Described is the program at Clarkston High School, which promotes independence in aurally handicapped students. Instructional services are noted to fall into several categories: self-contained and resource instruction, totally mainstreamed schedules, and resource-tutorial assistance. The program is also reported to offer the following activities…

The publication describes the special education programs and services for exceptional children in the Los Angeles City Schools. Content is organized under the three following major sections: physically exceptional pupils (discussing the deaf and hard of hearing, orthopedically handicapped and other health impaired, speech handicapped, and visually…

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 Individualized Instruction Resource Program (IIRP) is a special program for underachieving freshmen and sophomores at Gordon Technical High School in Chicago. In operation since 1969, IIRP uses a coordinated curriculum, unique scheduling, and a practical, often individual approach, which has consistently increased the self-images of its…

Presented is the final report of a 3-year Title III program which provided approximately 50 emotionally disturbed children (6- to 14-years-old) with special classes (10 pupils per class) utilizing behavior modification techniques and precision teaching. Explained are the project purpose of providing an instructional setting for children totally…

Presented is the final report of a 3-year (1970-1973) project, funded by Title III, to develop a model instructional and training program with 10 (five each year) 6- to 8-year-old, multiply handicapped, deaf children at the Indiana School for the Deaf. Described are use of a separate building at the school, experimental summer programs 1969-1972…

Described is the 3R (reality, reeducation, and responsibility) program to remediate inappropriate behaviors and academic deficiencies in socially and emotionally maladjusted elementary aged children. The major goal of the project is seen to be the successful return of the student to usual school routines and the regular classroom. Specific…

Provided for public school systems are educational guidelines for setting up special classes for emotionally disturbed elementary school students. Described is a preventive-developmental program, based on successful experiences in form school districts, which provides for a complete school team approach. Detailed are the steps involved in…

Nine emotionally disturbed deaf children (aged 10 to 16 years) were served by a day class which had as its main objective the successful return of each child to a regular class for deaf children. (Author/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…

Presented is the final report of a 1-year New York City program of 18 special classes for 133 doubly (physically and mentally) handicapped children, 5-20 years of age. Noted are criteria for student selection such as IQ below 75, the presence of one or more physical handicaps, and completion of toilet training. It is reported that most pupils…

Presented is a proposal for a 3-year program for an estimated 122 to 203 gifted and talented students in public and parochial Huron, South Dakota, schools, to be funded through the Elementary and Secondary Education Act, Title III. Outlined to justify the proposal are plans to develop identification procedures, a differentiated curriculum,…

The Los Angeles City Unified District's special education (SE) programs and services for exceptional children from 3 to 21 years of age are presented textually and graphically. The programs are described as resulting from a recently formulated master plan for future service delivery in as normal a school environment as possible. Information about…