Described is an educational program for parents of preschool deaf children which uses open ended visuals to stimulate group discussions of concerns about deafness and of strategies for facilitating the child's development and improving parent-child relationships. (LH)

A school bus driver tells how she and the mentally handicapped students she transports worked together to transform their ride into a time for learning self-help, social and academic skills. (LH)

A 2-year work-study program for handicapped high school students in rural areas is described in terms of program components and organizational considerations. (LH)

The teaching of survival and protection words is an emphasized part of the curriculum for the 14- to 18-year-old, trainable mentally retarded adolescents at University Hospital School. (GW)

A series of exercises was developed at a school for multiply handicapped, brain damaged and autistic children to take advantage of the opportunity for increased cooperation and socialization presented by balance beam activities. (GW)

The case of a 15-year-old special education student with academic learning disabilities but adequate social skills, is cited as evidence that teachers can develop effective vocational programs at their schools. (GW)

Described is an open classroom program for 48 3- to 7- year old orthopedically handicapped, trainable mentally retarded, or educationally handicapped children. (DB)

The withholding of social reinforcement for nonspeaking succeeded in reinstating speech in a 9-year-old secetively mute girl attending a remedial class. (DB)

Outlined is a 6-week program to develop the self-concept of multiphandicapped rubella (all were deaf and many had visual problems) children. (DB)

Discussed are procedures for the charting of behavior changes to provide feedback for child and teacher which are reported to have been used at one school for autistic and neurologically impaired children. (DB)