This report by the Planning Commission culminates 2 years of public hearings and the investigations of 10 task forces on vocational rehabilitation. A broader definition of the disabled, one which includes the disadvantaged, is gaining acceptance, resulting in the need for expanded rehabilitation programs. This study provides the necessary…

This report describes the procedures necessary to develop a vocational education program to prepare the physically handicapped and culturally disadvantaged for entry level jobs and responsible citizenship. The 2-part model program includes a regular vocational program with supportive services for handicapped and disadvantaged students, and a…

The authors discuss how the existing vocational rehabilitation systems can be more effective in job placement. (SBH)

The article describes procedures necessary to implement a community-based instructional model for vocational training of handicapped students. Strategies for use in gaining administrative support, in programming, community site selection and development, parent involvement, and employer participation are provided. Benefits of community-based…

Physical education teachers can establish successful therapeutic exercise programs for mainstreamed handicapped students by involving peer helpers in a carefully designed program. (CL)

The paper explains how interactive video can be used to create a special type of software that combines the best features of videotape (motion and color) and computer-assisted instruction. A rationale for interactive video is provided, and a sample lesson described. (Author/CL)

Analysis of 16 master's level programs newly funded in FY 1983 was undertaken via an instrument designed to measure indicators of quality. All grant applications contained at least 72 percent of the indicators of quality; 40 items were present in 75 percent of the grants examined. (CL)

Information is given to help program planners develop strategies for community sports programs for disabled individuals. Suggestions on funding, participant identification, training procedures, transportation, and mainstreaming are discussed. (DF)

A mobile interdisciplinary consultation and training team trained residential staff in behavior modification and program development. Involvement of top and middle administration as well as of direct care staff was critical to program success. Training emphasized active and direct methods, emphasized maintenance, and confronted political/social…

A "Multidimensional Needs Assessment Framework" developed by the authors and used in public school districts for planning special service programs is described. An overview, rationale/description are included. The steps applied in utilization of the framework are delineated, and potential implementation problems are considered.…

The gifted handicapped student is discussed in terms of developing staff sensitivity, formulating an identification process, and developing a transdisciplinary team approach to create an individualized educational program for each child. Within the identification process a major new element is the Teacher Observational Item (TOI) list. (Author/SB)

It is necessary for those who are developing and/or evaluating software for purchase to carefully consider its educational compatibility, instructional design adequacy, and technical adequacy. Specific factors are examined as they relate to the development and/or evaluation of educational microcomputer software for handicapped learners. (Author)

Compliance with the spirit of the law mandating individualized educational progams (IEPs) for handicapped students requires systematic implementation through the instructional plan. Four techniques for facilitating IEP development and implementation are reviewed, including using existing skill sequences in curricula and systematically collecting…

The author describes the parent training model as a viable alternative to delivering services to train parents of handicapped children. (SB)

Sets forth the future program development responsibilities of the administrator of vocational special needs programs. Discusses terminology, funding, and program content. Also examines major issues, incentives, realistic expectations, and accountability. (CT)