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SPECIAL PROGRAMS OF THE ABILENE, TEXAS, SCHOOLS ARE DESCRIBED WITH EMPHASIS ON PUPIL ELIGIBILITY FOR SERVICES, PURPOSES OF THE PROGRAMS, AND GENERAL AND SPECIFIC PROCEDURES USED IN INSTRUCTION. SOURCES OF INFORMATION USED IN INDIVIDUAL PSYCHOLOGICAL EVALUATIONS, CERTIFICATION REQUIREMENTS FOR TEACHING IN TEXAS, AND BIBLIOGRAPHIES FOR AREAS OF EXCEPTIONALITY ARE ALSO INCLUDED. (JW)

The selected bibliography on homebound or hospitalized children contains approximately 45 abstracts with indexing information explained to be drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of August, 1972. Abstracts are said to be chosen using the criteria of availability of document to user, currency, information value, author's reputation, and classical content. Preliminary information explains how to read the abstract (a sample abstract is included which identifies the different parts of the abstract), how to use the author and subject indexes, how to purchase documents through the Educational Resources Information Center Document Reproduction Service (an order blank is provided), an order blank for Exceptional Child Education Abstracts in which the abstracts are originally published, a list of indexing terms searched to compile the bibliography, and a list of journals from which articles are abstracted for the bibliography. Publication date of documents abstracted ranges from 1950 to 1971. (CB)

The facility and equipment design needs of the physically handicapped are described and listed as reference and material sources. Information sources include those which have been assigned retrieval terms and those which have not, organized into the following sections--(1) educational and special education facilities, (2) public facilities, (3) equipment needs for mobility, (4) supportive and background data on outdoor recreation and physical character, (5) films, and (6) people and places. Design criteria, guidelines, and standards are revealed in connection with planning, developing, designing, and constructing environments for the handicapped. (TG)

Statistics concerning Indian education for the fiscal year 1968 are provided by the Bureau of Indian Affairs (BIA) which had direct responsibility for the 55,799 children enrolled in Federal schools and housed in Federal dormitories. The BIA had partial financial responsibility for approximately 2/3 of those enrolled in public schools. Included in the statistical breakdown are (1) school census, enrollment and average daily attendance (ADA) by area and agency; (2) number of schools operated, the enrollment, and the ADA of boarding, day, and hospital schools; (3) dormitory enrollment and ADA; (4) enrollment by grade, and completions and graduates by area; (5) enrollment by degree of Indian blood and tribe; (6) school construction summary; (7) activities under the Elementary and Secondary Education Act; and (8) summer program participants. A related document is ED 002 665. [Not available in hard copy due to marginal legibility of original document.] (CM)

To serve emotionally disturbed adolescents in a residential treatment program, an educational cadre was formed to function as a diagnostic, teaching, and research instrument. Specialists in addition to classroom teachers included a curriculum specialist, a cognitive psychologist, and a psychiatric clinician. Experimental curriculum units in English and history were developed around cognitive style, learning and recall, and language. Tests, materials, and projects were developed. Evaluation indicated that the more reflective students gave literal or descriptive interpretations; the more impulsive ones gave answers high in abstraction or degree of affect or general interpretation. Language tests did not render statistically significant results. Observation and student critiques and work products suggested that the experimental material and methods may have facilitated learning. Plans made for the 2nd year of demonstration and research called for categorizing behavior and further investigating cognitive style. (JD)

THIS NEWSLETTER DESCRIBES THE NEW JERSEY PROGRAM FOR INSTRUCTION OF PHYSICALLY HANDICAPPED HOSPITALIZED CHILDREN IN TERMS OF INTERACTION BETWEEN THE HOSPITAL INSTRUCTIONAL PROGRAM AND THE REGULAR SCHOOL, THE RELATIONSHIP BETWEEN THE HOSPITAL INSTRUCTIONAL PROGRAM AND THE MEDICAL PROGRAM, NEW JERSEY STATE REGULATIONS, CRITERIA FOR SELECTION OF TEACHERS, PHYSICAL FACILITIES, AND A CONSULTATION RESOURCE. THIS NEWSLETTER WAS PUBLISHED AS "THE EXCHANGE," VOLUME 9, NUMBER 1, MAY 1965. (MY)

The historical development of programs for orthopedically handicapped children, class units and hospital classes approved during 1967-68, and the number of therapy units established are presented. Tables give data on program population: enrollment for years 1962-68, percent of handicaps enrolled, and IQ distributions. Aspects of occupational therapy described are self help skills, communication problems, muscle strength, coordination, social and emotional development, and special equipment; aspects of physical therapy are physical evaluation, alleviation of pain, range of motion, strength, coordination, functional training, and special equipment. The team approach, the administration and organization of a program, educational needs, and home and telephone instruction services are discussed. Appendixes give a glossary of diagnostic terms, standards for special education units, for transportation, and for boarding homes, and bibliographies on learning disorders, cerebral palsy, and muscular dystrophy. (RP)

