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Nine selected proceedings from a study institute discuss program alternatives for the education of deaf mentally retarded (MR) children along with such related issues as identification, size and scope of the problem, instructional approaches, curricular planning, instructional media, program funding sources, and vocational rehabilitation. The discussion of identification of deaf MR children is concerned with the basic behavioral characteristics of the population, with what standardized tests can be used for evaluation purposes and by whom, and with constructive action following identification. The size and scope of the problem with MR deaf persons in New York is treated in two articles. Reviewed are programs for MR deaf children in New York state schools for the deaf. Educational programing for MR deaf children is said to begin with gross communication defined as isolated gestures with predetermined meaning. The instructional media services and captioned films branch of the Division of Educational Services from the Bureau of Education for the Handicapped are explained. Two papers treat program funding. State and federal programs for vocational rehabilitation are explained. (GW)

The book presents information on effective counseling with deaf people by discussing issues that confront counselors and administrators involved in providing counseling services to deaf people. A basic assumption of the book is that deaf people of all ages have been frequently denied counseling services due to communication problems between counselor and deaf client. Examined first by Boyce R. Williams and Allen E. Sussman are the psychological and social ramifications of deafness in the individual's personal, social, and vocational adjustment and development. Then McCay Vernon points out the current status of counseling with deaf people. In their analysis of principles of counseling with deaf people, C.H. Patterson and Larry G. Stewart offer excerpts from four different counseling sessions with four different deaf clients in order to demonstrate successful communication and counseling. Next, Richard W. Thoreson and Norman L. Tully explain the role and functions of the counselor with deaf people. The last discussion, by John F. McGowan and Geno M. Vescovi, is concerned with selection, education, and training of rehabilitation counselors in general and counselors of the deaf in particular. (CB)