The purpose of this paper is to begin the process of bringing conceptual clarity and order to the discussion of competency based education. Toward this end, a number of steps have been taken: (1) the wide variety of educational practices that relate to the concept of competency based education, and the variety of programs that carry the label,…

Gifted education suffers from poor financing, fears of elitism, and problems in student identification. Appropriate definitions, selection procedures, and instructional techniques now exist for gifted education. It is time to make a commitment to these students who, contrary to popular belief, cannot ordinarily develop to their full potential…

This document presents an overview of the design and implementation stages of the Spencerport (New York) More Effective Schools/Teaching Project. The first section lists nine reasons for the uniqueness of the Spencerport project, including district size, its racial and economic components, participant satisfaction, a set of clearly defined goals,…

The manual provides resource information on eight topics related to teaching hearing impaired students in Georgia (sample subtopics in parentheses): definitions; eligibility criteria; due process (screening, referral, confidentiality); program organization (philosophy, personnel, facilities); instructional programs (suggested curriculum guides);…

This general overview presents definitions of giftedness, a discussion of stereotypes which affect the gifted, and an outline of the types of programs schools might develop and types of teachers they should select to meet the special needs of these youngsters. (SJL)

The author defines community education and identifies those components which seem to facilitate an ideal relationship between a school and its neighborhood. Criteria for evaluating the community education emphasis of a particular school are included. This article is part of a theme issue on community education in Hawaii. (SJL)

The manual examines eight topics regarding the education of deaf blind students in Georgia (sample subtopics in parentheses): definitions; eligibility criteria; due process (placement, exit criteria); program organization (philosophy, delivery models); instructional programs (related services); program evaluation (family services, rehabilitation,…

Designed to further the movement of Minnesota's schools toward an outcome-based system, this publication offers: (1) a definition of outcome-based education (OBE); (2) a brief history of Minnesota's involvement in the development of OBE; and (3) a set of terms and definitions for OBE in Minnesota. In addition, the document describes OBE as…

The manual provides guidelines for Georgia teachers of children with specific learning disabilities. Sections focus on six major topics (sample subtopics in parentheses): definitions; eligibility criteria; due process (placement, confidentiality, exit criteria); program organization (delivery model, inservice education); instructional programs…

Divided into three major sections, this document defines rural, discusses the role of the National Diffusion Network (NDN), and summarizes the findings of the 17 research reports included in Abt Associates' study of the Experimental Schools Program for Small Schools Serving Rural Areas. Section I, a summary reproduction from recorded notes of an…

The manual provides information and resources on teaching speech and language impaired students in Georgia. Topics addressed cover seven major areas (sample subtopics in parentheses): definitions; eligibility criteria (entrance criteria, waiting lists); due process (screening, referral); program organization (philosophy, delivery models,…

The Georgia state resource guide for the education of educable mentally retarded students provides information on seven major topics (sample subtopics in parentheses): definitions; eligibility criteria; due process (screening, referral, confidentiality); program organization (delivery models, certification, facilities); instructional program…

Citing William Spady's distinction between capacity and competence, the author asserts that current competency tests mainly measure academic (capacity) not life (competency) skills. He then considers problems inherent in delineating, teaching, and testing essential practical living competencies and presents some alternatives. Part of a theme issue…

Written in both English and Spanish, this booklet briefly summarizes the general concepts and requirements behind Title I Migrant activities for use by project personnel, parents, and others interested in those projects. After a brief discussion of project funding and definitions of commonly used terms, there is an outline of requirements which…

Described is the Merrill Area (Wisconsin) Public School district's plan to develop and provide the necessary program and classes to meet the needs of behaviorally and emotionally disturbed students. Brief sections cover the following topics: program philosophy (provision of adequate education to each child); definition of the emotionally or…