Universal Design for Learning and Accessibility in Education Literature

"National Association of the Deaf." American Annals of the Deaf. v148 n2 p203 Sum 2003.
This listing provides directory information for the national and state offices of the National Association of the Deaf, the oldest and largest nonprofit organization safeguarding the accessibility and civil rights of individuals with deafness and hearing impairments across a broad range of areas including education, employment, health care, and telecommunications. (Author/CR)

"Immediate Transition from High School to College." Education Statistics Quarterly. v1 n2 p71-73 Sum 1999.
Presents information on high school completers going directly from high school to college. The percentage enrolling reflects the accessibility of higher education and the value high school completers place on attending college. Between 1985 and 1996, the percentage of high school completers going directly to college increased from 58% to 65%. (SLD)

"Excerpts from the California Department of Education's "School Site Selection and Approval Guide"." Educational Facility Planner. v31 n5 p10-12 1993.
A screening and ranking procedure for selecting school sites in California is based on the criteria of safety, environment, size and shape, location, soils, topography, accessibility, utilities, political implications, public services, cost, and availability. An explanation of these criteria is included along with a list of secondary criteria. Appended are two work sheets. (MLF)

"Programs and Activities Receiving or Benefiting from Federal Financial Assistance: Nondiscrimination on the Basis of Handicap. Part II, DHEW, Office of the Secretary." Federal Register. v41 n138 p29548-67 July 16 1976: 23.
Reported are the rules which the Office for Civil Rights of the Department of Health, Education, and Welfare proposes with regard to nondiscrimination on the basis of handicap in programs and activities receiving or benefiting from federal financial assistance. The proposed rules in Part 84, which effectuates section 504 of the Rehabilitation Act of 1973 as amended by section 111 (a) of the Rehabilitation Act Amendments of 1974, are divided into six major subparts. Subparts A (General Provisions), B (Employment Practices), and C (Program Accessibility) apply to all programs benefiting from federal financial assistance; while the remaining subparts contain more specific requirements and prohibitions applicable to three major types of programs: preschool, elementary, and adult education programs (Subpart D); postsecondary education programs (Subpart E); and health and social service programs (Subpart F). Explained is the fact that the practices of other recipients of funds are subject to the general nondiscrimination provisions. A discussion of the public response to the issues is included, with particular attention given to the comments on the inclusion of mentally restored persons and rehabilitated addicts as beneficiaries of the regulation. (IM)

"Women--Their Role in Rural Development." Literacy Discussion. 6, 4, 41-6, Win 75/76.
A review of a report based upon replies from a questionnaire sent to 78 countries regarding the access of females to education in the context of rural development is presented. Rural conditions, women as agents of development, their accessibility to education, and suggested types of training are discussed. (LH)

"Literacy for Blind and Visually Impaired School-Age Students." RE:view. v22 n3 p159-63 Fall 1990.
This position paper of the Council of Executives of American Residential Schools for the Visually Handicapped calls for stronger emphasis on instruction in literacy skills; individualized selection of the mode of reading, writing, and computing; technical assistance; continuing education; emphasis on literacy skill teaching methodology; and accessibility of adapted educational materials. (JDD)

"Impact on Learning Award, 2002." School Planning & Management. v41 n10 pIOL1-19 Oct 2002.
Describes winners of the title award, K-12 school facilities that have solved real-world problems through design, engineering, and technology solutions. Winners were named in the following categories: accessibility, accommodating technology, energy efficient/hi-performance buildings, furniture and equipment for learning, historic preservation, safety and security through design, and specialized learning environment. Includes floor plans and photographs. (EV)

"1997 Education Outlook." School Planning and Management. v36 n1 p21-27 Jan 1997.
Comments by five industry leaders on the major trends, concerns, or forces that will affect education this year. Topics include planning schools to serve the community, transforming school business officials into visionaries and communicators, administrator accessibility, school boards as catalysts of change, and community-based transportation. (MLF)

"Access to the General Curriculum: Questions and Answers." TEACHING Exceptional Children. v34 n2 p84-85 Nov-Dec 2001.
Questions and answers address: (1) connections between access of students with disabilities to the general curriculum and Universal design for Learning; (2) the changing role of the special educator; (3) differences between assistive technology and Universal Design for Learning; and (4) guidelines for increasing curricular accessibility. (DB)

(1969). Descriptive Case Studies of Nine Elementary School Media Centers in Three Inner Cities. Title II Elementary and Secondary Education Act of 1965. School Library Resources, Textbooks, and Other Printed and Published Instructional Materials: 200.
These studies were conducted to determine whether the introduction of media services and materials in elementary schools previously without them had significant impact on the instructional programs of the schools. Within each study, information is organized under: (1) community background; (2) school background information that affects the school media program; (3) the instructional program; (4) the media center staff; (5) media center facilities and equipment; (6) materials; (7) expenditure for media center resources; (8) utilization and accessibility of materials; and (9) impact of the media center's program. Based on the reports of the interviewing teams and the responses of principals, media specialists, teachers and pupils interviewed, a summary makes recommendations for furthering the aims of the program. Appendices provide lists of popular material and a list of books in use which were published before 1960. (JY)

(1969). Emphasis on Excellence in School Media Programs. Descriptive Case Studies Special-Purpose Grant Programs: 227.
Eight elementary high schools in New York, North Carolina, Oregon, California, and Kansas were awarded $635,253.00 in Federal funds to develop demonstration media programs. This stimulated, directly and indirectly, additional professional and clerical media personnel, provision of new media services at the school district level, increased school district budgets for media programs, improved facilities for school media centers, improved accessibility of materials and services, provision of new kinds of materials, and provision of materials production centers and electronic information retrieval capabilities. Interviews with students, teachers, media specialists, principals, and visitors showed some degree of positive change in curriculum and instruction, utilization of materials by teachers, school and community attitudes, pupil behavior, and the Media Center Materials Collection itself as a result of the funding. (MM)

(1975). Provision for the Physically Disabled: A Report to the Connecticut Commission for Higher Education by a Resource Group on the Physically Disabled in Connecticut Postsecondary Education: 93.
Presented is a report to the Connecticut Commission for Higher Education by an independent resource group on the accessibility of Connecticut postsecondary education for the blind, deaf, and physically disabled. The report considers the following provisions for the physically handicapped: acquiring funding for removal of physical and communication barriers as provided in the 1968 Ammendment to the Vocational Rehabilitation Act; the requirements for accessibility to buildings for the disabled; difficulty in establishing data on the number of disabled; nonphysical barriers in colleges such as communication barriers, minority affiliation, and the admissions process; the absence of minorities as students in Connecticut colleges including the blind and deaf; inadequate precollege preparation; supportive services such as volunteers, testing arrangements, and preregistration for classes; and future provisions for disabled persons. Appended are responses to a mobility survey; the Vocational Rehabilitation Act (Public Law 93-112), excerpts from Trio Program Manual, excerpts from Public Law 90-576 on vocational education, and charts on the accessibility of education facilities. (PT)

(1977). The White House Conference on Handicapped Individuals. Volume One: Awareness Papers: 452.
The compilation of 24 papers provides information concerning the health, social, economic, educational, and special concerns of handicapped U.S. citizens. Included are the following titles and authors: "Research" (J. Weston); "Application of Technology to Handicapping Conditions and for Handicapped Individuals" (W. Ayers); "Rehabilitation Engineering" (M. Parsons and M. Rappaport); "Early Diagnosis and Early Intervention" (D. Whitehouse); "Prevention of Disease and Disability" (W. Malone); "Treatment" (C. Swinyard et. al); "Attitudes of the General Public Toward Handicapped Individuals" (H. Yuker); "Psychological Adjustment of Handicapped Individuals and Their Families" (J. Bardach); "Recreation" (D. Park); "Participation in Cultural Activities" (V. Cassiano); "Architectural Accessibility" (R. Mace); "Transportation Accessibility" (H. Goodkin); "Communication--Techniques, Systems, Devices" (P. Scherer); "Employment" (R. Sale); "Economic Concerns of Handicapped Individuals" (M. Berkowitz et. al); "Full Educational Opportunities for Handicapped Individuals" (Council for Exceptional Children); "Problems of the Severely and Multiply Handicapped" (F. Fay); "Community and Residential Housing" (L. Frieden); "Service Delivery Systems" (C. Hoehne); "Civil Rights and Addendum" (L. Rigdon); "Unique Problems of Handicapped Minorities" (R. Wakabayaski et. al); "Unique Problems of Disabled Veterans" (J. Maye); and "Unique Problems of the Handicapped Aging" (D. Davis and O. Onyemelukwe). (SBH)

