The definition of developmental disabilities clarifies the functional intent of the Developmental Disabilities Act (P.L. 95-602), but it raises many questions. Issues discussed include the advantages of labeling, individualizing, and the prescriptive potential of the definition. Problems include complexities in implementation, inconsistencies in…

The author develops a broad definition of the concept "censorship" and a classification scheme for analyzing major properties of censorial phenomena: censorial technique, protected entity, censored material, target population, belief entailed, and censor. He uses many examples to illustrate his scheme. (SJL)

This first of a two-part series presents basic definitions and teaching ideas on landmarks, which were developed by a funded project at the Minneapolis College of Art and Design. (SJL)

Reviews the uses of television in education and considers the future in relationship to the microelectronics revolution. New microelectronic technology, cheap information storage, and cheap transmission of information are discussed as major components of a revolution in educational television use. (Author/BK)

Conventional definitions of teaching are too limited. Teaching is much more than classroom instruction by a professor. University experience will be enriched by new forms of dialogue and exchange, if we recognize that anyone who gives information is a teacher and anyone who benefits is a student. (SJL)

The author argues that modern educational psychology tends to take a mechanistic view, at the individual level, of such basic concepts as "learning process" and "reading process." To demonstrate the importance of socio-historical context, he analyzes historical examples relating to the concepts of "reading" and "literacy." (Author/SJL)

Examines the history and effects of bibliotherapy, as well as problems in terminology and in finding documentation of its influence. Several studies are briefly discussed which do not support the claims of proponents of bibliotherapy. Forty-nine references are included. (BK)

With special reference to Alabama schools, the authors review the development of the mainstreaming concept and consider some of the attitudinal, definitional, organizational, and regulatory problems inhibiting this reintegration of regular and special education. (SJL)

It is a pitifully narrow humanities curriculum which focuses on great Western art, as many college humanities sequences have done. Any true consideration of the humanities needs to view mankind in relation to the cosmos. In essence, all one's education needs to be humanistically oriented in the broadest possible sense. (Author/SJL)

The authors suggest that by regulatory exclusion inherent in P.L. 94-142, the Education for All Handicapped Children Act, some students with behavior disorders may not receive adequate education. (CL)

This report provides a description and some analysis of noninstitutionalized disabled persons aged 20 to 64. Emphasis is on labor force behavior, including amounts of work, occupational distribution, and wage rates. Defines disability and discusses characteristics of the disabled, wage rates, and disability and deprivation. (CT)

Argues that composition teachers need to spend more time teaching writing as a process. Suggests that models of the writing process should avoid strict references to prewriting, writing, and rewriting stages and should instead reflect the reality that each aspect of writing may occur at any time during the composing process. (TJ)

The author considers definitions of "aesthetic," especially that offered by Woodrow Wilson in his essay on Adam Smith. Her major contention is that too much of aesthetic and other education is not very aesthetic, for it does not excite both senses and intellect nor develop the ability to generalize. (Author/SJL)

Describes roles of leadership and management and the relationship between them. Suggests that, in order for a principal to be an effective leader, he must attempt to meet the needs of the teachers, keeping in mind primarily the goal of the organization. (JD)

Translations and descriptions are given in French for a number of English food terms: convenience foods, fast foods, fast foods industry, fast foods restaurant, frozen foods, deep frozen foods, fast frozen foods, quick frozen foods, dry frozen foods. (MSE)