The author describes the comprehensive school system planning model being utilized in Lansing, Michigan. The presentation begins with a short discussion of the need for planning, then describes how the Lansing district organized and provided the resources for planning and how the model for planning was developed. The planning model organizes the…

The LIGRU project is concerned with the objectives, methods, and evaluation of literature instruction in the Swedish comprehensive school. This document presents a taxonomy of educational objectives and evaluation instruments. The resulting scheme, derived from a review of other classification schema, has two dimensions -- goal area and aspect.…

The most striking feature of Tynemouth's approach to the question of reorganization was the extent of teacher participation. Focus of the plan was a scheme of nonselective secondary education. (Author/WM)

Attempts to draw together the kinds of information needed to help school district administrators view their orgnization by examining the consequences of decisions for all of the district goals and objectives, rather than by solving problems one at a time. (Author)

Adapted from a presentation given at the National Conference in Cooperative Vocational Education, Minneapolis, Minn., February 26, 1969.

In Sycamore, Illinois, preparing students for work in the agriculture-dominated economy is a natural part of education. The quality of the vocational program is determined by the level of involvement of those outside the agriculture department and in the community. (SK)

The article reviews the scope and scale of the problem, explores a transactional view of etiology, and summarizes the prevailing approaches to prevention, exemplary and promising approaches, and standards for research and practice. The authors stress the importance of addressing the complexity of the problem through creation of comprehensive,…

We discuss the problem of autism-specific special education programs representing themselves as Applied Behavior Analysis (ABA) programs when the only ABA intervention employed is Discrete Trial Teaching (DTT), and often for limited portions of the school day. Although DTT has many advantages to recommend its use, it is not well suited to teach…

Three occupational labs (child care, graphic arts, and food service) are featured as examples of vocational facilities in a new comprehensive high school in Troy, Michigan. The article stresses the planning that went into the project's development. (BP)

Discusses how a comprehensive blend of services in a Head Start program can enhance the natural potential of many handicapped children, and at the same time help the family deal with problems relating to the child's specific disability and his normal cognitive, social and physical needs. (Author/CS)

To reduce the multiplicity of secondary schools, broaden students' educations, allow later career choices, and increase educational equality, the Netherlands in 1975 established several experimental comprehensive secondary schools. Opposition at the time led to the separation of the schools from the regular school system. Development of the…

PRYO, the Swedish acronym for Praktiske Yrkesorientering, translates into English as Practical Work Orientation. PRYO was the result of action taken by the Swedish legislature, excluding educational researchers for the most part, in which compulsory school attendance was extended from seven to nine years to further equalize Swedish education while…

The program considered here is said to be one of the most comprehensive in the country. Only in its third year, it has 14 different types of alternative schools in 30 different locations. (Author/AM)

Surveys the need in England for a comprehensive pattern of non-formal educational provision for young adults, indicates the trend and illustrates some recognized inadequacies in existing provision, and emphasizes the need for research and the potential to be achieved by the exploration of alternative sources of provision, particularly in the…

Schools increasingly are recognizing that leaving no student behind requires a comprehensive, multifaceted, and integrated system of learning supports. To establish such a system, initiatives to improve schools must evolve current student supports into a full-fledged component dedicated to addressing barriers to learning. This calls for new…