Only recently is research into the total environmental requirements of the physically handicapped beginning to make substantial progress. Earlier literature in this field, which constitutes the majority of the literature presently available, concentrates on specifying basic building criteria but gives little or no attention to the nature of environmental interaction in the learning process. Educators and architects are now beginning to realize that the special architectural needs of the physically handicapped are complex and deserve more consideration than given in the past. This review surveys 24 documents previously announced in RIE, all but seven of which are available through ERIC. Annotations are provided for publications whose titles do not indicate their focus and content. (Author)