The handbook for parents of children in the mentally gifted minor program of Oceanside, California, explains the district plan, selection of students, classroom activities, and the parent role. Also noted are program purposes, program organization, instructional materials, special interests of pupils, special activities parents can provide,…

The Administrator's Guide to programs for exceptional children reviews administrative procedures, discusses program organization, examines 11 handicapping categories, gives in full the state law mandating special educational programs for handicapped children, notes certification requirements for 12 professional certificates, and provides samples…

A guide for special teachers to use in selecting instructional materials contains nine steps. (MC)

Presented is a rank order list of 52 characteristics rated by 240 members of the American Organization for the Education of the Hearing Impaired (supervisors, teachers and administrators) as the most desirable characteristics of auditory/oral day schools and classes for the hearing impaired. (LS)

Presented is a position paper concerning commitments and responsibilities to exceptional children which was prepared by the Policies Commission at the Council for Exceptional Children (CEC), and a policy statement on governmental affairs developed by the CEC Legislative Committee. A brief policy statement follows discussion of each of the…

Guidelines and about 160 references that may assist local New York State school districts develop programs for the gifted cover the following seven program components: planning, the district's philosophy and definition of gifted, identification, programming (curricula and instruction), teacher selection and education, promoting awareness of gifted…

Provided are guidelines for the development of individualized education programs (IEPs) for handicapped, gifted, and talented children, designed to comply with the proposed Pennsylvania Special Education Standards. Chapters cover the following topics: instructional components of the IEP (including determination of present educational levels,…

An attempt to improve procedures for reporting the progress of mentally handicapped children in special classes, the guidelines state considerations related to the intent and design of report cards and describe a survey of 188 report cards used in special classes. Four sample report cards are included, which are designed to cover identification…

Presented are guidelines and evaluative data on five instructional models implemented between 1972 and 1975 to educate emotionally disturbed students in Alachua County Schools (Florida). General information includes the philosphy of the program; a definition and list of characteristics of emotionally disturbed students; and an outline of…