Guidelines are given for arranging for guest speaking engagements by authors and illustrators. Included are suggestions on protocol; publisher's and host's responsibilities; arranging advance publicity; financial arrangements; hotel accommodations; and establishing initial contact with potential guest speakers. (JPF)

Describes childhood asthma and a program which teaches relaxation and mental imagery (RMI) exercises to children and adolescents as an adjunct in the management of asthma. Clinical experience indicates children who learn RMI rate their asthma as significantly reduced in severity, miss fewer days of school, and make fewer visits to emergency rooms.…

Programs for gifted students are in great demand in secondary schools. An administrator can easily supervise the development of such a program by starting small, using existing resources, avoiding "ousidersism" and perfectionism, developing a working definition of giftedness, developing a sensible identification procedure, and publicizing the…

Higher education offers a plethora of programs and services for reentry women. Throughout the country, institutions are finding ways to meet their needs. (JOW)

Mentor systems benefit beginning teachers, the school district, the students, and experienced teachers. Research and the Utah Teacher Evaluation Project suggest a number of essential characteristics of a mentoring system, which are discussed. (MT)

An ongoing exercise program for heart transplant patients in England is described. (Author/MT)

Following a review of the history of education of the deaf and the blind in Canada, the development of teacher training programs for low-incidence disabilities is examined. Two such programs at the University of British Columbia are described. It is suggested that such programs should continue even in a provincial climate of economic restraint.…

Alternative high schools have an important place in our educational system, since exellence in education must mean more than improving the abilities of those who are succeeding in our present school environment. A list of suggestions (nine "dos" and four "don'ts") are offered for consideration before establishing such a school. (MCG)

The differentiated curriculum of the Univerisity of Illinois Preschool Program for the Gifted is based on two instructional models, the open classroom and an instructional model derived from Guilford's Structure of the Intellect. The article describes recruitment, identification, goals and objectives, and programing. (Author/CL)

To study the relationship between differing amounts of practice and learning, four students with severe retardation were provided with either 10 or 30 opportunities per day to learn to discriminate and label parts of household appliances. Data revealed that for all students levels of accuracy were significantly higher in the 30 trial than 10 trial…

Analysis of questionnaire responses from 16 gifted programs serving hearing-impaired school-age students in the United States suggested that only 15 percent of the 877 gifted hearing-impaired students reported are enrolled in special programs for the gifted. An unusually high percentage of the gifted Ss were residential students from families…

Outlining brain processing preference styles (dominant left, dominant right, or integrated), the author presents the assets and liabilities of the styles and points out the implications for management. (MD)

Summarizes findings of a test of the Parent Outcome Interview, a client outcome measure for evaluating child welfare services. Reported are types and degrees of case improvement, unresolved problems and apparent service gaps, and client satisfaction with the agency. (RH)

Underlying program organization principles for gifted education are reviewed. The teacher's role is viewed as negotiator and guide to the learning of higher cognitive skills. The importance of adequate assessment and recordkeeping is emphasized along with flexibility of organization. (CL)

An elementary school incorporates team-teaching mainstream experiences for hearing impaired students with access to a communication center that includes services of hearing resource teachers, speech and language pathologists, and audiologists. Students are paired with a hearing "buddy" for classroom activities. (CL)