With public debates surrounding the removal of historical monuments in Canada (e.g., statues of, or schools named after, John A. Macdonald) and the United States (e.g., Confederate monuments), at times the voices of those who are most directly affected by their presence can be either drowned out or left out of the conversation entirely. It seems…

This panel presentation focuses on the complex relationship between Asian/Asian Canadians and Canada's Indigenous peoples (First Nation, Meti, Innuit). In spite of many commonalities the two sets of communities share while being racialized as "visible minorities" with histories of oppression and exclusion, the former are still settlers…

Tells the story of a 16-year-old boy who attended and was expelled from the Spanish National School for Deaf Mutes and the Blind during the 1870s. (Author/VWL)

Historical evidence indicates that conventional explanations for the development of custodial care are inadequate. An alternative explanation is suggested based on an economic model of the structure of the residential services industry. It is argued that the profession generated demand for residential services by portraying the retarded population…

The history of residental programs for the blind is reviewed, and the impact of the deinstitutionalization thrust on those schools is examined. The author asserts that residential schools must re-orient themselves to serving multiply handicapped students. (CL)

Anton Makarenko became a national hero for effecting education for communism in the 1920s. His book, "The Road to Life," is an artistic achievement and the most widely read and influential work on education in the Soviet Union. But Makarenko's legacy is more myth than model in present-day Russia. (Author/SJL)

The author cites the Reagan administration's philosophy, the possible elimination of P.L. 94-142 (the Education for All Handicapped Children Act), and the changing needs of the student population as she considers the future role of residential schools for visually handicapped children. (CL)

Principals of three types of schools--a resource center, a residential school with flexible boarding arrangements, and a secondary school with mainstreamed physically handicapped students--discuss their reactions to the Warnock Report (an analysis of special education in Britain). (CL)

This interview conducted with adult twin sisters legally blind since birth focuses primarily on their experiences with residential education--their relationship with their family, positive and negative aspects of residential education, how the experiences shaped their adult life, and changes needed in residential schools. (JDD)

Through conversations and classroom observation emerges a portrait of a teacher at a residential school for boys with severe emotional and behavioral problems. The account reveals the teacher's personal growth and professional development as well as the difficulties and dilemmas faced in the classroom, presenting teaching as an act of love.…

Proposes that states promote the preparation of mathematically and scientifically talented high school students through the establishment of special residential high schools. (MD)

An analysis of legal and factual bases for designing an appropriate program for sensorily impaired children, consistent with P.L. 94-142, The Education For All Handicapped Children Act, asserts that state schools for the deaf and blind must continue to exist. (CL)

Explores the residential placement provision of the regulations accompanying the Education for All Handicapped Children Act. Describes federal court interpretations, analyzing the criteria for distinguishing a special education residential placement from a noneducational residential placement. Suggests that courts should construe the residential…

Five individuals involved in literacy for blind and visually impaired young people respond to the position paper of the Council of Executives of American Residential Schools for the Visually Handicapped (EC 232 322). They are Evelyn Rex, Virginia Sowell, Alan Koenig, Elaine Mose Sveen, and Barbara Cheadle. (DB)

Describes the career and methods of A. S. Makarenko, revered in the Soviet Union for his successful work with children abandoned in the Civil War (1918-1921). Evolution of his theories in later Soviet education is traced and comparisons made with institutions for homeless or delinquent youth in other countries. (SJL)