfaction with new alternatives; (5) present and alternative finding patterns for special services and educational programs; and (6) identification of legislative considerations necessary to implement training, programing, and finance patterns. It is noted that the needs assessment format applied to Idaho's special education services has replication potential for other states. Emphasized are cause-effect factors operating statewide which will influence planning toward full services for all exceptional children. (Author/SB)

Presented are 20 author contributed papers on the status of deaf persons, their needs, and innovative procedures developed to meet those needs, and reported are research and demonstration activities in the field of deafness. Among topics covered in the papers are: economic factors in deafness, training needs of rehabilitative personnel serving deaf persons, technical-vocational education, multiply handicapped deaf persons, mental health services, implications of recent court decisions and legislation, counseling, community services, adult services, telephonic assistance devices, and vocational evaluation. In the second half of the document, lists and descriptions are provided of research and projects such as those of the Rehabilitation Services Administration, centers on deafness (such as the Deafness Research and Training Center in New York), the Office of Education (including professional training programs and captioned films services), the Health Services Administration's Maternal and Child Health Program, and programs under the National Institute of Education. Other programs reported include those of the National Institute of Neurological Diseases and Stroke, the National Center for Health Statistics, the Army Audiology and Speech Center, and the Deafness Research Foundation. (LS)

The document is based upon three two-day regional seminar workshops and one national invitational seminar workshop on women in the world of work held during 1973-74 and designed to further the professional development of vocational-technical education leaders. The first section contains three parts: (1) Introduction, discussing the social and psychological influences affecting the status and equality of women; (2) Recommendation and Program for Action, listing 14 policies and practices suggested by workshop participants as a guideline to help correct female discrimination in education and employment; and (3) Impact of the Workshops, providing a list of selected post-workshop activities engaged in by participants at various administrative levels in an attempt to improve educational and employment opportunities for women. Full texts of nine speeches explore aspects of the labor force, laws, education and employment, the women's rights movement, and career education in relation to working women. These are appended, together with the questionnaire sent to participants after the conference workshops and their responses; agendas and participant lists for the various workshop conferences; and an extensive bibliography listing books, reports, and articles suitable for general, children, and specialized reading. The appendixes make up the bulk of the document. (LH)

The purpose and function of the New York State Interdepartmental Committee on Indian Affairs is to render, through the several state departments and agencies represented, various services to the 8 American Indian reservations (Cattaraugus, St. Regis, Tonawanda, Tuscarora, Allegany, Onandaga, Shinnecock, and Poospatuck) located within the boundaries of New York. This 1973-74 annual report describes the various services rendered by the State Departments of Commerce, Education, Health, Transportation, and Social Services. Information is given on educational programs, clinic services, general nursing services, dental services, transportation, social services, housing, and foster care. The 1973 post-session and the 1974 legislative session activities of the State Assembly Subcommittee on Indian Affairs, which serves as advocate for the Indian people, are briefly discussed. Addresses of the Interdepartmental Committee members and of the Indian Reservation leaders and officials are included. (NQ)

At the conclusion of the conference, the significant "happenings" in bilingual bicultural education were reviewed. Topics discussed were the: (1) 1966 Tucson (Arizona) conference sponsored by the National Education Association; (2) 57 fifth-year Elementary and Secondary Education Act (ESEA) Title VII projects in the United States with high concentration of Mexican American students; (3) survey of the 1,300 participants from 25 states at the national 1973 Bilingual Bicultural Institute; and (4) U.S. Commission on Civil Rights Study. Given in this report are: (1) the 10 major recommendations determined at Tucson in 1966, (2) a listing of significant "happenings" since Tucson, (3) major findings and recommendations from the review of the 57 Title VII projects and the survey of the 1,300 institute participants, and (4) some of Dr. Kissinger's remarks from the "26 Latin American Conference" held in Mexico City as reported in a number of U.S. newspapers. (NQ)