(1977). The White House Conference on Handicapped Individuals: Delegate Workbook. Workshop V: Social Concerns (3). Architectural/Transportation/Communications: 167.
The fifth of eight delegate workbooks prepared for the May, 1977 White House Conference on Handicapped Individuals contains ballots for the workshop on the architectural, transportation and communication problems of handicapped persons. The ballots are designed to enable delegates to assign priorities to various issues and proposals in a way that reflects conclusions of state and territorial conferences. The following issues are among those considered: enforcement of existing architectural accessibility requirements; accessible housing for handicapped persons; paratransit (door to door service) for disabled persons; pricing of specially equipped personal vehicles; training programs for communication facilitators; and standards for communications systems and devices. For each such topic, multiple proposals, to which delegates must assign priorities, are listed. For example, suggested ways in which handicapped individuals can increase architectural accessibility include compliance boards, public education programs, citizen review groups and political action. (GW)

(1978). The White House Conference on Handicapped Individuals. Volume Three: Implementation Plan. District of Columbia: 303.
The document is a guide to legislative and administrative implementation of the recommendations of the White House Conference on Handicapped Individuals. The report is divided into the following three sections: (1) priority action items, such as formulation of national policy and consumer involvement in planning and decision making; (2) major findings, for instance, the cross cutting concern for public awareness and the need for attitudinal change; and (3) 15 areas in which action is recommended, displayed in terms of the type of action (federal, state, or local), and, in the case of federal action, the agency responsible and a target completion date. Following is a list of the areas covered in the document: architectural accessibility and safety, attitudes and awareness, civil rights, communication, cultural and leisure activities, economics, education, government organizations and practices, health, housing, services to disabled veterans, special populations--handicapped aged persons, minority handicapped persons, and transportation. Appendixes include: a description of the White House Conference Papers (volumes I-III), a glossary of acronyms and terms, a general cross index, and a list of the directors of the State White House Conferences. (PHR)

(1982). Parent Education Programs and Support Services in Edmonton. Summary. Canada Alberta: 24.
Major funders of parent education services in Edmonton, Alberta, requested a study to determine what additional parent education programs/support services were required for the city, and who should be responsible for funding and delivery of these programs/services. While a detailed description of the study's design and results is provided in a separate publication, this report includes the only summary of the study's recommendations and the major support findings upon which these recommendations were established. Related recommendations are categorized together and are listed in the order of priority within each category. These categories are: support services, parent (target) groups, program/service content, educational approaches, accessibility and attractiveness, and jurisdiction and funding. (MP)

(1993). Statewide School Facilities Needs Assessment. Idaho: 810.
Legislation enacted in 1991 called for a comprehensive assessment of Idaho school facilities and established the Statewide School Facilities Needs Assessment Committee. This resulting report identifies the nature and extent of Idaho school facility needs. The assessment included an inventory of all school facilities used for instruction; an inventory of technology used by the schools; and an assessment of the physical condition of the schools, including suitability for educational purposes, ability to accommodate new technology, accessibility, and adaptability for alternative and non-traditional uses. In addition, the assessment calculated the capacity of existing permanent school buildings relative to current and projected enrollment using conservative but realistic space-use criteria. Cost estimates were prepared covering repair, renovation, and modernization of existing buildings; adaptation of buildings to effectively use new technology; and provision of additional space to appropriately house existing enrollment. Future enrollment in Idaho schools was also forecast to provide an indication of the extent of future facility needs. In accomplishing the assessment, the Committee developed a comprehensive database of information which was provided to the Department of Education for its maintenance and continuing use, along with a computer model to estimate space needs. (Eleven appendices, which constitute the majority of the document, contain assessment-related materials.) (EV)

(1995). Netting college info. American Libraries, American Library Association. 26: 183.
Informs on Peterson Guides, which is inaugurating the Education Center on the Internet. Accessibility of the Education Center through the World Wide Web; Information provided on the system, including searchable data and narrative information on educational institutions in the United States.

(1997). Regulatory Negotiation Committee on Accessibility Guidelines for Play Facilities. Final Report. District of Columbia: 21.
The Architectural and Transportation Barriers Compliance Board is responsible for developing accessibility guidelines under the Americans with Disabilities Act of 1990, including play facilities. This report provides a section-by-section analysis of the proposed guidelines, and exceptions, for play areas. Guidelines include ground and elevated level play components; accessible routes; clear width and height; ramps, handrails, and transfer systems; maneuvering space; reach ranges; accessible surfaces; and soft-contained play structures. Definitions of play area terms conclude the report. (GR)

(1997). USA TODAY provides an electronic teacher resource center... Curriculum Administrator, Professional Media Group, LLC. 31: 38.
Reports that `USA TODAY' has created Classline Online, an electronic teacher resource center, located on the World Wide Web. Accessibility of the site; Features of the site; Information on the company's Classline education program.

(1997). News in brief: A Washington roundup. Education Week, Editorial Projects in Education. 16: 23.
Presents news briefs related to education in the United States. Department of Education and National Science Foundation's pledge to contribute $800,000 for the World Wide Web Consortium's Web Accessibility Initiative that will make Internet accessible to students and adults with disabilities; Naming of David L. Beaulieu as director of federal education programs for American Indian children.

(1998). A Taste of the Web [and] Cooperative Electronic Library on Disability (CO-NET). [CD-ROM] 11th Edition. Wisconsin: 0.
This resource consists of two separate but related CD-ROM products packaged together by the publisher. "A Taste of the Web" is a collection of disability-related information and links gathered from selected sites on the World Wide Web. Using a Web browser, the user can explore the information on the CD just as if they were connected to the actual Web sites. The information on this CD is organized into three main areas: (1) the Trace Center Web site, containing information about universal design and computer access; (2) Disability-related Web sites, containing information on specific types of disability (e.g., blindness) and on federal disability policy; (3) Unusual and interesting Web sites (only short descriptions of each site are provided). The second CD is entitled the "Cooperative Electronic Library on Disability" and is attributed to the "Cooperative Database Distribution Network for Assistive Technology (CO-NET). The information on this CD is organized into four groups: (1) Products--DOS-ABLEDATA describes over 23,000 products for people with disabilities. DOS-TRACEBASE describes 1300 assistive technology products; (2) Services--Some 15 "Cooperative Service Directories" (CSD) list disability services in various states and regions; (3) Information Resources--Six "Publications, Media, and Materials" (PMM) databases, including the 51,000-item REHABDATA, contain descriptions of books, articles, videos, etc., on disability topics; (4) Text Documents--the "Text Document Library" contains the full text of over 300 disability-related documents. (DB)

(1998). Spec for disabled surfers. InternetWeek, CMP Media LLC: 17.
Reports that the World Wide Web Consortium has issued the first public working draft of a document to guide page builders in construction Web sites accessible to disabled persons. Development of guidelines as part of the Web Accessibility Initiative; Key points in the draft document.

(1998). Accessibility for all. PC Week, ZDNet. 15: 80.
Discusses the importance of creating Web sites which are accessible by users with physical or cognitive disabilities. Why information technology managers and Web-design teams need to understand the need to maximize access; The Web Accessibility Initiative Group from the World Wide Web Consortium; Cross-over benefits of access technologies.

(1998). Free E-mail for students, teachers and parents. School Planning & Management. 37: 18.
Focuses on the free electronic mail service, N2Mail accounts, a vehicle for instant communication designed by the American School Directory and WhoWhere? Incorporated, for students, parents or teachers in the United States, with accessibility to the Internet. Web site where persons can register; Features of the service; Objective of the program; How the program works.

