The resource packet is an aid for coordinators organizing an awareness workshop on camping for the disabled or for camp directors in orienting staff to camping for persons with physical or mental handicaps. Section I covers the status of camping for the disabled, different types of disabilities, serving campers with certain handicapping…

The history of experiential learning in American higher education is outlined, and the rationale and learning objectives of this type of experience are addressed. Experiential education has resulted from an emphasis on practical knowledge. Although the colonial colleges focused on the classical curriculum, the scientific method of the natural…

Four observations concerning continuing education in colleges and universities are discussed in this address by the president of the National University Continuing Education Association (NUCEA): lifelong learning, the coupling of theory and practice, involvement with the liberal arts core, and the importance of continuing education conference…

The introductory volume of the bilingual Katimavik program student manual summarizes the history and purpose of the Katimavik experience; outlines program objectives and learning program subject areas; explains how to use the individual learning activity student manuals, how to create individual and group development plans, and how to develop a…

Activities and materials are suggested for giving practice in developing the concepts of grouping and place value. Grouping by tens leads into activities involving "money." Using the metric system, these ideas can be extended to measurement. (LS)

After a discussion on planning instruction, a series of activities designed to develop pre-number and number concepts are presented. Activities are arranged by difficulty within sections devoted to classifying, comparing, ordering, measuring, organizing data, distinguishing shape and size, recognizing patterns, number awareness, and counting. (SD)

The development of number concepts from conservation through order and place value notation is discussed in the context of applications to classroom instruction. Activities designed to motivate, build, and reinforce these concepts are described, and a list of objectives is presented in the form of a suggested progress record. (SD)

Curricular developments over the last decade are assessed and potential influences or curriculum change in the future are identified and discussed. Among trends noted are emphasis on activity learning, language development, and compensatory education. Developments in European curriculum, extracurricular education, and locally developed curricula…

A mathematics methods course for pre-service elementary teachers is described. The course is designed to prepare teachers for individualizing instruction and for flexibility in a period of rapid curriculum change. (SD)

A two-year modular mathematics program was developed by the Scottish Education Department; the results of pilot testing are discussed. The program consists of nine four-modular cycles. Groups of students work on different modules of the same cycle. Modules include worksheets, activity cards, and laboratory apparatus. (SD)

Directions are presented for the construction and use of line-segment strips. Examples demonstrate activities, integrate elementary geometry and arithmetic instruction. (JP)

Recent changes in the elementary mathematics classroom in Britain result from an enlarged syllabus, individualization, and increased use of audiovisual and manipulative materials. Other factors causing change include the teacher shortage, attention to learning theories, and the mobility of families. (SD)

The use of paper folding to demonstrate polygons which give plane tessellations, conic sections, and the solutions to several problems is described. (SD)

The Regents External Degree is a New York State program offering a college degree to individuals, whether by earned college credit or knowledge acquired in other experience areas. The external degree and the College Proficiency Examinations are administered by the University of the State of New York, which has no campus or courses but accepts…

Neither the introductory survey of research course nor the audit course adequately prepares the organizational communication specialist for a career in a nonacademic organization. Therefore it is important for the organizational communication graduate student to receive some experiential or quasiexperiential learning along with his or her training…