The authors rejoin E. Sontag, N. Certo, and J. Button's response (EC 115 030) to their original position (EC 115 029) on educational programing for the severely and profoundly retarded. (Author/SBH)

The article summarized the current literature on therapeutic camping, including the nature of existing programs (such as the wilderness camp), rationales for the superiority of camping as a therapeutic program, and evaluation of existing programs for treatment of the emotionally disturbed child. (Author/SBH)

Data were collected through questionnaire surveys from 29 local school districts and two intermediate school districts in Michigan to identify the special education administrative functions that are performed by general school administrators. (SBH)

A systematic parent training program was developed within the Portage Project Model, which provides weekly visits by home teachers to families with a preschool handicapped child. (SBH)

In order to determine if identification and affinity for a storybook hero are functions of physical status, 127 children (ages 4 to 7 years) in two groups (one disabled) were randomly assigned to one of two storybook treatments telling of two boys' friendship. (Author/PHR)

The techniques of behavior modification are of potentially great value in the schools. (Author)

A discussion of the relative cognitive functioning of psychotic (autistic) children is presented in terms of previous research and theoretical assumptions. (Author)

The article reviews federal legislation concerning the vocational education and employment of handicapped individuals. (PHR)

The University of Vermont has developed a competency-based Responsive Teacher Program which provides elementary and secondary education majors with special education skills. (PHR)

Differences in life adjustment patterns were studied in two groups of high school graduates (one group of 20 educable mentally handicapped Ss and the other 20 students from a cooperative work training program). (PHR)

The article examines the impact of poverty and cultural background on the educational attainment of children. It is concluded that each factor uniquely influences mediating variables which determine educability and, ultimately, educational attainment. (Author/PHR)

Procedures of school placement for 38 children (ages 5 to 18 years) with spina bifida in 23 school districts in western New York State were studied 5 years after a mandated process was enacted. (Author)

A study of 121 administrators' and regular and resource teachers' preferences regarding in-service training, cooperative planning, and resource programs for handicapped children was undertaken using an open ended Delphi-type questionnaire and a second, forced choice questionnaire. (PHR)

The reading progress of 45 learning disabled first and second grade children receiving oralographic reading instruction (which utilizes lesson sheets and tapes and is auto-instructional) was compared with the progress of 44 disabled learners (in first and second grades) in other special reading programs in five school districts. (Author/PHR)