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This collection of essays explores two interpretations of "reading and the individual." One interpretation concerns the effect reading has upon an individual's self-concept and his total personality; the second interpretation relates to the methods used in teaching reading, recognizing the peculiar needs, interests, desires, abilities, and backgrounds of the students. The volume is divided into two parts. Part One contains papers concerned with the kinds of individual differences found among students, ways of identifying and meeting individual differences in reading, and different patterns of classroom and school organization in which teachers may work to meet these differences. Part Two includes papers related to individualizing reading instruction for particular groups of students: retarded readers, nonacademic students, the mentally retarded, Afro-Americans, and Mexican-Americans. Three of these papers include suggestions for individualizing instruction in listening, spelling, and writing. (Author/DI)

This bulletin is a compilation of papers dealing with the role of perceptual functions in reading and reading difficulties that were delivered at the 1966-67 Convention of the International Reading Association. Various sections are devoted to discussions of and reports of research on such matters as the auditory and visual modalities in reading, the neurological and psychological, and sociological aspects of perception in reading, and the relationships between personality, intelligence, perception and reading achievement. A final section discusses the application of research findings to instructional and diagnostic practice. (JH)

Presented is the M-A-P (motor, academic, and perceptual) skill development checklist, said to be designed to provide the teacher of young handicapped children with a behavior oriented evaluation of the child's skills leading to the provision of appropriate learning objectives. The checklist is designed to be completed as a result of teacher observation of the child. The chart lists behaviors from simpler to more complex and usually offers five levels of possible performance for each behavior. Included are 14 gross motor skills (from raising head to riding tricycle), 19 manipulative skills (from moving hands to playing a musical instrument), 27 self-care skills (such as zippering and putting away toys), two skills in the area of body awareness (such as naming body parts), seven general academic readiness skills (such as following directions and handling books), 10 communication skills (such as making conversation), seven early academic skills (such as writing letters), six visual discrimination skills (from focusing to discriminating among sizes), and four non-visual discrimination skills (such as taste discrimination). Forms are provided on which to summarize the child's current level of functioning and to formulate a behavioral prescription based on the results of the checklists. (DB)

The curriculum guide for early childhood education of the multiply handicapped covers motor, academic, and perceptual skills. Operational definitions and developmental characteristics of the mentally retarded introduce the guide. Considered are the role of the teacher and teacher's aide, the classroom facilities, and scheduling. A chapter on techniques of instruction looks at the preparation of instructional objectives, continuous evaluation, individualized educational prescriptions, task analysis, classroom management, and instruction through imitation. Physical factors such as medical information, seizures, and dental care are discussed. Examined in the chapter on motor skill development are the role of the physical therapist, and development of gross and manipulative motor skills, self-care skills, and body awareness. Basic readiness and communication skills of the academic program are described. Development of the five senses is focused on in the chapter on perceptual skill development. Suggestions for appropriate field trips and instructional units emphasizing motor-academic-perceptual skill development are provided. The importance of teacher inservice training and parent involvement is stressed. Listed are instructional aids such as video-tape equipment and free or inexpensive materials. An annotated bibliography of approximately 65 materials for teacher reference is also included. Among the appendixes are a development checklist, a behavior prescription, and a test of motor-perception. (DB)

The system control facilities in broadband communication systems are discussed in this report. These facilities consist of head-ends and central processors. The first section summarizes technical problems and needs, and the second offers a cursory overview of systems, along with an incidental mention of processors. Section 3 looks at the question of the computer needs laid upon the central processor at head-ends or subhead-ends by particular service requirements; the following section considers the problems of coupling the computer into a communications system. Privacy and security, worrisome areas in time-shared computers to say nothing of cable television systems, are considered in section 5, while performance standards, both present and future, are treated in section 6. Section 7 deals with the measurements required by Federal Communications Commission regulations. A set of appendixes covers such areas as the characteristics of television signals and existing standards. (Author)

Article investigated "the illusion of educational change in America." (Author/RK)

Using local and national data, this study examined adult education program offerings in East Orange, New Jersey, potential participants' needs and interests, and program needs reported by business and industrial leaders. A plan was proposed for an appropriate community wide program. Data from public school adult education programs in 142 cities covered time devoted by adult directors to adult school duties, responsibility to superintendents of schools, adult counseling, publicity, community councils, advisory committees, costs, and educational objectives. Local data covered age and sex of respondents, educational background, convenient times of the day or week, and preferences as to program location. Relevant goals included acquainting adults with their civic responsibilities, broadening educational backgrounds, helping shape social and economic conditions, training for vocational competence and increased economic efficiency, enriching the quality of life, and promoting better physical and mental health. Several recommendations were made regarding public school adult education directors, program expansion, and related matters. (Author/LY)

Miami-Dade Junior College (Florida) initiated satellite high school counseling centers to assist incoming students in forming their educational goals. (MS)

Research project underway at the University of Sheffield, England, to examine how variations in the physical and social environment affect behavior in groups of preschool children. In its first year, currently in progress, the effects on behavior of relative abundance or scarcity of important resources of the physical environment (available space and available toys and apparatus) are being studied. In the second year, effects of variation in the social environment (staff attitudes and behavior) will be examined. (Author)

The authors outline the present system of providing health services in English schools. Some changes in this system accruing from the planned reorganization of the British National Health Service are described and their implications discussed. (RP)