Contends that a community-based support group can do much to enhance the art education program in a school district. Describes the organization and goals of one such group active in Tucson, Arizona. (Author/JM)

A range of innovative community programs for day care of children of working parents is described. (JD)

Describes a program in which nursing home residents make biweekly visits to a near-by day care center, and day care children, on alternate weeks visit the nursing home. (CM)

Reports on an interorganizational collaboration in which a community-based service network of family support programs to help prevent child abuse and neglect was implemented. Presents a theoretical framework for understanding community-based networks and interorganizational collaboration and describes and analyzes how collaboration was used to…

Organizations that offer outdoor adventure activities can integrate programs to include individuals with disabilities. The paper describes how one organization includes diverse groups of people with and without disabilities in its outdoor activities, focusing on each member's strengths and encouraging cooperation. (SM)

Presents a three-dimensional model for conceptualizing existing prevention programs, defining and measuring effects of prevention programs, and making a connection between those programmatic effects, and the interests of the funder. This paper describes the methodology and its use for promoting the efficiency and effectiveness of substance abuse…

Describes one middle school's two-week end-of-school-year unit called Community Studies, in which students select several activities (from more than 40, many of them outdoors), which are assessed through portfolios. (SR)

This article describes the Community Service Program (CSP) established in 1998 by the Helen Keller National Center for Deaf-Blind Youths and Adults. The CSP, which consists of a team of professional service providers, provides rehabilitation teaching, orientation and mobility services, and job development services, and help in accessing…

Local interest and community groups in the northwest of England collaborated on a project titled Communities in Crisis, which is designed to encourage community leaders and volunteers to reflect upon their experiences and share ideas. (JOW)

Describes a "Volunteer Reader" project in which volunteers from the community read and respond to student essays. Lists typical questions and answers that address the logistics of the project. Notes that the project has spread to the district level. (RS)

Describes a school-based community intervention program led by the school counselor to address the issue of adolescent suicide. Explains how program uses content consultative approach to create a network between school and community resources and emphasizes the prevention and intervention of suicide and associated risk factors. (NB)

Since 1974, Paiute, Wasco, and Warm Springs leaders have invested over $850,000 to purchase more than 2,000 artifacts and 2,500 archival photographs and documents for a museum. Addresses the relevance of preserving cultural artifacts, the importance of finding young apprentices to carry on crafts, and the significance of preserving native…

A Wisconsin school district has strengthened community education by developing animal welfare and entrepreneurial programs. These and other programs are part of School-Connections, a project of the Institute for Responsive Education. Students work with adult advisers on individually tailored projects, gain real-world experience, and make genuine…

This paper discusses a model crisis intervention program for community-based individuals with developmental disabilities and mental illness, featuring cross-system access between existing services and emphasis on staff training. Outcomes of the Rochester, New York, program reveal that 69% of 267 individuals referred to the program required only 1…

The Manhattan Transition Center provides supported employment for youth with mild to severe disabilities. Local enclave worksites staffed by teacher/paraprofessional teams place participants in jobs. Under the zero-reject policy, employers and service providers are responsible for participants' personal and work-related growth. (SK)