The special issue with 21 articles reports a study by the Central Institute of the Deaf (Missouri) to design a small, "ideal" program for elementary age deaf children, given the condition that cost, staff, materials, and space were no problems. (SB)

The article describes the Communication Unit, (which provides services in language, speech, auditory processing, amplification, speechreading, manual communication, and related domains) within the Atlanta Area School for the Deaf which serves 250 hearing impaired children birth through high school age. (SB)

Solar energy heats and cools the newest building on the campus of Columbus Technical Institute in Ohio. A solar demonstration project grant from the Department of Energy covered about 77 percent of the solar cost. (Author/MLF)

Proposes School Year Abroad program, held in France and Spain, as a workable model for internationalizing American education at the secondary level. Program focuses on language and culture in literature, history, art, and language courses (taught in the foreign language), while offering quality education for college preparation as well. (JD)

Article describes some aspects of Washington, D.C. district schools outdoor projects. Outlines how these projects can be used as guides in maintaining an environmental education program for children everywhere. (Author/SMB)

In attempting to answer the question posed in the title, this author offers an overview of the goals of arts programs and some general guidelines for administrators to follow in evaluating those programs. (Author/JM)

Supported work is an employment program operated primarily by locally based nonprofit corporations that serve as the temporary employer for people who have traditionally had great difficulty in getting or holding a job. This article describes program operations, target groups, funding sources, and program impact research. (Author/SJL)

Local interdisciplinary teams from universities in the District of Columbia, Cleveland, Virginia, Pennsylvania, and South Carolina participated in a national project that involved nursing, medicine, and health administration students in experiential learning and continuous improvement in health care settings. (SK)

This paper describes a pilot study in which continuous support through on-line consultation services provided to a principal, a regular teacher, a resource room teacher, and a teacher aide responsible for a profoundly deaf student in a rural Saskatchewan community. Evaluation concluded the program was successful. (DB)

The paper offers a four-tiered model of public school inservice programs including: (1) generic training content; (2) parent and community training; (3) training in assessment, behavior management, and instructional strategies; and (4) training in a clinical supervision model. Inservice training formats and incentives are also addressed. (DB)

Illustrates the multiple strategies used by second graders to solve a problem with three addends and how their teacher tries to map their thinking into the system of mathematical notation. Describes the American Federation of Teachers' Thinking Mathematics program that the teacher uses. (MKR)

Discusses a mentoring model as a resource for lesbian and gay adolescents in foster care. The authors apply known successful program elements to the design of a model mentoring program for lesbian and gay adolescents. The program is meant to alleviate problems of isolation, stigmatization, and lack of positive lesbian and gay role models. (GR)

Describes the Pennsylvania Youth Apprenticeship Program modeled after similar programs in Germany. The program assigns mainstream students in good academic standing to apprenticeships in metalwork and other industries. (MDH)

Curriculum needs can be identified and curriculum developed using the instructional design process. A fictional scenario and instructional design components are provided for those educators interested in incorporating virtual reality into the curriculum. Sample items of questionnaires are appended. (AEF)

The Utah Elementary Integration Model places students with severe disabilities in neighborhood schools that provide supported integration in age-appropriate grade-level homerooms, peer-referenced and community-referenced curriculum, a transdisciplinary team approach, and data-based training in natural settings. Twenty-seven participants achieved…