Describes the North Carolina School of Science and Mathematics, a free, residential two-year program affiliated with the University of North Carolina. The school accommodates 400 students and features an outstanding faculty, impressive facilities, a selective admission policy, rigorous graduation requirements, and a mentor program. (MLH)

Participant observation of 118 teachers and interviews with 21 teachers examined teacher pupil control ideology in a residential school for the hearing impaired. Among three hypotheses supported was that deaf teachers held and were perceived by colleagues as holding more custodial views than their hearing colleagues. (Author/DB)

Surveyed discipline referral forms and records of five residential schools for the deaf. Reading ability followed by hearing loss, age, and sex of the student predicted discipline problems. The "typical problem" student would be a younger male who was a poorer reader and had a less severe hearing loss. (Author/BL)

The article begins with a brief overview of P.L. 94-142, (The Education For All Handicapped Children Act), legal principles used by courts and hearing examinors in decisions about day versus residential placement, reviews the use of the factual record in determination of appropriate placements, and presents conclusions from case law. (CL)

Described are efforts of 15 schools for the deaf to continue for their 2000 students (after federal project funding termination) the computer assisted instruction program transmitted through telephone lines between 1971 and 1973 from the Institute for Mathematical Studies in Social Sciences, Stanford University. (Author/MC)

Assessed behavior problems in blind children (N=104) at a residential school. Teachers completed the Behavior Problem Checklist and results were compared with previous studies of deaf children. Results were more similar to those with hearing impaired children in the residential setting than to deaf children at home or nonhandicapped children.…

Discusses the U.S. Supreme Court decision in "Halderman v. Pennhurst State School and Hospital," involving the rights of and treatment provided for residents in a Pennsylvania institution for the severely retarded, under the federal Rehabilitation Act, the Developmentally Disabled Assistance and Bill of Rights Act, and a state law. (RW)

When determining the suitability of a residential school for a handicapped student, a school board should ask questions in six areas: academic program accreditation and approval, services offered (and their costs), documentation and planning of student progress, vacation periods, how the school works with parents, and staff-to-student ratios. (RW)

The author concludes that both public school and residential programs will continue to operate and that cooperation between them may increase thus creating a favorable climate for the provision of a continuum of appropriate educational services for visually impaired children. (Author)

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)

Self-concept scores from 62 blind and low-vision adolescents were compared across the predominant class placements for the visually impaired (residential, resource room, itinerant). (Author/CL)