Describes the successful joint programing efforts of a public school system and community centers for mental health in providing comprehensive educational services to emotionally disturbed students. (Author)

Comprehensive organizational change was planned and implemented in a community mental health center (CMHC). The planning processes used, responses within the organization to the planned changes, and organizational lessons learned by the CMHC are presented. (Author)

The client-oriented cost outcome system provides feedback of the data generated by or for consumers for a program's service planning, delivery, quality control, and evaluation methods. The system's conceptual framework, necessary components, and applications for program evaluation are described. Available from: Pergamon Press, Maxwell House,…

Describes the Taft Museum In-School program, a cooperative art education project with the Cincinnati public schools which combines a program conducted at the Museum with classroom visits by Museum staff. (BR)

Reviews past, present, future and parent education. Three models of parent education and intervention, designed to have impact through the family, school, or community. (SB)

Parkland Community College (Illinois) takes cultural entertainment to the community by traveling to the people. Local organizations, such as Women's Clubs, distribute publicity and sell tickets, while the college provides the programs, secures the facilities, directs advertising, and provides the sponsoring organization with publicity display…

Presented is a step by step procedure for normalizing the life situations of institutionalized handicapped persons by establishing comprehensive community services on a local level. Available from: American Association for the Education of the Severely/Profoundly Handicapped, 1600 West Armory Way, Seattle, Washington 98119. (GW)

If the urban, independent university is to survive, it must recognize the impending enrollment decline and emphasize academic excellence and programs that are rooted in the urban community. (IRT)

Available from: Canadian Association for the Mentally Retarded, Kinsmen National Institute on Mental Retardation Building, York University, 4700 Keele Street, Downsview, Ontario M3J 1P3, Canada. Explained are the functions of the Canadian ComServ Experimental and Demonstration projects in coordinating a range of services for mentally handicapped…

Strategies for enhancing the social relevance of evaluation research concerning community-based residential services for individuals with severe learning difficulties or with serious psychiatric disabilities focus on: reflection of cultural values in the residential environment; number of service users living in the community; and the quality of…

A survey of parents of mentally retarded children residing in publicly funded institutions found that they tended to endorse the current service model, although not without qualifications. Parents were generally not accepting of the idea of community placement, especially those parents who had never visited a group home. (Author/VW)

Examines case studies of special public works programs in five countries (Burkina Faso, Burundi, Rwanda, Nepal, and United Republic of Tanzania) that included afforestation projects, anti-erosion works, and the building of reservoirs. Discusses program design, implementation, and impact. (CH)

Health measures promoted by the Campaign for Child Survival include growth monitoring, oral rehydration therapy breastfeeding, and immunization, which together form the cornerstones of the Child Survival Strategy. (CB)

This paper examines the magnitude of the problem of disability facing developing countries; the traditional response to this challenge and its ineffectiveness; the emergence of community-based rehabilitation (CBR); its underlying assumptions and effectiveness in terms of staff training, interagency partnerships, and parental and community…

The post release experiences of 68 mentally retarded children were interpreted in light of historical factors occurring during the period of community placement (1970 to 1985). A relationship was noted between policy development and improved experiences, especially of children with severe/profound levels of retardation. (Author/DB)