(1998). Online service to deliver training around the globe. T H E Journal, T.H.E. Journal. 25: 18.
Looks into the collaboration of Durand Communications and the Electronic University Network (EUN) to create and market the World Knowledge Network (WKN), an online service that is devoted to online education and training. Accessibility of WKN to a global audience on the World Wide Web; EUN's focus on distance learning solutions for universities, public schools and corporate training centers.

(1998). Cast your net ever wider. Times Educational Supplement, Times Supplements Ltd.: 23.
Opinion. Presents information pertaining to education in Great Britain, with emphasis on the British Government move to implement the National Grid for Learning, an on-line information service, which will link schools to the Internet. Accessibility of the Web site; Features of the site; Indication that students can link up with schools in foreign countries; Importance of the Internet; Additional related information.

(1999). Georgia Environmental Education Teacher Resource Guide. Georgia: 135.
This teacher resource guide provides a listing of resources available in Georgia for teaching students about the environment. Resource regions are divided into North Georgia, Coastal Georgia, Middle Georgia, and the Piedmont. Each listing includes offerings, educational focus, history/comments, handicap accessibility, and directions for each site described. (CCM)

(1999). School issues wearable computers. School Planning & Management. 38: 21.
Reports the issuance of wearable computers at Celebration School in Celebration, Florida. Benefits of the wearable computers; Features of the iButton; Installation of electronic door locks; Accessibility to Web page from any computer on the Internet with iButton.

(2000). Organizational Change. Symposium 11. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]. Louisiana: 27.
This packet contains three papers from a symposium on organizational change. The first paper, "Kaizen Blitz: Rapid Learning to Facilitate Immediate Organizational Improvements" (Robert B. Gudgel, Fred C. Feitler), describes rapid and dramatic improvement in the organizational performance of a manufacturing firm after use of a series of kaizen blitzes (rapid change emphasizing quality). Participants in these blitzes and other employees and managers describe their experiences and the quantitative and qualitative results. A preliminary analysis of the theoretical basis for a successful kaizen blitz is offered. The second paper, "Organisation Identity: Exploring a 'New' Avenue for Intervention and Performance Improvement" (Christian L. van Tonder), reports on a study that clarified the nature of the various concepts of corporate identity and established a theoretical framework for researching organization identity. The results of structured interviews with 153 executives from 10 companies indicate strong relations between organization identity, specific organizational attributes, and organizational performance. The final paper, "Identification of Critical Work Environment Variables for Quality Performance in a Service Organization" (Constantine Kontoghiorghes, Deborah Dembeck), identifies the critical work environment variables for quality performance in an organization, including satisfaction with internal processes; commitment of peers toward quality; having easy accessibility to others in the organization; existence of few bureaucratic barriers to get the job done; effective communication channels within and between work teams; and achievement of ISO 9001. The papers contain reference lists. (KC)

(2000). Partnership for Vocational Education and Training. Paper Presentations: Session E. Hong Kong: 120.
This document contains 18 papers from the partnership for vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following are papers are included: "School, TAFE (Technical and Further Education), and University Links, in Pursuit of a Seamless Pathway" (Robert Player); "Work-Based Training: Experiences of Student Interns" (Marcelle Hardy, Carmen Parent, Johanne Forget); "A New Model for Workforce Development: University of Nevada Las Vegas Educator Externship Program" (Sterling Saddler, Gina M. Toth, Lisa M. Bybee); "Workplace Learning as an Investment in Human Capital" (Johanna Lasonen, Reijo Parikka); "Supporting Lifelong Learning; The New Integrated Scottish Qualifications System" (Maida Grant); "Key Policy Issues in the Promotion of Information Technology in Vocational Education: Some Lessons from the Five-Year Strategy in Hong Kong" (Kathleen S.K. Ng); " Vocational Education and Training for Operators of Modern Enterprises" (Qinxiang Gao, Meichi Huang, Heping Yu); "The Condition and Competency of Multi-Entrances for Personnel Training of Industrial Design Engineer in Taiwan" (Jui-che Tu); "Establishment of the Advanced Printing Technology Centre at Hong Kong Institute of Vocational Education (Kwun Tong)" (Lawrence W. Chan); "Profile of SME (Small and Medium Enterprise) Support in Hong Kong and the Setting Up of the Business Start-up Centre" (Robin Wong); "Attach Strategic Importance to High Quality Vocational and Technical Education" (Shengyun Yang); "Cross Disciplinary Continuing Professional Development" (Sai Hong Ko); "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Mobility, Flexibility and Accessibility of Postsecondary Education in Hong Kong" (Shui-Kin Chan); "Vocational Education in Engineering in the Information Age" (C.W. Woo, Alan S.T. Tang, S.T. Poposka); "The Engineering Graduate Training Scheme and New Technology Training Scheme in Hong Kong" (T.L. Ng, Gary M.Y. Wong); "Developing a Competitive Program to Cope with the 3C (Change, Competitive, Complex) Trend in Industry" (S.T. Tsai, Shu-Hsiao Tsen); and "How Effective Are Our Teaching Methods for Vocational Education" (Yik-lung Wong). Most papers contain substantial bibliographies. (MN)

(2000). ABC-CLIO Launches Two New Web Sites. Information Today, Information Today Inc. 17: 34.
Reports on the release of educational Web sites from ABC-CLIO, as of December, 2000. Features of the American Government Website, including current-event coverage, hyperlinks, accessibility from school or home; How the sites are aimed at students, educators and librarians; Features of the State Geography Website, including daily news wire stories, archived articles and primary source documents.

(2000). Net Learning. Multimedia Schools, Information Today Inc. 7: 14.
Reports on developments concerning the Internet and education in the United States as of September 2000. Availability of Web sites providing social studies resources; Collaborative learning adventures offering 6th-12th grade students an opportunity to work in virtual teams using the Internet to solve real-world problems; Accessibility of Classroom Connect's Quest Interactive Expeditions on Quest Channel.

(2000). Economic development Website helps put cities on the map. Nation's Cities Weekly. 23: 5.
Reports on the Web site of Memphis, Tennessee-based American Community Network. Provision of detailed and comparative data on cities and counties; Enhancement of Web accessibility.

(2000). Channel into the Internet. T H E Journal, T.H.E. Journal. 28: 44.
Announces the launching of electronic-Learning Web site Blackboard.com by Blackboard Inc. in the United States. Importance of the Web site in enhancing student-teachers interaction; Accessibility of the web page; Details on the site accessible channels; Use of CourseSites for online courses development; Relevance of Blackboard Communities in online discussions.

(2001). Post proceedings of the World Conference on Universal Design. Seoul, Korea, Yonsei University Press.

(2001). News & Views. Dr. Dobb's Journal: Software Tools for the Professional Programmer, Miller Freeman Inc. 26: 18.
Presents updates on the computer industry as of January 1, 2001. Growth of World Wide Web accessibility; Information on an algorithm for genetic research, developed by researchers at Israel's Weizmann Institute; Award received by the creators of the software MP3.

(2001). WebMathematica. Journal of Chemical Education. 78: 1607.
Introduces the WebMathematica, a revolutionary product that merges the computational power of Mathematica with convenience and accessibility of the Web by Wolfram Research, Inc. Advantages of the software to users; Impact of webMathematica on the academic and educational communities; Specifications.

(2001). THE WORLD WIDE WEB FOR ALL INFORMATION SEEKERS. Library Technology Reports, American Library Association. 37: 35.
Discusses the accessibility of the World Wide Web for people with disabilities. Liability of inaccessible Web sites; Laws that encourage Web site developers and designers to add accessibility accommodations, like wheelchair ramps Braille location signage and closed captioning of telecasts; Findings of a survey, conducted by Judy Heim, columnist for `PC World' magazine, of major shopping, search, auction, news and financial Web sites; Accessibility concerns of Judy Brewer of the Web Accessibility Initiative.

