The development and operation of a successful volunteer program to assist in mainstreaming special education elementary students are traced. Recruitment, orientation, role responsibilities, and evaluation of the volunteers are discussed. (CL)

The first of thirteen papers presented at a 1980 conference on rubella-caused deafness provides an overview of the problems involved in advocacy, organization, and planning of services. (CL)

General premises and specific steps in developing a successful consultation program for parents of gifted students are identifed. Procedures begin with defining specific outcomes for each session and culminate in conducting follow-through and follow-up evaluations. (CL)

Outlines the advantages of implementing an advanced placement program in a high school and the steps that are involved in doing so. (IRT)

Describes the elements of a successful school breakfast program, argues for the ease with which one can be implemented, and answers criticisms against such a program. (IRT)

Increasing specialization in recreation services calls for changes in recreation education. (JD)

Suggests a set of rules by which organizational managers may regulate or control the rate of instructional development. (JEG)

Offers suggestions concerning important elements in planning workshops: organization of committees, program planning, definition of topic and purpose, statement of objectives, the audience, format, timing, site selection, registration, publicity, speaker selection, contracts, budgets, and evaluation questionnaires. (FM)

Outlines some considerations a principal should keep in mind when planning a middle school. (IRT)

Suggestions to strengthen the program planning process and to match communication strategies with program objectives include selecting the right people, limiting group size, naming a facilitator, agreeing on a technique, respecting opinions, identifying audiences, reviewing market research, listening to clients, and selecting the right media. (JOW)

If planners want to be ethically responsible for the consequences of their work, all who are affected by the program should be at the planning table. The reality of planning is that those with the most power will construct programs according to their interests. Planners must take responsibility to foster substantive involvement. (JOW)

Presents a chronology of events in the development of the Maryland Association for Institutional Research as it marks its 15th anniversary. (EV)

Focusing on research administrators, discusses how an effective training program improves employee performance by including comprehensive needs assessment, employing appropriate training methodologies, and anticipating factors beyond the actual training event that influence the transfer of skills from the training environment to the work…

The article identifies common concerns in residential programs for persons with autism (the role of families, staff training, program components, interactions with the nonhandicapped community) as well as areas of variation among different programs including goals, size, funding, physical environment, vocational programing, and grouping of…

Results of a survey of national, state, regional, and local career associations, with data from 96 associations, reflect what is happening in and through career associations. They describe association membership, structure, governance, programs, and purposes. (JOW)