Physically disabled homebound persons, infeasible for conventional vocational rehabilitation programs, can competitively be productive within their homes in information technology. (Author/JA)

Most School districts have a job that can be filled perfectly by a homebound person. (Author)

Listed in the handbook for teachers, administrators, and instructors of teacher education are suggestions for teaching the homebound and hospitalized physically and multiply handicapped children. The purposes of home and hospital teaching are given to include compensation for loss in-school experience and adjustment of instruction according to the…

Suggestions are made for administrators responsible for the establishment and supervision of programs and services for children who are homebound or hospitalized and for teachers of such children. The section for the administrator considers program objectives, program merits, responsibilities and supervision, pupil eligibility, referrals,…

Reported is a survey of types of handicaps served by special programs for physically handicapped, homebound, and hospitalized children in Florida. The information represents 215 full time and hourly teachers. Types of handicaps served are listed, ranked, and number of cases given. Cerebral palsy is reported to be the most common type of handicap…

This feasibility study examined 11 teleworking arrangements for people with severe physical disabilities in Ireland, over periods ranging from 6 to 18 months. Outcomes suggest teleworking is a feasible form of employment for such persons provided they are appropriately selected and trained and suitable work is identified and managed by employers.…

Written in question and answer format, the bulletin contains answers to the most frequently asked questions regarding the California Program for Homebound and Hospitalized Children. Considered individually are the administration, the objectives and procedures of the instructional program, and the personnel roles and procedures involved in both…

No significant differences were found in locus of control as measured on the Children's Internal-External Control Scale of Reinforcement between three groups of 81 homebound children (emotionally disturbed/socially maladjusted, physically handicapped, and health impaired). (CL)

Comments on the achievements of the tele-college program in New Jersey, which connects off-campus students by telephone to regularly scheduled courses. Notes the emotional and financial benefits of the program for homebound students. Reviews program costs and funding. Points to logistical, psychological, and technical considerations. (DMM)

Describes a program which enables homebound students to earn an associate degree in applied science and to gain marketable skills through learning at home. The article describes who is eligible, how the program is supported, what materials are used, how instruction is conducted, and how the students have performed. (CT)

Describes one social worker's attempt, through provision of group work services, to provide homebound people with a sense of self-actualization. Intercom systems are used increasingly in the area of education to reach homebound people. The lack of visual contact was not a barrier. Shared problems promoted effective group service. (Author/BEF)

The case records of 348 homebound clients receiving vocational rehabilitation services from the New York State Homebound Rehabilitation Program were examined to explore attributes of homebound applicants, their rehabilitation experiences, and program outcomes. Data was summarized for characteristics which included age, most common major…

Evaluated were the characteristics, attitudes, and perceptions of 35 industrial homeworkers who had been rehabilitated jointly by the Federation of the Handicapped and the New York State Office of Vocational Rehabilitation or the New York State Commission for the Visually Handicapped and who, at the time of the study, were performing homework…

The Remedial Program in Reading and Mathematics for Homebound Children served 470 children who were provided tutorial instruction within their homes from February through June, 1975. It was funded under the Elementary and Secondary Education Act, Title I. Twenty-nine teachers provided sessions with each child for two or more sessions per week. The…