(2001). The challenges. Plant Engineering, Reed Business Information. 55: 64.
Describes the challenges in implementing application service providers (ASPs) in the United States. Importance of understanding ASP pricing models; Examination of the viability of ASP solution; Significance of architecture of vendor solution and data center on web accessibility.

(2001). STARSHIP 2040. Science Teacher. 68: 72.
Focuses on the launch of Starship 2040 Web site by the National Aeronautics and Space Administration (NASA) in the United States. Features of the Web site; Highlights of the Starship 2040 exhibit at the site; Accessibility of information on NASA education and technology sites.

(2001). Access to the General Curriculum: Questions and Answers. Teaching Exceptional Children, Council for Exceptional Children. 34: 84.
Presents a question and answer on accessibility to the general curriculum through computers. Correlation between general curriculum and Universal Design for Learning; Effect of mandate on Individuals with Disabilities Education Act, Amendments 1997 on role of special educator; Differences between assisstive technology and Universal Design for learning.

(2001). New Brain Research and Next Stage Technologies Draw Fifteen Education Associations to a... Teaching Exceptional Children, Council for Exceptional Children. 33: 92.
Presents highlights of the National Center for Accessing the Curriculum's (NCAC) workshops about electronic text in schools and inclusive education on October 12, 2000. Description of the Universal Design for Learning; Cooperative agreement between the NCAC and the Center for Applied Special Technology in Peabody, Massachusetts.

(2002). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (85th, Miami, Florida, August 5-8, 2002). Visual Communication Division. South Carolina: 214.
The Visual Communication Division of the proceedings contains the following 7 papers: "Photography Editors as Gatekeepers: Choosing Between Publishing or Self-Censoring Disturbing Images of 9-11" (Renee Martin Kratzer and Brian Kratzer); "Jane Campion's 'The Piano': The Female Gaze, the Speculum and the Chora within the H(y)st(e)rical Film" (Jaime Bihlmeyer); "Newspaper Photo Editors' Perceptions of Women Photojournalists" (Ken Heinen and Mark Popovich); "Sex Appeals That Appeal: The Moderating Role of Women's Sexual Self-Schema in the Accessibility of Sexual Constructs in Memory" (John Davies, He Zhu and Brian Brantley); "Perceptions, Exceptions, and Stereotypes: Visual Representation and the 'Monster's Ball'" (Yolanda R. Cal); "Visual Components of Source Credibility for Non-Profit Organizations on the World Wide Web" (Linda Jean Kensicki); and "Evaluating Animated Infographics. A Step Towards Multimedia Research: An Experimental Approach" (Klaus Forster, Sabine Stiemerling and Thomas Knieper). (RS)

(2002). Training with a twist. Computing Canada, Plesman Publications Ltd. 28: 36.
Comments on the benefits of varying the presentation of curriculum in improving the learning process of students. Role of the information technology sector in providing learning devices; Introduction of the Universal Instructional Design; Suggestions for IT trainers.

(2002). CR reviews your school's Web site. Curriculum Review, PaperClip Holdings. 41: 5.
Provides an insights on the designation of the school district Web site for its tri-purpose information. Accuracy of the information; Protection of the equipment; Accessibility of the students on the computer system.

(2002). Survey: States Using Web To Report Special Ed Data. Special Education Report, Aspen Publishers Inc. 28: 8.
Reports on states using the Web to report special education data in the U.S. Incompatible or limited data systems; Accuracy and accessibility of data; Diversity of data needs.

(2002). Internet Courses Teach Web Design Skills. T H E Journal, T.H.E. Journal. 29: 30.
Reports the availability of Classes4u.org web site. Level of courses in web site development; Accessibility of the site to students; Teachers of the course.

(2002). On the Web. T H E Journal, T.H.E. Journal. 29: 34.
Features several web sites relevant on education. Accessibility of just4kids.org web site; Information provided in usatodaycollege.com; Courses offered in math-kitecture.org.

(2002). Collegiate Member Access to 'Members Only' Sites Extended. Teaching Music, MENC -- The National Association for Music Education. 10: 21.
Reports the extension of collegiate member of Music Education National Conference access to 'Members only' site. Order of resources online at member cost; Accessibility to job sites; Online publication of Update, JMTE and GMT.

(2002). New Accessibility Standards. Techniques: Connecting Education & Careers, Association for Career & Technical Education. 77: 14.
Reports the approval of the section 508 of the Rehabilitation Act of 1973 in the United States. Need for federal government technology purchasers to comply with the regulation; Use of text-to-speech software in reading federal web pages by the blind; Integration of the standards into the product lines of Hewlett-Packard, IBM, Canon and Adobe.

(2002). Power up your curriculum with bigchalk's new INTERGRATED CLASSROOM. Technology & Learning, CMP Media LLC. 22: 21.
Features the web-based educational system called Integrated Classroom from Bigchalk. Specifications; Hardware requirement; Accessibility of the system.

(2002). RCA 8-Device Remote Reduces Couch Clutter. TWICE: This Week in Consumer Electronics, Reed Business Information. 17: 46.
Reports on the plans of Thomson Corp. to introduce an RCA eight-device universal learning remote control RCU900 that reduces couch clutter. Design of the remote; Time-saving features of the remote; Significance of SmartMacro feature; Electronic devices controlled by RCU900.

(2003). Accessibility. Distance Education Report, Magna Publications Inc. 7: 3.
Presents a chart that shows the percentage of degree-granting institutions in the U.S. that use Web sites in their courses and the percentage of those institutions whose Web sites follow accessibility guidelines or recommendations for users with disabilities.

(2003). GLOBALED.com. Distance Education Report, Magna Publications Inc. 7: 5.
Features GLOBALED.com, an online subscription-based listing of articles, authors and events for global education professionals. Aim of the Web site and its companion newsletter; Accessibility of the Web service; Future plans for the site.

(2003). Eisenhower National Clearinghouse. Science Teacher. 70: 74.
Introduces the Eisenhower National Clearinghouse Online, a web site offering a professional development page for mathematics and science curricula. Accessibility of the site; Inclusion of information about long-term classroom planning and professional development in the site; Contact information.

(2003). Web Site Accessibility (Universal Design). Technology & Learning, CMP Media LLC. 24: 48-50.
Presents information on Web sites that provide help in designing Web pages that comply with the requirements of Universal Design. Web site of CAST; List of Checkpoints for Web Content Accessibility Guidelines 1.0; Web site on how people with disabilities use the Web.

(2003). SWANSEA GIVES SIZE AND SPEED PRIORITY. Times Higher Education Supplement: 6.
Features of the website of Swansea University in Wales. Compliance with the Web Accessibility Initiative; Optimization of the site for printing; Use of validation tools.

(2004). Accessibility. Distance Education Report, Magna Publications Inc. 8: 3.
Reports on the use and accessibility of web sites of institutions in their distance education courses. Percent of 2-year and 4-year Title IV degree-granting institutions; Distribution of percentages by the extent to which institutions websites follow established accessibility guidelines or recommendations for users with disability; Base of percentage on the estimated 2,300 institutions offering distance education course in 2000-2001.

(2004). Websites as educational motivators for adults with a learning disability. Educational Administration Abstracts, Sage Publications Inc. 39: 61.
Adults with a learning disability pose an educational challenge for teachers and support workers. They frequently have limited skills in reading and writing and may find it difficult to pay attention to topics of little interest to them. Nevertheless, they can be keen to use new technology and often have hobbies and interests that are catered for on the Internet. This article describes a project aimed to highlight the advantages and weaknesses of Web-based learning for adults with learning disability and to suggest improvements. Eight students with mild to moderate learning disability were helped to find Web sites related to their interests and supported in creating multimedia work linked to those sites. Results showed the powerfully motivating effect of the Web sites for students, but highlighted the access difficulties posed by Web sites for such students. Further work in this area is needed to develop strategies for exploiting the motivating effect of Web sites and to improve the accessibility of sites for people with low literacy levels.ABSTRACT FROM AUTHOR

(2004). Helpful Sites You Won't Want to Miss. School Library Journal, Reed Business Information. 50: 24.
Looks at web sites that can help the U.S. library field. Scope of the Department of Health and Human Services' new Web site for federal grants; Features of the online newsletter "Accessibility Basics for Librarians"; Target children of the Early Reading First funds program via the Department of Education site.