Special educational needs of the child with cancer may be met in any of several ways: in hospital classes, in a regular school, in orthopedic special class, in a combination of regular school and home instruction, or in the homebound program. (MB)

Describes a program for involving parents of emotionally disturbed children and adolescents at a state mental hospital. Information is presented on the goals of the program, parent discussion groups, family activity groups, and the role of the coordinator. (JMB)

Describes the development of community-based group homes for adolescents operated by a child care agency in affiliation with hospitals in New York City. (SDH)

Described is the remedial education program for mentally disordered adults at Rampton Hospital, a special psychiatric hospital in Nottinghanshire, England. (IM)

Organized in question and answer form, the book provides an introduction to the field of special education in England and Wales. Services are discussed and outlined for children who are educationally subnormal (mentally handicapped), delicate, physically handicapped, maladjusted, epileptic, hearing impaired, visually impaired, defective in speech, and multiply handicapped. Case studies are used to illustrate the different types of handicaps. Also described are various placements such as home instruction, hospital teaching, special classes in regular schools, and remedial services. Children unsuitable for education in school are discussed; programs of teacher training are considered; and voluntary organizations concerned with handicapped children are listed. Each chapter cites references for suggested reading, and there is a listing of 27 films about handicapped children. (DF)

THE "600" SCHOOLS ARE DESIGNED TO EDUCATE EMOTIONALLY DISTURBED AND SOCIALLY MALADJUSTED CHILDREN WHO ARE RECOMMENDED FOR SPECIAL PROGRAMS BECAUSE THEY ARE UNABLE TO PROFIT FROM INSTRUCTION IN A NORMAL SCHOOL SETTING, WHERE THEY MAKE IT DIFFICULT FOR OTHER CHILDREN TO RECEIVE INSTRUCTION. THE "600" SCHOOLS STRIVE TO REHABILITATE SUCH CHILDREN BY--PROVIDING A THERAPEUTIC ENVIRONMENT WITH INTERPERSONAL RELATIONSHIPS BETWEEN PUPILS AND SCHOOL PERSONNEL, PROVIDING AN ENVIRONMENT WITH ACTIVITIES TO PREPARE THE PUPIL FOR REENTERING A REGUALR SCHOOL, AND GUIDING AND MOTIVATING THE CHILD THROUGH SELF-KNOWLEDGE AND SELF-REALIZATION. THE TERM "600" SCHOOL INCLUDES SEVERAL TYPES OF SCHOOLS, EACH OF WHICH SERVES TO MEET A DIFFERENT COMBINATION OF SPECIAL NEEDS. THE DAY SCHOOLS ARE AIMED AT REHABILITATION OF STUDENTS WHO HAVE WITHDRAWN FROM REGULAR SCHOOLS BECAUSE OF SERIOUS BEHAVIOR PROBLEMS. INSTITUTIONAL SCHOOLS ARE ATTENDED BY DELINQUENT OR EMOTIONALLY DISTURBED STUDENT PLACED BY COURT ORDER OR SOCIAL AGENCY REFERRAL. THIRTEEN TREATMENT CENTERS, FOR ADMINISTRATIVE AND ORGANIZATIONAL PURPOSES, ARE ATTACHED AS ANNEXES TO EITHER INSTITUTIONAL OR DAY SCHOOLS. THERE ARE TWO REMAND CENTERS WHICH SERVE AS TEMPORARY SHELTER FOR CHILDREN WHO HAVE BEEN ASSIGNED TO THEM BY COURTS AND ARE WAITING DISPOSITION OF THEIR CASES. A FINAL CATEGORY IS THE HOSPITAL SCHOOL WHICH SERVES PREADOLESCENT CHILDREN ADMITTED TO A PSYCHIATRIC HOSPITAL FOR OBSERVATION AND DIAGNOSTIC EVALUATION. MAJOR RECOMMENDATIONS FOR THE "600" SCHOOLS, TO BE IMPLEMENTED DURING THE 1965-66 SCHOOL YEAR, INCLUDE EXPANDING EXISTING SERVICES FOR EMOTIONALLY DISTURBED AND SOCIALLY MALADJUSTED CHILDREN IN REGULAR SCHOOLS, STRENGTHENING THE TOTAL INSTRUCTIONAL PROGRAM, STRENGTHENING PROFESSIONAL COMPETENCE OF SCHOOL PERSONNEL, A ACCELERATING DAY SCHOOL PROGRAMS, AND ESTABLISHING AN ADVISORY COORDINATING COMMITTEE.

