The author reviews the work of the Warnock Committee, whose obligation was to look at the whole range of special educational needs from birth to adult life in England. (KC)

Reports results of a study of 7,000 German recipients of scholarships for study abroad. Results indicate that many phases of education are not provided for in existing programs; learning through activity, research, and teaching must be placed on equal footing with learning through study; and foreign study is for education in the broadest sense.…

Presents three pages on the relationship between teaching and the writing of history. Conclusions are that teachers involved in historiography better understand their students; writing history and teaching history are two steps of the same process; and the relationship between history as it is written and taught is tenuous to students. (Author/KC)

Suggests ways in which historians can make history meaningful to our future-oriented technological society. Suggestions include offering links of continuity between past and present, providing a sense of history to the general reading public, writing readable history, and attempting to clarify the past. (KC)

The author discusses the large number of blind college students who cannot use braille effectively, and asserts that classroom teachers, rehabilitation counselors, and rehabilitation teachers have the obligation to ensure that students possess braille literacy before application to a college or university. (CL)

Presents a rationale for futures study courses in the schools. Condensed from the October 1980, issue of "Tennessee Teacher." (SJL)

Reviews the history of the creation of the College of the Virgin Islands in 1963 to satisfy local needs. Describes its programs since then until the present. (EF)

Examines some areas in which change is required if the schools are to meet students' needs. The areas include desegregation, finance, teacher training, instruction, and planning. Argues that the schools, parents, and the larger community must work together. (IRT)

Discusses the problem of defining "open" school programs; reviews four instruments (Walberg and Thomas rating scale and teacher questionnaire, Barth Scale, Dimensions of Schooling questionnaire, and the Personal Record of School Experience) that can access the degree of openness of schools; also makes recommendations for further research. (DS)

The industrialization of American society requires a modification in teacher education toward a structuralist perspective. (LH)

Provides information on developing a short college level module on crime and societal reaction in communist society. Presented are techniques for gauging student knowledge of crime in communist states, theories by communist criminologists, and comparative criminology suggestions. (Author/DB)

Results indicated that teachers held unfavorable attitudes toward mainstreaming. They believed that they did not have the time, support services, or training necessary to teach handicapped children in their classroom effectively. (Author/DLS)

In spite of the increasing attack from columnists, some legislators, and other assorted real or imagined policymakers, the Hispanic community is realizing that bilingual bicultural education represents a viable pedagogical strategy to deal with their astonishingly low educational attainment. (NQ)

Twenty-one problems besetting public schools are presented, and the spread of the alternative school movement is predicted on the basis of the intensification of these problems. (JMF)

Analyzes higher education in Scotland in terms of its history and administrative structure and in light of the myths and beliefs about the traditional Scottish university. Differences from English universities are stressed. Journal available from Editor, Gabriel Fragniere, Institute of Education, 60 rue de la Concorde, B-1050, Brussels, Belgium.…