(2004). SITES YOU CAN USE. Techniques: Connecting Education & Careers, Association for Career & Technical Education. 79: 59.
Presents two web sites related to education in the U.S. Site of the Instructional Materials Laboratory; Accessibility of the Education Commission of the States site; Key features of the sites.

(2004). Award-winners' pick. Times Educational Supplement, Times Supplements Ltd.: 20.
Features several Web sites with digital teaching ideas. Availability of information on software for primary and special needs education; Accessibility of digital video work; Inclusion of interactive drama for teenagers operating on the Internet and television.

Abend, A. C. (1979). Facilities for Special Education Services: A Guide for Planning New and Renovated Schools. Virginia: 156.
Developed primarily from field based research on 19 schools, the book is designed to help facility planners, educational administrators, educators, architects, and citizens make informed choices in planning new or renovated facilities for special education services. The design guidelines are performance based so that intended outcome is given as the criterion rather than the means for achieving that outcome. Chapter 1 examines current directions of special education and the delivery of services for exceptional learners. Basic concepts behind special education programs are outlined. The second chapter deals with the educational facility planning process. Long range educational facility planning is addressed, and planning for new or renovated facilities is discussed. Consideration is given to the facility planning committee, their roles and responsibilities, a participatory model for involvement, organizing the planning process, and steps in the facility planning process. Chapter 3 contains design criteria which are organized into two sections: general building design criteria which is related to the building in its entirety (including accessibility, furniture and equipment, and lighting); and design criteria by special education services (which involve curriculum services and such related services as physical therapy). Chapter 4 is an annotated listing of additional readings directly related to facility design programing or planning. (SBH)

Abernathy, D. J. (2001). Web, Enabled. T+D, American Society for Training & Development. 55: 24.
Presents the Web accessibility resources, tips and views for disabled computer users in the United States. Importance of knowing the types of disabilities of the computer users; Implementation of Section 508 of the 1973 Rehabilitation Act for information technology products; Suggestions for user-friendly designs for Web managers and developers.

Aberson, C. L., D. E. Berger, et al. (2000). Evaluation of an Interactive Tutorial for Teaching the Central Limit Theorem. Teaching of Psychology, Lawrence Erlbaum Associates. 27: 289-291.
Evaluates an interactive, Internet-based tutorial Web Interface for Statistical Education (WISE) to assist students in learning about sampling distribution in psychology. Structure of the program; Effectiveness of the web-based tutorial; Provides important advantages over the lecture format; Accessibility of the tutorial.ABSTRACT FROM AUTHOR
In this article, we present an evaluation of a Web-based, interactive tutorial used to present the sampling distribution of the mean. The tutorial allows students to draw samples and explore the shapes of sampling distributions for several sample sizes. To evaluate the effectiveness of the tutorial, 111 students enrolled in statistics or research methods courses used either the interactive tutorial or attended a lecture and a demonstration on the sampling distribution of the mean. Students in both groups improved from pretest to posttest and no statistically significant differences between improvement scores were found between groups. Additionally, students rated the tutorial as easy to use and understand. In this study, we provide evidence that an Internet tutorial can be comparable in effectiveness to standard lecture or demonstration techniques.ABSTRACT FROM AUTHOR

Academic Senate for California Community Colleges Sacramento.[BBB16038] (1999). Guidelines for Good Practices: Effective Instructor-Student Contact in Distance Learning. California: 28.
This position paper elaborates the Academic Senate's existing positions on distance education and the effective use of technology in instruction. In particular it examines the implications of a 1998 change in the Title 5 regulations governing distance education in California community colleges, especially with regard to instructor-student contact. The paper begins with a review of good practices in technology-mediated instruction and proceeds to consider and make recommendations on effective instructor-student contact. Many of the recommendations apply equally to courses offered in any mode of instruction, but the paper specifically addresses local curriculum committees as they decide how to apply these recommendations in their review of distance education course proposals. The paper briefly mentions some unresolved issues in the area of faculty collective bargaining. Finally the paper makes recommendations for action by local academic senates to ensure that the curriculum review process for distance education courses separately documents effective instructor-student contact, technical support, accessibility, and provision of support services to students. (AUTH/JJL)

Academic Senate for California Community Colleges Sacramento.[BBB16038] (1999). The Role of Academic Senates in Enrollment Management. California: 23.
This paper by the Academic Senate provides the background and scope of enrollment management as it is defined and practiced by educational institutions. Emerging themes in higher education and enrollment trends in California are used to frame enrollment management considerations. A variety of strategies for managing over- and under-enrollment are presented. California community colleges have traditionally managed enrollment by raising or lowering admissions criteria, primarily through scheduling and course offerings. The large predicted increase in students from "Tidal Wave II" will present new challenges to the state's colleges. Faculty should play a greater role in decisions involving enrollment and in their institutions' ability to service a larger student population efficiently. This paper suggests that faculty have the obligation to voice their collective opinion when enrollment management decisions are made regarding the accessibility to college for the state's citizens. The report's sections are as follows: (1) "Introduction"; (2) "Background and Scope"; (3) "Current Regulation and Statute"; (4) "Enrollment Management and Emerging Themes in Higher Education"; (5) "Enrollment Trends in California"; (6) "Enrollment Management Considerations"; (7) "Enrollment Management Strategies"; (10) "Role of the Local Academic Senate"; (11) "Recommendations for Developing and Evaluating Enrollment Management Plans"; (12) "Summary"; and (13) "Glossary of Enrollment Management Key Terms." Contains 10 references. (RDG)

Academy for Educational Development Inc. New York NY.[QPX00110] (1974). Never Too Old to Learn: 109.
This report is a result of a study of available opportunities offered by post secondary institutions to help older persons remain active and involved in their communities. Through interviews of relevant literature, detailed questionnaires sent to over 400 institutions, visits to over 33 institutions, and interviews with personnel, older students, educational groups, and social agencies, the survey evaluated the present programs and revealed the lack of programs to fulfill the needs of older adults. Chapter 1 provides national demographic data with charts on the characteristics of older persons and discusses their adjustment, identity, participation, and fulfillment needs. A roster of the principal characteristics of ongoing programs and brief descriptions of each are presented in Chapter 2. Chapter 3 recommends communication and involvement as two guidelines for planning programs and includes specific considerations (identifying the market, deciding on course content, maximizing accessibility, choosing schedules, opting for various instructional methods, providing supplementary services and financing). Chapter 4 examines the benefits of these programs and recommends indepth evaluations of programs, selected new demonstration projects for "new careers" and "rehabilitation", and dissemination of information and ideas. An evaluation checklist, the academy's board of directors, the surveyed and visited institutions, and an annotated bibliography are appended. (Author/JB)

ACCESS ERIC Rockville MD.[BBB27976] (1991). ERIC User Survey. Report. Maryland: 41.
This survey, which was conducted in 1991, was designed to assess the education information needs of respondents, as well as the extent of their use of (Educational Resources Information Center), ERIC, their evaluation of ERIC services and products, and their suggestions for system improvement and expansion. The 1,184 respondents who completed a 21-question survey included administrators, classroom teachers, policymakers, education researchers, graduate students, and others. Their responses showed a high degree of familiarity with ERIC; librarians were the user group with the highest degree of ERIC recognition; the two most common ways to learn about ERIC were through courses or inservice training and through the library; over half of the respondents had used ERIC Clearinghouses; over a third had written documents in the database; and a large number were unfamiliar with or knew about but did not use the ERIC Document Reproduction Service. Well over half of the respondents who had done ERIC searches rated each type of search service--online, CD-ROM, and printed or microfiche indexes--as "Very Helpful." Both RIE and CIJE received particularly high ratings. Research was the most common purpose for database use, and school administrators were the most diverse in their use. User recommendations for improvement fell into four areas: technology expansion, database improvements, product improvement, and accessibility and training. This report contains an executive summary; background information on the survey; detailed discussions of both the survey findings and their implications; and recommendations for system improvements based on the findings. A copy of the questionnaire and a description of the survey methodology are appended. (BBM)

