The purposes of education are discussed in terms of the contradictions between the absolute and the relative, the useless and the useful, the liberal and the technical, and elitism and egalitarianism. (JMF)

The major conclusions drawn are that educational policy in British Columbia is in need of change, and that the forces needed to effect this change are emerging. (Author/DLS)

Aspects covered include definitions, identification, and appropriate educational programing. Several programing strategies are briefly described, and attention is given to the problem of creating an effective learning environment for the disadvantaged gifted child. (DLS)

The liberal arts are described as the ideological framework for colleges of arts and science on which hangs the curriculum. A definition of liberal arts is proposed that views the liberal arts as a perspective consisting of seven elements: holism, humanism, history, analysis-belief, creativity, recreation, and values. (MLW)

The "communications revolution" and its impact on education is discussed, and definitions of services are provided. Educational applications of communication (the combination of computers and communications) are described and roles for colleges and universities in expanding data communications use are suggested. (BH)

The definition of primary care is developed and a way is suggested to measure whether it is being achieved. Evaluative questions are identified that can determine whether a system of care is oriented toward primary care. They include assessing first-contact care, coordination of care, comprehensiveness, and longitudinality. (LBH)

Describes intercultural teacher education programs in Canadian universities in general terms only, featuring selected programs as exemplary of the structure and focus of the new field. (Author/RK)

The problems of student personnel workers are often compounded by inadequate planning, uncertain outcomes, and lack of accountability. The authors propose that management by objectives may provide a reasonable solution. (Editor)

Career education is one of America's few school "growth areas" says the author in a report from Washington. (Editor/RK)

Provides an overview of nonformal education. Discusses the characteristics of nonformal education as well as its misconceptions, limitations and prospects. (Editor/RK)

A study investigated ways that each of the 50 states serve preschool children (ages 3-5) with specific learning disabilities (SLD), the impact of the preschool-specific/noncategorical label, and the quantitative criteria used for eligibility. Although all states reported that preschoolers with SLD could receive services, different eligibility…

Discusses the revised definition of mental retardation in a 1992 manual by the American Association on Mental Retardation. The key principles that provided the foundation for the development of the new definition are described, including the paradigm shift from facility-based to services-based to supports-based models. (CR)

Argues that an educational definition of mental retardation has to be sensitive to the motivational self-system and the self-regulatory processes that underpin performance of students with mental retardation. The theory of motivational orientation that explains the differences in students with intrinsic motivation or extrinsic motivation is…

Explores the multifaceted nature of giftedness and describes the Total Talent Portfolio (TTP), a framework for talent development of gifted students that requires giving equal attention to interests and learning styles as well as to cognitive abilities. Explains the major dimensions of the TTP. (CR)

This paper responds to criticisms concerning the applicability of the 1992 American Association on Mental Retardation definition of mental retardation to preschool children. Criticisms focusing on the elimination of classification levels, limited relevance of adaptive behavior areas, and difficulties delineating kinds and intensities of supports…