Adult residential programs can use educational technology to (1) create information icons that allow the learner to focus on and distill information; (2) remove barriers of time and space and create a measured reality within the learning sanctuary; and (3) develop open learning systems that are interactive and nonlinear. (SK)

Creation of learning sanctuaries in residential adult education programs requires (1) development and renewal of leadership; (2) skilled management practices; (3) research on the concept and its effect on adult learning; and (4) professional development. (SK)

This bibliography lists 194 documents on the practice, theory, philosophy, history, facilities, programs, and operations of conference centers and residential adult education programs, 1914-89. (SK)

Romero's overview of adult developmental theory stresses the work of Erikson, Havighurst, Loevinger, Perry, Kohlberg, and Cross. Rossman and Rossman discuss the development of their Adult Learning Inventory with an extensive source summary for its 4 factors and a 62-item bibliography. (SK)

Psychodrama as a therapeutic exercise and a format for understanding emotional and cognitive development is a form of experiential learning that can help adults practice inner reflection and imagine change. (SK)

Ottawa University's (Arizona) Proseminar is an eight-week course that orients adult students to university policies and procedures; engages them in issues of adult development, self- assessment, and goals; emphasizes the value of advisement; enables them to identify prior learning; and helps them take responsibility for planning their college…

Adult educators can help students cope with stress by (1) designing programs that are responsive to stress factors; (2) including information on stress effects in orientation sessions; (3) developing individualized programs of study; (4) integrating education into students' work and other life roles; (5) providing personal attention, advising, and…

Projections indicate that meeting needs of special needs students will continue to be priority. Special needs learners in rural areas face challenges that will require support services; providing support services requires diagnosis of learning environment to determine how needs of learner can be met. Rural educators have advantage of being…

Although educators are realizing the importance of and the need for guidance and counseling services, inadequate funding available to rural schools may limit their ability to provide such services. One solution is the formation of educational cooperatives, in which rural school districts join and share programs, staff, and other resources. (Author)

Language minority and multicultural special education students can have a higher success rate in rural schools if given adequate and appropriate programs. For these students to be served properly, better academic and vocational assessment, career guidance and counseling, and instructional support services are needed. (JOW)

Describes local efforts to meet the needs of rural students with special needs in terms of employment. Looks at opportunities for vocational special needs education in the context of an entrepreneurial model of service delivery that makes schools employment incubators. (Author/JOW)

Describes problems facing personnel preparation in community-based vocational and residential services for adults with developmental disabilities. Recommends plans of action to allay these problems: (1) direction and coordination of adult services; (2) assessment of providers' personnel training needs; and (3) evaluation and strengthening of…

Horticulture careers provide therapeutic, rewarding employment for persons with mental retardation. Rehabilitation experts should become aware of the potential employment opportunities in horticulture so that individuals with disabilities can receive the training and job placement support they need. (Author)

An overview of the Pierce County Vocational/Special Education Cooperative is presented along with data on the employment level, quality of employment, and attendance in postsecondary education settings of graduates of this program (N=120), a preintervention group (N=120), and a comparison cohort (N=564). Significant differences are noted in favor…

Results of the Meaning and Values of Work Scale administered to 100 vocational students uncovered differences in the perceptions of work and work value orientation of disadvantaged vocational students. Implications of the study are that vocational teachers should consider gender when planning for work ethics instruction for disadvantaged students.…