Adams, P. R. (1960). The Organization of Museums: Practical Advice. Museums and Monuments, IX: 234.
This manual deals with the organization of museums. The manual includes 10 chapters written by different people involved in museum work in various parts of the world. Chapter I, The Museum and Its Functions, deals with such topics as definition, collecting, identifying, and recording. Chapter II considers the administration of museums. Chapter III, The Staff, considers the curatorial staff, office staff, guards, and others. Chapter IV deals with museums and research. The visitor is discussed in Chapter V. A discussion of the role of education (who, when, where, why and how) in museums is contained in Chapter VI. Chapter VII looks at the museum laboratory. Inorganic and organic material storage conditions, accessibility, and storage records are discussed in Chapter VIII. Chapter IX looks at the exhibit, planning, setting, lighting, and other exhibit-related topics. Chapter X is a discussion of museum architecture. Most chapters include a bibliography, appendix and/or summary. A foreword, conclusion, and illustrations are also included. (Author/TK)

Adams, R. N. (1981). Equity from a Vocational District Administrator's Perspective. Research and Development Series No. 214A. Ohio: 25.
Programs must be designed to remove barriers to equitable vocational education. Barriers to such programs are erosion of public and special interest group confidence in the educational system; lack of systematic student services; and lack of mutual awareness, communication, and cooperation between vocational and general educators. To remove barriers, adequate funds must be available to distribute by efficient methods. Local involvement and endorsement are also required. Vocational educators must work with parents and family members who influence career decisions to change attitudes toward vocational education. Career assessments are a practical strategy to recognize interests and aptitudes. Vocational education linkages with federal agencies could help coordinate efforts. Accessibility in rural areas could be increased by school districts' cooperation. Additional funds would ensure more programs, vocational counseling, and access to health and social services. Research and development strategies for elimination should focus on new program designs, competency-based modular instruction, basic skills development, and work experience. Successful removal of barriers to equity relies on focusing awareness on problems of inequity, providing corrective pre- and inservice personnel education, refining the curriculum, developing innovative teaching/learning materials and techniques, providing vocational guidance services, implementing career education, providing necessary facilities and equipment, and adequate funding. (YLB)

Advisory Council for Adult and Continuing Education Leicester (England).[BBB22237] (1982). Continuing Education: From Policies to Practice. A Report on the Future Development of a System of Continuing Education for Adults in England and Wales. United Kingdom England: 225.
This report offers an achievable vision of a future system of continuing education for adults in England and Wales in chapter 1. Chapter 2 argues that economic, technological, social, and personal pressures make an unanswerable case for the comprehensive provision of continuing opportunities for the education of adults. Chapter 3 briefly surveys the patterns of provision of education and training opportunities in England and Wales and shows that many adults now are undereducated to meet the demands already being made on them. Chapter 4 surveys the main barriers to access for different types of learners and suggests ways in which the existing provision could be made available to more people. In the next four chapters, the best ways to develop continuing education in the the 1980s and 1990s are examined. Discussion focuses on information, advisory, and counseling services; ways in and through the education system; accessibility of institutions; and new patterns of learning. Chapters 9 and 10 consider alternative systems and proposed improvements to the existing financial support system and ways of extending entitlements to educational leave. Chapter 11 discusses staffing and training and chapter 12, educational legislation. The final chapter briefly summarizes the case for the creation of a comprehensive system of continuing education and sets out the main lines of action recommended and a broad timetable for their implementation. (YLB)

Advocacy Inc. Austin TX.[BBB17503] (1979). Parent Manual: Education for Your Handicapped Child. Texas: 119.
Intended for parents, the manual discusses in detail the education of handicapped children, with a focus on the state of Texas. Section 1 provides basic information and covers such aspects as basic laws and regulations--including the Education for All Handicapped Children Act (P.L. 94-142), case law, and Section 504 of the Rehabilitation Act of 1973. Also reviewed are the obtaining and keeping of records, and their confidentiality. Section 2 focuses on various aspects of the child centered education process. A chapter on individual assessment covers such things as special services, the parent role, testing requirements, and independent evaluation. The individual education plan (IEP) is examined in terms of such areas as goals and objectives, writing the IEP, and the private school. A chapter on placement reviews such aspects as least restrictive setting, mainstreaming, cost of placement, residential placement, accessibility, and contracting for services. Also covered in Section 2 are the referral process and parent and child rights. The third section concerns how to deal with problems, and focuses on such areas as the discipline of handicapped students, taking legal action, and other administrative remedies. In addition, the impartial due process hearing is examined in detail. Also provided are lists of organizations for parents, state agencies, and organizations providing legal assistance in the state of Texas; a glossary; and brief summaries of important laws, rules, and regulations. Sample forms, letters, checklists, and other aids are appended to individual chapters. (DLS)

Ahanger, G. and T. D. C. Little (1997). Easy Ed: An Integration of Technologies for Multimedia Education. Massachusetts: 7.
The accessibility of the World Wide Web and its flexibility for conveying digital information in various forms makes it a convenient mode of communication for education. With the help of a distance learning application called "Easy Ed," this paper demonstrates how these properties of the Web along with a data model can be used to provide a classroom environment on the Internet. Easy Ed provides a rich medium for education that is achieved by integrating information across the different media types (text, video, audio, and graphics) in hypermedia form. Metadata conforming to the data model about different media types is stored in a relational database, which not only facilitates authoring, but also makes it possible to reuse existing instructional material. Another concept of Easy Ed is the dynamic repurposing of content at the time of access. Dynamic information generation helps to customize information according to a user's level of comprehension, the information medium, and hardware compatibility. Five figures present customization and page composition, the system architecture of Easy Ed, object hierarchy in a topic, an example of tour formation, and the interface for display of course views and contents. (Author/AEF)

Ahmed, M. (2002). A Note on Phrase Structure Analysis and Design Implication for ICALL. Computer Assisted Language Learning, Swets & Zeitlinger, BV. 15: 423.
Exploiting Chomsky’s Universal Grammar (UG), this research examinesthe effects of phrase structure rules on the development of grammatical knowledgein Bangladeshi learners of English as a second language. The masking technique of MacWhinney (1988) motivates the use of link-grammarsyntactic parser of Sleator and Temperley (1993) used in the study. The resultsindicate that the learners’ parameters were reset from L1 to L2 as aconsequence of the overt presentation of phrase structure rules. The implicationsof the study for the design of intelligent computer assisted language learningis discussed.ABSTRACT FROM AUTHOR

Aiken, L. H. "Transformation of the Nursing Workforce." Nursing Outlook. v43 n5 p201-09 Sep-Oct 1995.
Although the United States has an adequate supply of nurses, the mix of nurses by educational background is insufficient and the present pool of nurses is not being well used. Solutions include reorganizing hospitals, improving accessibility of care, enhancing academic care centers, and serving the underserved. (SK)

Akehurst, M. and D. Marsland (1981). Victims of Myth: The Situation of Rural Youth in Britain. United Kingdom England: 18.
The economic, social and educational needs of rural youth in England and Wales are not being met. Rural youth are defined as all young people between the ages of 10 and 25 living in areas more than 30 miles from towns of 250,000 inhabitants, or 20 miles from towns whose population is between 50,000 and 250,000. The rapid decrease in the agricultural workforce, due to mechanisation and the increased skills level required of farm workers, has caused a high level of unemployment for young people in rural areas, leaving them little choice of high level job satisfaction in their own communities. Lack of accessibility to community resources, based on poor public transportation and decreased car ownership, has caused disadvantages to rural youth in traveling to leisure and social events, work sites, and schools. Low levels of educational attainment have come about because of disadvantaging family circumstances, such as low income, poor housing, social stress, and low educational aspirations, as well as the factor of remoteness. Serious attention from local governments and policy makers, and especially from the Youth Service, is needed so that the neglect of rural youth can be acknowledged and corrected. (JD)

