Responses of 25 residential schools for the deaf to a survey examining the status of health education found that 22 schools indicated a comprehensive health instruction program was in place, and 60% of respondents had specified time requirements for health instruction. Most schools did not require health curriculum teachers to be certified in…

This article reports on a 1988 survey of music programs in 49 residential schools for blind and visually impaired students. It presents information on teachers, materials, course offerings, accomplishments, goals, and administrative concerns. Recommendations include communication among music teachers, more involvement by music therapists, and…

This article proposes that residential schools for children with visual impairments provide direct services to mainstreamed children, including occasional withdrawal to the residential school for instruction in specific skill areas unique to visual impairment including sports, computer training, tactile graphics, Braille music, and daily living…

The Israel Arts and Sciences Academy, a three-year residential high school for students gifted in arts and sciences, is described. The article discusses the academy's beginnings, program design (based on a four-ring structure to include specialization, core studies, community involvement, and values), and the "Discovery" and…

The nurturance and development of intellectual and creative talent in young people are examined, using the goals and curriculum of the Illinois Mathematics and Science Academy (a public residential high school for highly talented students) as an example. Emphasis is on presenting learning as active, dynamic, and integrated. (DB)

This article offers a history of special California schools for children with blindness since the mid-1950s, from the perspective of a special educator. It points out that the two delivery systems of regular schools and special schools should not work in competition but in cooperation to develop the best education for meeting students' needs. (JDD)

This article discusses educational services and programs provided by the New Mexico School for the Visually Handicapped. The school provides free appropriate education for children with visual impairments within an array of service models and environments, protects the rights of students with handicaps and their parents, and makes technical aids,…

Provides an informative profile of the students, faculty, and curricula of each of the 11 state-supported, residential math and science high schools in the United States. The variety of programming models and extracurricular opportunities offered among the schools is also discussed. (Author/CR)

Comparison of the psychological types, as measured by the Myers-Briggs Type Indicator (MBTI), of 966 students at a public residential magnet high school for academically talented students with other gifted and traditional high school students found both magnet school students and gifted students showed a particular MBTI distribution. (DB)

In a question-and-answer format, this pamphlet offers a rationale for having students with dyslexia attend a junior boarding school. The information focuses on: criteria for determining appropriateness of a specialized boarding program; most appropriate age for referral; helping parents deal with their anxiety; benefits of a boarding school over…

This article argues that addressing the full spectrum of special needs of British students with emotional and behavioral disabilities requires mainstream school policies, behavioral support teams, satellite units, special schools, and residential special schools. A successful student placement into a special school is recounted. (Author/CR)

Findings from 26 former pupils of a residential school for boys (ages 7-19) with emotional/behavioral disorders indicate that, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioral difficulties. (Contains references.) (Author/CR)

Analysis of survey responses from 33 residential schools for the blind found that 45% of students were classified as without other disabilities, 39% of graduates went on to college, 49% were in grade 8 or lower, over 30% of students were day students, and most schools provide mainstreaming opportunities (particularly during high school). (DB)

This article describes the accelerated college level curriculum at the Louisiana School for Math, Science, and the Arts, a residential school for academically or artistically talented eleventh and twelfth graders. The curriculum combines a required core curriculum with specialized focus areas. Student perceptions of the curriculum are also…

This article considers the legacy of Samuel Gridley Howe and others such as Francis Campbell and Mary Caroline Greene who were committed to the education of individuals with blindness. The paper examines controversies over mainstreaming versus residential schooling and the need for emphasis on developing independence in individuals with blindness.…