Based on a paper presented at a College of Special Education conference (Manchester, England, July, 1969). (RD)

In an effort to provide a meaningful didactic experience within the constraint of limited teaching hours, the author searched for a "community" which might be examined. A community fulfilling the established criteria for trainees in a university training program is the university itself. Its use is described. (LBH)

Comparison of the new program (teaching in small groups at several hospitals in a continuous eight-week block) with the former program (two four-week blocks at a single central hospital) suggests that student performance in the new program is consistently at least as good as, or superior to, student performance in the traditional program. (LBH)

FOUR STUDIES OF MENTAL RETARDATION AND AN UNPUBLISHED WORKING PAPER ARE INCLUDED IN THIS BOOK. THE FIRST SECTION REPORTS THE FINDINGS OF A PREVALENCE STUDY OF MENTAL RETARDATION IN LONDON AND MIDDLESEX, WHICH DESCRIBES DIFFERENCES BETWEEN ADMINISTRATIVE PREVALENCE AND TRUE PREVALENCE OF MENTAL SUBNORMALITY. IN THE SECOND STUDY, THE EFFECTS OF SEVERE MENTAL RETARDATION ON A SAMPLE OF LONDON FAMILIES ARE REPORTED. DATA ARE GIVEN ON THREE TOPICS-- THE CHILD HIMSELF, FAMILIES AND THEIR PROBLEMS, AND THE ROLE OF COMMUNITY SERVICES. IMPLICATIONS FOR ADDITIONAL SERVICES ARE PRESENTED FOR THE PRESCHOOL CHILD, THE SEVERELY HANDICAPPED, AND INSTITUTIONAL CARE. THE THIRD STUDY CONSIDERS THE EDUCATION OF TRAINABLE CHILDREN (IQ 20 TO 50) THROUGH A COMPARISON-CONTRAST OF NURSERY SCHOOLS FOR RETARDED AND NORMAL CHILDREN. DAY CARE CENTERS AND RESIDENTIAL FACILITIES ARE ALSO TREATED. THE NEXT STUDY DESCRIBES A SMALL EXPERIMENTAL RESIDENTIAL HOSPITAL UNIT IN TERMS OF SELECTION OF CLIENTS, STAFF, EQUIPMENT, AND PROGRAMS, WITH SPECIAL ATTENTION GIVEN TO SPEECH AND PLAY, PERSONAL INDEPENDENCE, INCONTINENCE, TANTRUMS, AND DISOBEDIENCE. THE REPORT PRESENTS THE RESULTS OF A 2-YEAR STUDY OF 26 CHILDREN WHO ATTENDED THE SPECIAL UNIT AND THEIR MATCHED CONTROLS. IN THE LAST SECTION, THE ORGANIZATION OF SERVICES IS CONSIDERED, INCLUDING THE NEEDS OF THE MENTALLY HANDICAPPED AND THEIR FAMILIES, AND THE COST, ORGANIZATION, AND OTHER PROBLEMS OF RESIDENTIAL CARE. THE REFERENCE LIST CONTAINS 72 ITEMS. THIS DOCUMENT WAS PUBLISHED BY THE OXFORD UNIVERSITY PRESS, NEW YORK AND TORONTO, AND IS AVAILABLE FOR $6.75. (DF)

CONCERNED WITH PUBLIC EDUCATION FOR DISTURBED CHILDREN, VARIOUS AUTHORS DISCUSS PROGRAMS OF THE NEW YORK CITY PUBLIC SCHOOL SYSTEM AND PRESENT SOME THEORETICAL FORMULATIONS. PROGRAMS CONSIDERED ARE (1) "EDUCATING DISTURBED CHILDREN IN NEW YORK CITY--AN HISTORICAL OVERVIEW" BY PEARL H. BERKOWITZ AND ESTHER P. ROTHMAN, (2) "THESE ARE OUR CHILDREN" BY THE SAME AUTHORS, (3) "THE LIVINGSTON SCHOOL--A DAY SCHOOL FOR DISTURBED CHILDREN" BY ESTHER P. ROTHMAN, (4) "DAY SCHOOL FOR DISTURBED BOYS" BY ALBERT BUDNICK AND JOSEPH ANDREACCHI, (5) " THE BELLEVUE PSYCHIATRIC HOSPITAL SCHOOL" BY WANDA G. WRIGHT, (6) "GROWTH AND DEVELOPMENT OF EDUCATION IN A DETENTION SETTING" BY WILLIAN P. DORNEY, (7) "THE PRISON SCHOOL" BY MORTIMER KREUTER, (8) "EDUCATIONAL PLANNING FOR NEGLECTED AND DEPENDENT CHILDREN" BY BERNICE M. PEEBLES, (9) "PUBLIC SCHOOLS IN TREATMENT CENTERS--AND EVALUATION" BY PEARL H. BERKOWITZ, (10) "THE JUNIOR GUIDANCE CLASSES PROGRAM" BY LOUIS HAY, (11) "CLINICAL SERVICES IN SPECIAL EDUCATION PROGRAMS" BY MARVIN N. GREENSTEIN, AND (12) "TWO CASE HISTORIES" BY BOBBIE LANDSMAN. THEORETICAL CONSIDERATIONS INCLUDE (1) "A CONCEPTUAL FRAMEWORK FOR THE DEVELOPMENT OF PROGRAMS FOR EMOTIONALLY DISTURBED CHILDREN" BY ELI M. BOWER, (2) "BRIDGING THE GAP BETWEEN CLINIC AND CLASSROOM" BY KAY FIELD, (3) "THE CONCEPT OF CLINICAL TEACHING" BY ESTHER P. ROTHMAN AND PEARL H. BERKOWITZ, (4) "SOME ASPECTS OF READING DISABILITY" BY THE SAME AUTHORS, AND (5) "THE CLINICAL SCHOOL--A PARADIGM" BY THE SAME AUTHORS. THIS DOCUMENT WAS PUBLISHED BY CHARLES C THOMAS, PUBLISHED, 301-327 EAST LAWRENCE AVENUE, SPRINGFIELD, ILLINOIS 62703, AND IS AVAILABLE FOR $12.50. (JD)

