The author indicates some of the main problems with which the newer education is confronted and suggests the main lines along which their solution is to be sought. He discusses the principle of the continuity of experience or what may be called the experiential continuum. (CT)

The author attempts to state the most important principles for guiding the educative process when regard is given not simply to the psychology of learning, but also to the ethical demands. These principles involve respect for personality, learning inherent in living, guidance for quality and degree of living, and socially useful activities. (CT)

This book presents 30 first-person accounts by teenagers that tell how they overcame major life obstacles. Many aren't the everyday problems most kids encounter, which makes their stories especially compelling-and their successes especially inspiring. The young writers wrote their stories to help teenagers with similar problems and stresses. The…

The main objectives of a Vilnius, Lithuania, seminar were to share experiences in curriculum reform to promote life skills for social inclusion. This was to be achieved through an exchange on principles, approaches and methodologies that inform processes of curriculum reform in life skills education. Most of the participants were senior education…

In 1997, John N. Gardner, Gretchen Van der Veer and associates published their landmark book, The Senior Year Experience: Facilitating Integration, Reflection, Closure, and Transition. One impact of this book, and the Senior Year Experience program within the National Resource Center for the First-Year Experience and Students in Transition at the…

Behavior modification techniques were employed for 20 weeks with six profoundly retarded children (aged between 9 and 13 years) to improve play habits and daily living skills. (DB)

The author seeks to show how appropriate and reasonable risk-taking can and should be worked into the daily living experiences of the mentally retarded in America. (Author)

Research on psychotropic drug use by the mentally retarded and associated behavioral toxicity is reviewed, and suggestions for future research are offered, with implications for community based service delivery. (SEW)

A sample of male and female college students assessed themselves on six everyday spatial abilities in relation to others of the same gender and age. Males consistently judged themselves to have greater spatial ability. Differential participation in sports is discussed as a tentative spatial performance influence. (Author/CM)

Describes the Work Study and Special Needs Programs of the Cleveland Public Schools, which were based on the rationale that assisting handicapped students to become economically self-supporting is necessary for self-growth and self-respect. The program focuses upon career awareness and personal guidance preparation and support. (JOW)

The need for curriculum change in the education of handicapped students to include a life skills (functional academics, vocational orientation, personal development, human interaction, community awareness, and communication) is presented. (PHR)

West Virginia high schoolers are learning about the responsibilities and rewards of being an adult in a class called Adult Roles and Functions. Deals with family relations, parenting, home management, consumer education, housing, nutrition, and careers. (JOW)

Trainable mentally retarded high school students in Brunswick, Maine, spend three hours out of every school day learning a variety of art and handicraft skills in the Title IV Marketable Skills Project, and the rest of their time learning daily living skills. (DLS)

The use of the telephone directory as a learning tool with learning disabled adolescents is described. A general information worksheet and a white and yellow pages worksheet are reproduced. It is explained that the exercises develop an important survival skill. (PHR)