Author, who is President of Florida International University, tells of his commitment to Continuing Education in his new university. He proceeds to give examples and show how he intends to make Continuing Education work in his university. (MR)

Discusses key questions a manager should ask at four points in the development of a training program to assure himself that the program will meet the needs of the company. (EB)

The key to success with a program for aides is active supervision by teachers as well as Special Services staff. The more supervision afforded the aide, the greater the flexibility with which he or she can function, the greater the use that can be made of potential skill and the greater the assistance that can be provided to teaches and to the…

The author maintains that for teachers to obtain maximum benefits from in-service education, they must have a part in planning the program. (AA)

Five speakers examine some of the problems involved in training teachers to use audiovisual equipment and aids. (AA)

The director of the Programmed Instruction Laboratory of the Academy of Psychological Sciences in Moscow gives an account of the genesis, evolution and present status of programmed instruction in the USSR." Includes two brief introductions. (Author/AA)

A special education teacher describes an approach to mainstreaming in which she accompanied mildly handicapped students into the regular class (grades six and eight). Team teaching and coordinated planning between special and regular education teachers were emphasized. The experience was positive in terms of peer interaction as well. (CL)

Planning is of prime importance in providing programs for gifted and talented students. Districts should emphasize an awareness campaign on the premises and needs of gifted education. An individual should then be appointed and trained as the district specialist in gifted and talented education. (CL)