The author defends the use of special units for disruptive students and describes aspects of the unit in Brislington (England), which incorporated accountability, voluntary attendance, limited withdrawal from the mainstream, and counseling. (CL)

Elementary and secondary education services available to learning disabled students in the Vancouver school system are described, including teaching and evaluation centers and an extended skills development center. (CL)

College for Kids is a Pennsylvania program which consists of a consortium of six colleges which offer special six-week classes for gifted children from 5 to 15 years of age. (DB)

The paper describes services in the Memphis (Tennessee) City Schools serving autistic and emotionally disturbed students. Two separate programs are identified and described: a day program for emotionally disturbed students 6-14 years old, and a residential program for autistic students 4-21 years old. The day program is designed to help students…

Described are the development, administrative problems, and improvements in a special half day program for gifted students from 19 schools in Chicago. Noted is the use of consultants as teaching staff, problems such as lack of funds for transporting pupils and funding cutbacks, and changes in student selection procedures. (DB)

Noted are problems such as the increased incidence of handicaps additional to the hearing impairment, the lack of homogeneity among the hearing impaired, and the poor language ability of most hearing impaired students. Current programs in Missouri, California, and New York are briefly described. (DB)

The current trend toward regular class placement of exceptional children is discussed in light of the logic and research related to the self-contained special class. (Author)

A self contained behavior management classroom, an intensive program for children with multiple behavior impairments, is described. The classroom is designed to transfer the student back to the special education classroom for severely and trainable mentally impaired and autistic children. Typical behavior problems are considered, along with…

The paper describes the population served by the Dearborn Pre-Vocational Unit of the Schools for Children (Cambridge, Massachusetts) and discusses the Unit's major program components for meeting student needs. The needs of the behavior disordered/learning disabled adolescent population include basic academic skills, improved self image,…

Informal and formal programing for gifted children in grades 4 through 12 in Israel are described. After school and summer enrichment programs, special classes and special schools for the gifted are discussed; and a number of programs for gifted children from disadvantaged backgrounds are presented. The author reports on her own research studies…

Using a questionnaire developed for a 1985 national survey of educational practices for gifted students in both public and parochial schools (the Sid W. Richardson Study), this study surveyed 273 Iowa school districts in 1993 to determine types of programs in existence in Iowa schools and how Iowa schools differed from the nation's schools in its…

Presented is a three-part paper on a project to train teachers to work with severely behaviorally disordered (SBD) or autistic-like children. In the section on the state school system and needs, J. Heskett covers such topics as characteristics of the SBD child, local education agencies participation in the SBD project, and future expansion of SBD…

Presented is an evaluation of a program in seven schools in New York City which provided 19 special classes for 174 doubly handicapped students--mentally retarded and severely physically handicapped--ranging in age from 5 to 21 years old. Among findings listed are that the 30 higher functioning Ss who were given the Wide Range Achievement Test did…

Presented are guidelines and evaluative data on five instructional models implemented between 1972 and 1975 to educate emotionally disturbed students in Alachua County Schools (Florida). General information includes the philosphy of the program; a definition and list of characteristics of emotionally disturbed students; and an outline of…