Useful lifetime of educational materials should be defined by their continuing ability to help meet defined learning objectives. More often lifetime is compromised by changes in the educational environment that do not specifically relate to the capacity of the material to assist learning. Approaches for integration of materials into the learning…

Despite the strong interests among practitioners, there is a knowledge gap with regard to online communities of practice. This study examines knowledge sharing among critical-care and advanced-practice nurses, who are engaged in a longstanding online community of practice. Data were collected about members' online knowledge contribution as well as…

Recent court decisions demand that handicapped children receive equal educational opportunities, and that proper facilities be provided. A special report provides an up-to-date picture of the problems and describes how some schools and colleges are providing proper facilities for handicapped students. (Author/MLF)

The guide presents information on resources for eliminating architectural barriers for handicapped persons. Entries are grouped according to information resources, funding sources, and publications available from the federal government. Seven organizations are described in terms of agency goals, publications, and materials. Federal programs…

The booklet provides information for the design and evaluation of a barrier free outdoor environment for handicapped individuals. Section 1 discusses the scope of the study, defines terms, cites pertinent laws and legislation, describes cost/benefit factors, and surveys population statistics. Section 2 considers recommended design details in the…

Based on findings of the Vocational Training and Placement of the Severely Handicapped Project (VOTAP), the handbook identifies major barriers preventing the severely handicapped from obtaining vocational training and employment, and includes a description of strategies that can be used to surmount these barriers. Initial sections cover use of the…

This is the third report of the Architectural and Transportation Barriers Compliance Board to the President and the Congress. It covers fiscal years 1976 and 1977. Section A of this report is devoted to a review of the board's early compliance policy and program initiatives. It includes a discussion of the board's "General Notice of Guidance…

The guide details characteristics to provide architecturally accessible special education programs for handicapped students. Impetus for the accessibility movement is traced to legislation, including the Architectural Barriers Act and Sections 503 and 504 of the Rehabilitation Act of 1973. Planning features considered are the development of a…

Presented by the Department of Health, Education and Welfare are proposed rules regarding section 504 of the Rehabilitation Act of 1973, which prohibits discrimination in federal programs on the basis of handicap. Detailed are costs, benefits, and inflationary impact of implementing provisions related to the following areas (with sample subtopics…

The report summarizes significant events since 1959 in the University of Missouri's program to modify its physical plant and educational facilities and to organize and expand its student personnel services to enable handicapped students to attend the University. Reviewed are the program plan, site and building modifications, student services, and…

This section of the journal consists of ten articles covering various topics of interest to parents of handicapped children. (DLS)

An Open University counselor wrote to disabled students to discover why they failed to continue their studies. Difficulties indicated by the replies include costs; physical impediments like toilets, stairs, desks and chairs; lack of understanding of deaf peoples' deprivation; illness; and meeting time requirements. (SW)

A music education and performance facility for students, 90 percent of whom are legally blind, demonstrates that it is possible to produce exciting design for the handicapped. (Author/MLF)

Social, psychological, and physiological factors all impinge on the awareness of the handicapped, the elderly, and the rest of us in experiencing architecture. (Author)