Based on the characteristic of gifted children to master content quickly and on needs of classroom teachers to provide differentiated instruction in content areas, the teacher institute emphasized the role of the content specialist. The highly significant gain from pre- to posttest suggests the institute curriculum was effective. (Author/CL)

Changes in visual screening procedures that may have occurred over 5 years were investigated. Parameters surveyed included procedures, times, sources of referrals, and personnel. A majority of districts continue to rely on far-point acuity testing. However, in cases where reading problems exist, greater use of vision specialists can be found.…

An inservice consultant describes procedures for assessing teacher needs through conferences, journals, self-rating scales, and observation. Consultation begins once the problem is identified and may include information sharing, team teaching, and child study groups. (CL)

A resource room program for emotionally disturbed children developed in Newfoundland has expanded from one initial unit to six programs operating at all school levels. The program stresses appropriate function in the regular class. (CL)

The article describes one teacher's innovative attempt to involve 10 visually impaired adolescents in a public day school in "Career Month," an activity to assist them in making realistic career choices. (Author/CL)

The article describes an academic events program in which gifted and talented students (grades one to 12) voluntarily participated in a variety of different academic contests. Development and planning aspects are reviewed and several activities suggested. (Author/CL)

The article describes a system for identifying and programing for gifted students in grades K-4. J. Renzulli's Enrichment Triad Model is used, providing three types of enrichment: (1) general exploratory experiences; (2) experiences to develop higher level thinking processes, research skills, and personal/social skills; and (3) independent…

This article serves as a concluding statement to the preceding articles on ways to improve conferences. The author pulls together themes of successful conference planning and participation and reviews the literature base for readers who wish to inquire further. (CT)

The history, philosophy, and importance of family support programs to enhance caregiving capacities of families with disabled children are recounted. Information from a survey of state family support programs is summarized, and successful aspects of Michigan's support subsidy are described. (CL)

The Purdue Mentor Program uses role models for higher-level occupations in business, professions, or management for gifted and talented children in grades 4-12. Students have an opportunity to learn about fields which fit their talents. (CL)

The Center for Early Adolescence at the University of North Carolina polled 20,000 professionals, agencies, and organizations that serve youths. The types of services offered by the most effective programs for 10-15 year olds are described. A step-by-step process for setting up after school programs is presented. (MT)

Describes evolution, implementation, and development of a personal computer plan at Stevens Institute of Technology (New Jersey). Although Stevens was the first college to establish a personal computer requirement, the core curriculum could not accommodate additional computing courses. Therefore, computing was integrated throughout the entire…

The Enrichment Triad Model (Triad) and the Revolving Door Identification model (RDIM) form the TRIAD/RDIM program model for gifted and talented students. The article outlines the key features of the program. (MD)

A writing instructor describes the history and organization of writing workshops for gifted students. The courses feature close work between professional writers and students, the development of a student anthology, and the establishment of creative writing awards. (CL)

Presents a synopsis of the soon-to-be-published international issue of "Nature Study." The document will include examples of effective environmental education programs from several different cultures, suggestions on creating programs based on traditional societies, and methods for developing programs in other cultures. (BC)