The 23 papers were written by staff and consultants of the Arts in Special Education Project of Pennsylvania, a program to provide assistance to educators in the development of appropriate quality arts programing for handicapped students. After two overview papers, the papers are grouped by category--art, dance, drama, and music. Papers have the following titles and authors: "What Is An Arts Program?" (B. Roehner); "Handicapping Conditions and Their Effect on the Child's Ability to Create" (C. Kunkle-Miller); "Art in Special Education" (S. Lyons); "Art and the IEP" (S. Aach); "Visual Arts Experiences for Socially Maladjusted/Emotionally Disturbed Children" (B. Chernin); "Art and Group Dynamics in the Classroom" (R. Hays); "Art--Many Options for Creative Activity" (C. Battaglini, N. Wert); "Group Development and Socialization Through Movement" (E. Samuelson); "Developmental Movement as a Tool for Teaching the Handicapped" (B. Carpenter); "Cognitive Development and Movement" (L. Thierry); "Creative Dance/Movement--In Search of Goals" (J. Quinn); "Movement--Some Ideas for Getting Started" (S. Bridges); "Creative Dance/Movement in Special Education--A Case in Point" (E. Tropea); "Drama/Expressive Play in the Special Education Classroom" (E. Lilley); "Dramatics--Center Stage in the Education of the Deaf" (R. Nowell); "Theatre Movement for the Blind and Visually Impaired--Two Summer Sessions" (F. Feighner); "Mine in Education--A Developmental Process" (L. Kearns, et al.); "Music--An Integrative Approach to learning for the Severely and Profoundly Retarded" (P. Boone);"Music and the Child with Specific Learning Disabilities" (C. Briggs); "The Musical Characteristics of Mildly and Moderately Retarded Children" (K. Bruscia); "Music and the Physically Disabled Child" (G. Karr); "The Emotionally Disturbed Child and Music" (P. Simpkins); and "Opportunities for Growth--Music in the Education of Sensory Impaired Students" (M. Ditson). (DB)