Described are the opportunities for postsecondary education for aurally handicapped students, especially programs at the National Technical Institute for the Deaf and Gallaudet College. (BD)

Discussed is the trend in British Columbia, Canada, towards diversification of secondary special education programs, which in the past were restricted to occupational programs that became "dumping grounds" for all types of problem students. (DLS)

The need to provide for the education of children gifted in musically ability is the focus here. The program of specialist music training at Wells, Somersetshire, is discussed as well as the effect on the school's regular music curriculum. (Author/RK)

Brief descriptions of employment and educational programs in women's centers of nine Florida junior and community colleges. (JT)

Examines the effectiveness of a manually coded English (MCE) program used to facilitate language acquisition of prelingual deaf learners. The deaf students' performances on an English skills test were compared to their scores from three years prior. Results showed a steady improvement of scores of students instructed through MCE. (TR)

This special feature, an introduction and nine articles, highlights the continued impact of rural America on recreational lifestyles of both rural and urban residents. Topics include change, the role of leisure, local park and recreation departments, corporate cooperation, recreation development, health/wellness, festivals/special events, and…

Students of Concord School, Maryland, a facility serving moderately retarded youth, participate in a school newspaper project designed to assist in their integration into society. Highlights the success of the project, which involves students, teachers, interns, and local corporations. (RJC)

Parents of handicapped children have special needs that can be addressed by the local parent-teacher association. Findings are offered from a study in Dallas which focused on how families cope with disabled children. (DF)

Specialization of training experiences for teachers of the mildly handicapped has led to a certain amount of curricular and faculty isolation. An argument for unifying teacher preparation by integrating special education for the mildly handicapped with general teacher education is offered. (DF)

Procedures are examined for identifying and selecting students for art-centered, mentally gifted, educationally handicapped, and mentally retarded programs in Westville, California. (MM)

Special programs for disadvantaged students were analyzed according to the following areas: (1) the presence of particular components and practices; (2) the rank order of importance of components and practices, and (3) program assessment and recommendation for program changes by directors and students. (Author)

Discusses a study assistance program developed and implemented predominantly for black students at the postsecondary level. Also examines how the college counseling center has helped to minimize dual problems in the program. (Author)

Describes the special education services program developed by the Lake Shore Michigan Public School system in St. Clair Shores, Michigan. (Author/JG)

Describes the Early Prevention of School Failure program, an ESEA Title III program developed in Peotone, Illinois, that provides special kindergarten classes for children with learning disabilities. (JG)

Through the use of such support services as interpreting, note-taking, and tutors, deaf college students at California State University at Northridge compete with 25,000 hearing peers in an urban, liberal arts university setting. (Author)