Resource teachers can bridge the gap between themselves and music educators who work with learning disabled children by discussing schedules and goals with the music teachers and apprising them of students' learning strengths and weaknesses which are applicable to music education. (Author/MC)

Part of a Ph.D. dissertation, University of Minnesota; results were presented in part at the 81st Meeting of the Acoustical Society of America, April 1971. (DD)

Work supported in part by four U.S. Public Health Service grants. (VM)

This paper, supported by a Public Health Research Grant from the National Institute of Mental Health, was presented at the Conference on Symbolic Processes, Akron, Ohio, in October 1970. (VM)

Summarized are several nonverbal assessment techniques for aphasics. Two experiments concern speech perception (the scaling of speech and the relationship between aphasic's performance and level of auditory impairment) and one concerns the impact of aphasia on one's affective or attitudinal response to a symbol (connotative meaning). (KW)

Conventional (linear) amplification supplemented with frequency transposition was compared with conventional amplification alone in teaching speech to 18 severely deaf children. The former was not found to be superior to conventional amplification alone as an aid in articulation training. (Author)

Automated and traditional procedures for teaching speech sound discrimination (the /s/ phoneme) were found to be equally effective with 40 second through fourth grade speech handicapped students. (KW)