The article provides detailed procedures (with diagrams) for constructing cardboard chair inserts to meet the needs of preschool children with minimal to severe physical limitations. The inserts offer reduced expense and increased flexibility allowing a customized fit. (DB)

Presented is an interview with Mary E. Ramsey, a retired Special Education teacher who began teaching physically handicapped children in Pittsburgh in 1942. (PT)

Basic physical management strategies are described for teachers of orthopedically handicapped students. The importance of positioning is emphasized and basic considerations in transferring students from their wheelchairs are discussed. (CL)

Guidelines are offered to help teachers understand the nature and use of orthotic and prosthetic appliances for disabled students. Classroom behavior observations are noted so that teachers can help monitor the child's adjustment to the appliance. (CL)

The article describes equipment which was designed, constructed, or adapted and used in a classroom of physically handicapped children. Offered for each piece of equipment is information on purpose, construction, and uses or variations, along with an illustration. (SBH)

Inflatable swim rings are inexpensive, familiar, compact, and facilitate appropriate positioning for the educational programing of severely motorically involved infants and preschoolers. Case studies of two infants illustrate use of the inflatables. (DB)

The article reviews curriculum areas, team roles and approaches, and the transdisciplinary approach in developing individualized education programs for physically handicapped students. (CL)

The article presents four readily accessible inexpensive equipment designs to promote effective remedial body positioning for children with neuromotor or developmental delays. Assembly instructions are offered for the side lyer, the side sitter, the lab board, and the floor table. (CL)

The Auto-Com, a communication device developed by a multidisciplinary team of educators, therapists and engineering students, has made it possible for a 16-year-old severely handicapped boy with cerebral palsy to communicate quickly and efficiently through printed symbols. (Author/CL)

A "Father's Day" was created to promote fathers' participation in a preschool class for physically handicapped and developmentally delayed children. Planning and actual implementation are described along with suggestions for making the day a success. (CL)

The article discusses the use of visual motivation (for instance, the classroom bulletin board) in classrooms of orthopedically handicapped, learning disabled, and emotionally disturbed children. (PHR)

Educational Programs for Exceptional Adults (EPEA), a continuing education project for mentally and physically handicapped adults at Broward (Florida) Community College, offers a varied curriculum in personal and vocational adjustment, home management, and leisure time skills, includes a summer camp program, and draws on the support of community…

A telecommunications curriculum was developed for students (ages 15-21) with physical disabilities. Curriculum content included an internal mailbox program (Mailbox), interactive communication system (Blisscom), bulletin board system (Arctel), and a mainframe system (Compuserv). (JDD)