Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 17-19, 1969). (JJ)

The concept of high school education as catering basically to the individual flowering of unique personalities is examined critically. (DB)

This article is based on a year-long study which centered on actual practices of individualization of instruction. Along with the various program thrusts identified in the study, factors which tend to facilitate or inhibit individualization are also revealed. (Editor)

Learning preferences and perceptions of classroom learning atmosphere were compared for 279 math and English students in grades 7 and 11. Results indicated that Grade 11 students prefer both more cooperative and competitive contact than do Grade 7 students. Girls prefer competing in English and boys, in math. (Author/LC)

The author reviews approaches involved with acceleration for gifted students: process learning (training students to think in creative ways); individualized education (including approaches that encourage students' participation in determining content and rate); and curriculum, program, and special projects. (CL)

The Tucson Interaction Model emphasizes the importance of teaching style in linking cognitive with affective variables for mainstreamed handicapped students. Five aspects of the model are depicted across three strands (response opportunities, feedback, and personal regard). Even with computer-assisted instruction, the teacher's role is still…

Describes a special curriculum devised to teach cooking to a physically disabled high school student, a program which also served as physical therapy. Key ingredients included individualization, kitchen accessibility, and peer tutoring. (SK)