PUBLIC RESIDENTIAL FACILITIES (138 IN THE UNITED STATES AND 10 IN CANADA) RESPONDED TO A MAIL INQUIRY FORM. INFORMATIVE DATA ARE LISTED REGARDING (1) THE HISTORICAL DEVELOPMENT OF PRESENTLY OPERATIONAL INSITUTIONS, (2) RATED CAPACITIES AND ACTUAL POPULATION, (3) ADMISSION POLICIES, (4) CHARACTERISTICS OF RESIDENT POPULATION, (5) RESIDENT PROGRAMS, AND (6) PERSONNEL. PRIVATE RESIDENTIAL FACILITIES (276 IN THE UNITED STATES AND SEVEN IN CANADA) ARE LISTED WITH INFORMATION ABOUT (1) DEVELOPMENT OF INSTITUTIONS, (2) RATED CAPACITIES AND ACTUAL POPULATIONS, (3) ADMISSION POLICIES, AND (4) CHARACTERISTICS OF THE RESIDENT POPULATIONS. FACILITIES ARE LISTED BY STATE OR PROVINCE AND CITY. SEPARATE INDEXES LIST ADMINISTRATORS AND FACILITIES BY NAME. STATE LICENSING AUTHORITIES ARE LISTED. THIS DOCUMENT WAS PUBLISHED BY THE AMERICAN ASSOCIATION ON MENTAL DEFICIENCY, P.O. BOX 96, WILLIMANTIC, CONNECTICUT 06226, AND IS AVAILABLE FOR $3.00. (TS)

THIS DIRECTORY, INTENDED FOR BOTH THE PROFESSIONAL WORKER AND THE LAY PERSON, LISTS AND FURNISHES DETAILED INFORMATION CONCERNING FACILITIES FOR THERAPY, TRAINING, REHABILITATION, AND EDUCATION OF CHILDREN UNABLE TO ATTEND REGULAR SCHOOL. LISTED ARE SCHOOLS AND TREATMENT CENTERS FOR THE EMOTIONALLY DISTURBED AND SOCIALLY MALADJUSTED, STATE SCHOOLS FOR THE SOCIALLY MALADJUSTED, PSYCHIATRIC AND GUIDANCE CLINICS, TUTORING AND REMEDIAL SCHOOLS, DAY FACILITIES FOR ORTHOPEDIC AND OTHER HANDICAPS, FACILITIES FOR VARIOUS SPECIAL HEALTH PROBLEMS, RESIDENTIAL, DAY AND STATE FACILITIES FOR THE MENTALLY RETARDED, SPEECH AND HEARING CLINICS, AND SCHOOLS FOR THE BLIND, PARTIALLY SIGHTED, DEAF, HARD OF HEARING, AND SPEECH HANDICAPPED. THE AREAS OF EXCEPTIONALITY ARE INDEXED BY STATE AND INCLUDE ADDRESS, DIRECTOR, ENROLLMENT, AGES, HANDICAPPED ACCEPTED, RATES, FACULTY, OWNERSHIP, AND YEAR ESTABLISHED. AN ADDITIONAL INDEX LISTS FACILITIES BY VARIOUS SPECIAL NEEDS OF THE HANDICAPPED. ASSOCIATIONS, SOCIETIES, FOUNDATIONS, AND FEDERAL AND STATE AGENCIES ARE LISTED BY TYPE OF HANDICAPPED SERVED. THIS DOCUMENT WAS PUBLISHED BY PORTER SARGENT PUBLISHER, 11 BEACON STREET, BOSTON 8, MASSACHUSETTS, $7.00. (JA)