Akehurst, M. D. (1980). Until the Fire and the Rose Are One. United Kingdom England: 18.
In spite of the popular misconception of life in rural England as a rustic idyll, social and economic conditions there have created many issues which result in deprivation for rural youth. The major issues which affect employment, schooling, social, and domestic situations for rural youth are: (1) accessibility--lack of transportation; (2) centralisation of resources; (3) educational disadvantagement; (4) few job opportunities; (5) inner city policies; (6) poverty; and (7) lack of open space. A combination of these factors can lead to a way of life which limits personal development and improvement in life-style. Furthermore, the routine use of power by economically and socially dominant groups in local government expenditures has the effect that the already disadvantaged are further disadvantaged. However, opportunities do exist for the improvement of conditions for rural youth. Youth involvement in village and parish councils is needed, as well as active participation in the youth clubs which exist for them. Revisions are needed in the British Youth Service, so that the concern, vision, imagination, and thought that densely populated areas have received throughout the life of the youth service can be applied to youthwork in rural areas. (JD)

Alabama State Commission on Higher Education Montgomery.[BBB09188] (1982). Cooperative Library Resource Sharing among Universities Supporting Graduate Study in Alabama. Alabama: 196.
Intended as a basis for continuing and expanding cooperative network activities, this publication presents five comprehensive reports developed in 1981/82 which assess the academic libraries of the 16 public and private postsecondary educational institutions in Alabama. The five reports cover collection development, staff adequacy, space requirements, statewide bibliographic and physical accessibility to academic library services, and computerization and library networking. Comparisons are made to commonly accepted standards and criteria, and comparative analyses are provided of Alabama's academic libraries against regional and national measures of excellence, and the national state-of-the-art in computers and automation. Each report presents conclusions and recommendations which are cumulated in the front of the publication. Also noted are the functions and activities of academic libraries, the need for a comprehensive plan for cooperative resource sharing among Alabama's academic libraries, and limitations on the scope and focus of study. A membership list of the Alabama Commission on Higher Education (ACHE) Council of Librarians, 8 tables, 21 appendices, and a 16-item bibliography are included. (Author/ESR)

Alabama State Dept. of Education Montgomery. Div. of Vocational Education and Community Colleges.[BBB01554] (1975). Handbook on Implementing Vocational Education Special Needs Programs: 34.
The handbook presents a series of implementation suggestions for vocational education special needs programs generally, and in Alabama. Special Needs Programs for Disadvantaged Students defines the term disadvantaged student and provides criteria for their identification, with form information. Special Needs Programs for Handicapped Students lists 10 handicapping conditions and provides form information. Vocational Teachers for Special Needs Classes describes certification and personality requirements for working in such programs. Facilities discusses the need for maximum accessibility and usability by the students. Evaluation stresses the need for continuous evaluation of the program in terms of individual student progress and overall program effectiveness. The terms of the Cooperative Agreement with Vocational Education, Vocational Rehabilitation and Crippled Children and the Program for Exceptional Children and Youth in the Coordination of Services to the Handicapped in Alabama are presented in full. Plan for Assuring Vocational Education for Disadvantaged and/or Handicapped Students provides guidelines and necessary State form numbers. Policies and Procedures for Conducting Special Needs Programs in Alabama cover the responsibilities of the State coordinator and supervisors, and district supervisors. The forms used in Alabama are appended. (LH)

Alaska Office of the Governor Juneau.[BBB00528] (1988). Our Greatest Natural Resource: Investing in the Future of Alaska's Children. A Report of the Governor's Interim Commission on Children and Youth. Alaska: 120.
In 1987, the Governor of Alaska's Interim Commission on Children and Youth was given two tasks: (1) to develop a plan for a first-class child care system for working parents statewide that is workable, fair and sensibly integrates with the public schools; and (2) to produce a comprehensive plan to combat the problems facing Alaskans so they are prepared to be economically self-sufficient. Offered in this report are the Commission's primary recommendations, child care recommendations, and recommendations concerning the problems of youth. Primary recommendations focus on parent education, life skills education, problem prevention, professional training, literacy education, program coordination, community interventions, youth leadership and social participation, school nursing and public health nursing services, school counseling, natural helpers/peer counseling, mental health minimum funding, children and family research, adolescent survey research, employment of qualified natives, rural services, juvenile diversion, background checks, and law enforcement. Child care recommendations concern program quality, affordability, accessibility, and parent support and training. Recommendations for intervention in the problems of youth concern family violence, teen suicide, substance abuse, teen pregnancy, runaway youth, and dropouts. Recommendations are accompanied by background information about the issue addressed. The concluding recommendation advocates the establishment of a permanent Commission on Children and Youth. (RH)

Alaska State Library Juneau.[BBB23050] (1997). Library Services and Technology Act: Alaska State Plan, 1998-2002. Alaska: 14.
This document outlines the Alaska State Plan for 1998-2002 prepared in accordance with the Library Services and Technology Act. The overall goal of the State Library program is to assure access for all Alaskans to the library resources necessary to meet informational, educational, cultural, and recreational needs. Population characteristics impacting library services in Alaska are first described. Five goals for library service in Alaska are then outlined, and a background on priorities is discussed for each goal. The goals include: (1) Connectivity - Access to telecommunications; (2) Information - Access to worldwide sources of information, educational resources, research data, etc.; (3) Partnerships - Develop regional and multi-jurisdictional agreements; (4) Service - Improve library services to the underserved; and (5) Accessibility - Services to Alaskans with special needs. The remaining two sections of the document focus on evaluation of the program, and policies and procedures for public input and the role of the State Advisory Council. (AEF)

Alaska Univ. Anchorage. Inst. of Social and Economic Research.[BBB17576] "Vocational Education in Alaska. Central Issues and Problem Areas." Alaska Review of Social and Economic Conditions. v16 n1 Sep 1979: 34.
To identify central problems in vocational education in Alaska, a study focused on the three sectors at the postsecondary school level: public or independent nonprofit institutions, private schools, and apprenticeship programs. Public and nonprofit institutions consider job preparation their primary goal in addition to skill upgrading and teaching practical skills. Graduation rates of their primarily minority group students appear to be extremely low. They lack sound labor market information for program planning and pay little attention to student placement. Their strengths are geographic accessibility, low tuition, and minimal entrance requirements. In contrast, private schools have more stringent enrollment requirements, better linkage with the labor market, and high rates of program completion and job placement. Apprenticeship programs have the most stringent entrance requirements, serve a narrow range of students, and best exemplify vocational program planning based on labor market demand. Vocational education problems in Alaska occur primarily in publicly supported institutions. These are (1) confusion about teaching job preparation versus practical skills as goals of vocational education, (2) lack of information on the Alaska labor market, (3) lack of attention to job placement and development, (4) low numbers of program graduates, and (5) lack of financial assistance for unemployed non-native Alaskans needing vocational training. (YLB)

Albaugh, P. R. (1997). The Role of Skepticism in Preparing Teachers for the Use of Technology. Ohio: 7.
The complexity of technology training for teachers can be partially explained in terms of three phenomena: the historical resistance of teachers to use media, the nature of teaching itself, and the life cycle of technological innovations. Factors that influence teachers' use of technology include: accessibility of hardware and software, administrative expectations and support for the implementation, and adaptability of classroom and work settings. As practical professionals, teachers are often suspicious of new claims and the implementation of new ideas without proof of effectiveness. Teachers tend to adopt a new technology when that technology helps them do what they are currently doing better; thus, they may be seen as reinforcing the status quo. In addition to a cautious attitude engendered by teaching and the historical and cultural resistance to change, the influx of computer games and the perception of video and film as entertainment illustrate how computer technology can be suspect as a legitimate educational tool. Suggestions for teacher technology training include: provide teachers with numerous opportunities for training and practice; provide administrative support for training and for trying new approaches with technology; acknowledge the professional concerns of teachers and their need for practicality while encouraging risk-taking; and provide post-training follow-up. (ND)

