Article deals with the problems involved when multi-handicapped children withdraw into themselves and the use of body movement and musical aids to achieve further development. (Author/MM)

A reading resource room program for 65 deaf high school students was implemented at the South Carolina School for the Deaf and Blind in an attempt to improve the reading levels of its resident hearing impaired students. (SEW)

Institutional staff used behavior modification and reality therapy to bring about positive behavioral changes in 20 severely retarded, emotionally disturbed adolescents as measured on two adaptive behavior scales. (Author)

Four types of adaptations facilitate the age appropriate acquisition of recreational skills in severely handicapped persons: material, procedural/rule, skill sequence, and facility adaptations. A case study illustrates systematic instruction, programmatic adaptations, and materials modification, to teach a photography skill to a multiply…

The New Jersey State Regional Day School for the Handicapped is designed to be noninstitutional in appearance and sensitive to children's needs. The school design was developed through research, investigation, and observation by the architects. (Author/MLF)

Among suggestions for integrating assessment data into individualized education programs for multiply handicapped deaf students are to use criterion-referenced instruments and to view the domain areas as potential goal statements, the subdomains as potential long term objectives, and subcategory items as potential short term objectives. (Author/CL)