Presented are four brief articles giving bibliographical and career choice information about three men and one woman who, in spite of severe physical handicaps, completed doctoral studies and have become actively involved in scientific professions. (EB)

This article describes the use of individualized science lessons for primary grade children at a residential children's center school. The lessons were designed in activity style for one or two children working along and apart from the main class. Verbal encouragement and praise were abundant. Tangible reinforcement was a must. (EB)

Certain generalizations about the educable retarded are presented. The need is for small group instruction and more time for a child to internalize science processes and information. Suggestions are given to help overcome attention span difficulties, problems of recall and difficulties with transfer. (EB)

Guidelines which any educator should observe as he incorporates science into the curriculum for the mentally retarded are offered. Active participation with materials is essential. Teaching should proceed from the known to the unknown. (EB)

Stresses the fact that science activities can be styled to the visually handicapped students' levels and degrees of independence. Use of extensive hands-on, concrete experiences as emphasized by Adapting Science Materials for the Blind (ASMB) is encouraged. (EB)

Children learn basic skills through planned interactional experiences with horseback riding. The therapy is proported to utilize a multi-sensory approach in developing and facilitating psychomotor, language, mathematical, social and emotional skills. Some of the concepts and skills developed are described. (EB)

Suggested is that a most successful way of bringing the mentally retarded child into the mainstream of the classroom is through sports and recreation. Two major programs of the Kennedy Foundation, available for teachers who need help in developing activities for the mentally retarded in their classrooms, are described. (EB)

Experiments with adapted apparatus which allow blind children to discover principles are described. Individualized experiences, specifically designed, are developed in four curricula and a sample lesson is presented. (EB)

An active, materials-centered approach to learning, using the Science Curriculum Improvement Study (SCIS) is described in its use at a school for the hearing impaired. (EB)

Presented are reasons why EMH children have usually been deprived of science in their curriculum as well as discussion of a study done to counteract these problems. Curriculum programs specifically developed for these children are described. (EB)

Reviews prepared by NSTA Curriculum Review Center at the University of Georgia, Athens, are presented. The Me Now program is described in detail - showing organization into four units representing a two-year instructional program for an Educable Mentally Handicapped Class. (EB)

Described are alternative approaches for developing visual perception skills found in using selected science experiences. Use of various science programs available, such as ESS, SCIS, OBIS and Matal, is suggested. Visual sequencing is prescribed and described. (EB)

The laboratory approach to science and mathematics is described as a refreshing change for both teacher and students. Suggestions are given for planning a laboratory-based program. Guidelines for teachers of both handicapped and non handicapped are included. A school for handicapped children in Minneapolis is described. (EB)

Individualization of instruction for the learning-disabled and/or behavior-disordered student is considered a must. Contract teaching, a programed type learning plan, is described in five basic steps. Numerous effective learning experiences are possible. (EB)

The use of science experiments on tape are shown to provide for individual differences from the gifted child to the handicapped in developing skills in the languare art area, developing significant concepts, and making learning come alive. (EB)