A parent center supported by the Albuquerque Public School System and the University of New Mexico promotes cooperation between parents and educators to serve exceptional children. The center was based on assumptions about money, time, personnel, parent heterogeneity, and needs/strengths as delineated in the "Mirror Model of Parent Involvement."…

The article describes the origin, philosophy, planning, and evaluation of the Grundy, Illinois, alternative school program which enables secondary students to talk about their emotional and behavior problems during healthful group walks. (MC)

Explained for educators of severly physically handicapped (SPH) children are basic component parts of the microcomputer system, adaptations for children unable to use a standard keyboard, and applications for communication, academic work, writing, creative arts, recreation, future employment, and young SPH children. Factors educators should…

Plans to provide positive exchange experiences for nonhandicapped and handicapped preschool children should include advance preparations involving a three-month timetable, an initial visit, follow-up and future plans, and sucessive visits resulting in children's observations, changes in attitude and burgeoning friendships. (MC)

The authors emphasize that, although the "Education for All Handicapped Children Act" provides for inclusion of students in the individual education program (IEP) meeting, few parents and students are aware of the possibility. Suggestion are made for parents and school personnel about ways to include students. (MC)

The authors examine parental stress on the birth of a cerebral palsied (CP) child, medical aspects of CP, the beginnings of communication, and need for parental involvement in the child's early experiences. Then described are a family's efforts to provide a normal environment for a seven-year-old CP girl. (MC)

The article describes the development, curriculum, and implementation of Project WORTH (Workshops of Realistic Training for the Handicapped), a six-year, four-phase, community-school interaction program, beginning in junior high, to provide mildly handacapped students with responsible work behaviors for successful employment. (MC)

The article describes the scope of vocational education, the low enrollment of handicapped students in vocational education courses, and benefits for handicapped students from vocational student organizations (VSO). Also discussed are previous barriers to VSO membership and ways vocational and special educators may attract handicapped students to…

Described is a milieu teaching approach to language development of young handicapped children. The method involves prompting and contingent delivery of reinforcers during normal language interactions in such classroom settings as free play, lunch, or instructional periods. (MC)

New approaches to families based on principles of the child as part of a system, family subsystems, family member roles, and the family life cycle are applied to families with a handicapped infant/preschooler, a school-aged child, or a young adult. An intervention model based on assessment, goal setting, and implementation is proposed. (DB)

A high school vocational education course for mentally retarded students implemented an intervention program designed to promote appropriate job-related social behavior by developing students' social and conversational skills. The "coffee break" program phases (reminders, content suggestions, reinforcement, and questioning) resulted in improvement…

Classroom variables associated with academic learning time (ALT)--instructional time, on-task behavior, and student success rate--are positively related to student achievement. Guidelines and forms are provided for teachers and supervisors to gather objective and usable information on these ALT components through direct classroom observation…

Contingency packages can be incorporated into classroom management techniques for reluctant learners (who may have already experienced failure in education) to encourage enthusiasm and motivation for learning. Suggestions are provided for implementing programs using a robot or football concepts. (CB)

Suggestions for implementing cooperative learning strategies with mildly handicapped students in mainstreamed, resource room, and self-contained classroom settings are given. Guidelines are presented for: selecting a format for cooperative learning; establishing working guidelines; forming groups; arranging the classroom; developing cooperative…

This article describes procedures and materials developed for substitute teachers working in a learning disabilities resource room, including: policy information; schedules; specific student information; classroom procedures; daily plans; and additional or alternative activities. (CB)