Excerpted from the book "You Are Not Alone: Understanding and Dealing with Mental Illness," the article provides suggestions for parents regarding their role as ombudsmen for their emotionally disturbed child and notes advantages of private schools, residential treatment programs, and hospital programs. (IM)

Sixty-nine teachers of deaf and multihandicapped deaf children in a school were administered the Purdue Teacher Opinionaire, a standardized device used to measure teacher morale. Among results was that teachers of younger multihandicapped students had significantly higher morale than other groups. (Author)

The development of a program in which hearing impaired students of a residential-turned-day school lived with volunteer families close to the school is described. Advantages for students and families are cited. (CL)

The intelligence test performance of 24 acoustically handicapped students (6 to 15 years old) applying for enrollment in a state school for the deaf during a 7-month period was analyzed. Data confirmed the need for such schools to maintain strong academic programs to meet the total needs of the bright, deaf child. (Author/CL)

This article summarizes findings of research into decision-making processes leading to residential special school placements in England. Results suggest the needs of individual children are not central to these decision-making processes and that local authorities who make such placements do not pay sufficient attention to protecting and promoting…

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…

This review summarizes bilingual/bicultural characteristics of programs at the California, Indiana, Texas, Arizona, and Maryland schools for the deaf, as well as the Learning Center for Deaf Children (Massachusetts), the Magnet School of the Deaf (Colorado), the Cleary School for the Deaf (New York), and Sign Talk Children's Centre (Manitoba). (DB)

Brief articles report on eight programs, primarily developed by residential schools for individuals with blindness and visual impairments. The articles describe the Council of Schools for the Blind, the Michigan School for the Blind, precane mobility devices, drug education for teenagers, disability awareness, rural service delivery, parent/infant…

Two 1990 Ninth Circuit appellate court cases ("Clovis Unified School District v. California Office of Administrative Hearings" and "Taylor v. Honig") help redefine residential placements for students with severe emotional disturbances under Part B of the Individuals with Disabilities Education act (IDEA). This article explores…

After a review of Public Law 94-142 (Education for All Handicapped Children Act) and its implications, the author discusses the use of innovative educational technology in the individualized instruction of children with emotional and learning problems at the Orchard School (NY). Focusing on the requirements of an individualized education plan…

Based on a paper presented at the International Council for Exceptional Children in 1978, the article discusses the effects on residential school students of competency-based training programs for teachers of the visually handicapped. (Author/DLS)

This book presents profiles of 38 exemplary fund-raising programs conducted by educational institutions and recognized by the Council for Advancement and Support of Education (CASE) in its 1997 Circle of Excellence Awards in Educational Fund Raising competition. The programs were selected from more than 1,000 programs and included two categories…

Conservation forms were presented to 24 day- and 16 residential-school deaf students (ages 7 to 19) and 36 normally hearing control Ss (4 to 16), using conventional Piagetian instructions and attribute specific instructions. It was found that deafness does not apparently account for conservation differences found between deaf and normally hearing…

This listing provides directory information on U.S. schools and programs for preschool, elementary, and secondary children who are deaf or hard of hearing. Under each state is an alphabetical listing by city of schools (residential, day, center schools), local programs, and other types of facilities. (Author/CR)

Boys Town programs for disadvantaged, homeless, or high risk youngsters in Omaha, Nebraska, are described: (1) a long-term family style residential center with on-campus schooling for boys and girls ages 10-17; (2) an alternative education program for 200 high-risk inner city teenagers; (3) the Center for Abused Handicapped Children. (JW)