The report has a threefold focus: (1) it describes a university-affiliated summer program for learning disabled children (ages 4-to-14 years); (2) it discusses benefits of the program from the perspectives of both parent and teacher trainee; (3) it points out some problems with the program. (Author/PHR)

A student health doctor describes his experiences working in a clinic on an Indian reservation during summer vacation. (JD)

The Summer School of Physical Education at Monteagle, Tennessee, was probably a major influence in the development of physical education programs in public schools of the South at the turn of the century. (JMF)

The special section on recreation and leisure for the disabled child covers rights to recreation and physical education, summer programs for children with disabilities, and adapted recreation and equipment. (SBH)

Describes a three-week, faculty-student summer project involving the study of waste-water treatment of refinery effluents. Discusses the use of such projects to aid industry in analyzing their problems. (MLH)

To interest multicultural, bilingual teenagers in nursing careers, an 8-week culturally focused summer program integrated life planning, mentorship, nursing assistant training, and college application assistance while providing stipends and scholarship opportunities. Twenty-four economically disadvantaged teenagers completed the program and passed…

Describes reading camps in Hungary, which numbered around 140 in the late 1980s and lasted from 10 to 14 days each summer. Notes that these camps arouse interest through a series of conversations between equal partners. (RS)

Briefly described are four award winning summer programs including a Massachusetts Girl Scout camp which mainstreams girls with disabilities; a New York camp serving siblings of children with disabilities; a Texas camp which utilizes volunteers to serve disabled children who may have serious medical conditions; and a California camp offering…

The mother of a physically disabled child encourages the participation of such children in mainstream camping programs. Suggestions to maximize the benefits of the camping experience are offered. (DB)

A summer program was developed in the Camden area of South Carolina to involve third-grade artistically gifted/talented students in activities in visual art, drama, music, and movement. Described are the program's selection process, goals, rationale, projected outcomes, staffing, facilities, and program administration. (JDD)

Describes a course in printmaking taught at the Indiana University Summer Arts Institute (Bloomington), a two-week program for artistically talented seventh- through tenth-grade students. Focuses on two printmaking processes, acetate etching and linoleum block printing, and on altering and improving an image associated with each process. (LS)

A variety of activities used in a three-week summer program for 55 students, aged 11 to 16 years, to develop leadership skills are described. Significant increases in scores on the Leadership Skills Inventory appeared to result from the course. (DB)

A collection of three articles presents three programs public librarians have created and implemented to engage the vitality and enthusiasm of young people together with library resources: (1) a summer reading club and "archeological dig"; (2) a young adult mystery festival; and (3) young adults socializing with seniors. (Author/JMV)

The little known Bryn Mawr Summer School for Women Workers in the 1920s is an example of the marginalization of women in adult education. Its story, focusing on women as adult students and as makers of social change, enriches the history of the field. (SK)

About 900 gifted teenagers attend the Summer Residential Program of the Talent Identification Program at Duke University's East Campus or Marine Lab in North Carolina each summer. The program offers accelerated academic instruction, an on-campus residential experience, and planned social and recreational activities. (DB)