Alberta Dept. of Education Edmonton.[BBB05991] (1998). First Things First...Our Children: Agenda for Opportunity. Canada Alberta: 23.
This report details the action plan of Alberta, Canada to build on recent progress in restructuring and refocusing the province's educational system. The report describes the most common concerns of Albertans regarding the school system, especially related to keeping students in school, meeting special needs of students, and developing a highly skilled workforce. The report outlines the actions to be taken and the results expected in 12 key educational areas: (1) every child can read well; (2) improved support in the classroom; (3) special needs children are supported; (4) learning our language; (5) setting the pace...high standards and positive results; (6) putting programs together for our children, focusing on increasing accessibility; (7) technology provides tools for learning; (8) we work together for success; (9) getting our children to school; (10) a growing Alberta means more children in school; (11) provide solid financial support for the classroom; and (12) improving schools and classrooms. The report concludes with budgetary information. (KB)

Alberta Learning Edmonton. Apprenticeship and Industry Training.[BBB36759] (1997). A Vision for the Future: Alberta Apprenticeship and Industry Training--A Discussion Paper [and] Current Context and Selected Trends: A Profile of Apprenticeship and Industry Training in Alberta [and] A Vision for the Future: Responses to a Discussion Paper from the Alberta Apprenticeship and Industry Training Board and the Alberta Apprenticeship and Industry Training Division. Keeping You Informed. Canada Alberta: 78.
These three publications examine the current state and future of apprenticeship and industry training in Alberta, Canada. The "Current Context" publication, released in October 1996, examines the following topics: the structure of apprenticeship and industry training in Alberta; enrollment and industry participation; Alberta's contribution to apprenticeship training and the interprovincial standards (Red Seal) program; funding apprenticeship and industry training; the emerging economic environment and skill requirements; and recent government initiatives. A "Vision for the Future," also published in October 1996, is a discussion paper and outlines the vision and principles of apprenticeship and industry training in Alberta. The "Keeping you Informed" publication, released in March 1997, presents the responses from stakeholders to the discussion paper. Both the "Vision for the Future" and the "Keeping You Informed" responses are structured around 14 specific goals and strategies related to responsiveness, accessibility, affordability, and accountability. The following are among the recommendations discussed in both papers: (1) redesign the advisory committee network; (2) consider opportunities for flexible certification; (3) increase flexibility in methods of formal instruction; (4) review the regulatory framework; (5) communicate alternative ways of accessing apprenticeship training; and (6) provide apprentices with appropriate financial supports. The three documents include a total of 21 tables/charts and a questionnaire examining the vision and principles of apprenticeship and industry training in Alberta and strategies for achieving them. (MN)

Alberta Learning Edmonton.[BBB36037] (2000). Report of the MLA Post-Secondary Funding Review Committee. Canada Alberta: 41.
This report brings to an end a series of consultations that began in March 2000 when Alberta's Minister of Learning established a committee to review the approach to allocating resources to publicly funded postsecondary institutions in Alberta, Canada. The Minister asked the committee, mostly composed of Members of the Legislative Assembly (MLAs), to ensure that the funding mechanism maximized accessibility to high quality, responsive, and affordable learning opportunities while maintaining institutional accountability. The five-member committee consulted with postsecondary institutions, faculty, and student associations, government departments, and other stakeholders in order to make recommendations on a funding framework for Alberta's postsecondary institutions. The committee developed 10 recommendations: (1) base operations should be adjusted to achieve greater equity across the system; (2) a process should be established to provide for the periodic review of base operations grants; (3) general cost pressures should be considered in annual adjustments to the base operations grant; (4) a working group should be established to examine and make recommendations on improving the ability of Alberta's postsecondary institutions to attract and retain faculty; (5) the Access Fund should be modified to fund general as well as targeted enrollment increases; (6) allocations from the "Performance Envelope" should be based strictly on the achievement of excellence and improvements in performance; (7) the indirect costs of research should be funded; (8) funding processes among government departments should be coordinated and simplified when possible; (9) the tuition fee policy should be revised to ensure that it continues to support the goals of the postsecondary system; and (10) concerns with the approach toward funding apprenticeship and industry training should be further investigated. Six appendixes contain materials used by the Committee, including the consultation questions and tables of grants awarded postsecondary institutions. (SLD)

Alberta Learning Edmonton.[BBB36037] (2002). Profile of Alberta's Adult Learning System: A Context for Discussion. Canada Alberta: 72.
This profile of Alberta's adult learning system draws together information from widely different sources for the period 1994-1995 to 1999-2000. The profile looks at Alberta's system relative to those in other jurisdictions in Canada and discusses emerging trends and issues. The profile provides a context for discussing policy and program directions to help improve Alberta's postsecondary education system. The profile is presented in relation to four key outcomes that support Alberta Learning's business plan goal of providing high quality learning opportunities to Albertans: accessibility; affordability; responsiveness and flexibility; and innovation through research excellence. The profile shows that Alberta's adult learning system provides learners with a comprehensive range of credit and noncredit opportunities delivered through public, private, and community-based providers, which include 23 public, board governed institutions and more than 150 private colleges. There are more than 150 nonprofit voluntary organizations providing noncredit adult learning opportunities in Alberta. The profile also traces key events in the development of the province's adult education system. Three appendixes provide additional information in a summary of the data, a statement of Alberta's tuition fee policy, and a glossary. (Contains 13 tables and 50 figures.) (SLD)

Alberta Univ. Edmonton. The Senate.[BBB21514] (1982). Report of the Commission on University Purpose. Canada Alberta: 105.
A report of the Commission on University Purpose of The University of Alberta, Canada, is presented. Based on the perceptions of the various publics, the Commission sought to clarify the purposes and functions of the university. After an introductory section on the historical development of universities and The University of Alberta, changing influences on university purpose are briefly addressed. Attention is also directed to the traditional purposes of a university: service to society and the discovery, transmission, and preservation of knowledge. The following specific roles and objectives of the university are addressed: leadership, community resource, accessibility, extension role, lifelong learning, and national and international responsibilities. Appendices include the following reports: "University Purposes: Literature Review and Canadian Overview" (Joanne McNeal in collaboration with H. H. Hodysh and A. G. Konrad); and "Brief History of The University of Alberta" (Maureen Riddell). The literature review covers historical perspectives since the time of Ancient Greece and university goals for the 1980s. The overview summarizes purpose statements of Canadian universities, and provides information on study methodology and goal orientations. A bibliography concludes the report. (SW)

Albright, L. (1979). Administering Programs for Handicapped Students. Professional Development Series, No. 3. Ohio: 25.
Intended as a primer for administrative action, this booklet gives the vocational adminstrator some basic guidelines and strategies for managing vocational programs and services for handicapped students and clarifies key concepts. The five sections each address one of the major concerns of an administrator: identifying students with handicaps, the individualized education program (IEP), student placement, monitoring and evaluating special services, and managing human resources. Definitions of the handicapped and nine categories of handicap offered in the 1976 vocational education legislation (Public Law 94-482) are provided as well as suggestions for establishing identification procedures (part 1). Detailed planning for each student is discussed in terms of the IEP--its definition, participants, teacher's contribution, and format, content, and process (part 2). Implications of student placement by the administrator into the least restrictive environment are discussed next, including placement alternatives, admittance requirements, and program accessibility (part 3). An IEP status reporting system is recommended to monitor the program, and a procedure for evaluating the effectiveness of services is presented (part 4). Active teacher involvement is emphasized as important for successful implementation of program ideas and new procedures (part 5). Organization, conduction, and funding of inservice programs are discussed. A brief note on effective advisory councils to expand education and employment opportunities follows. (YLB)

Aldrich, F., Y. Rogers, et al. "Getting to Grips with Interactivity: Helping Teachers Assess the Educational Value of CD-ROMs." British Journal of Educational Technology. v29 n4 p321-32 Oct 1998.
Discusses interactivity as it pertains to learning. Presents the findings of a survey of primary school teachers asked to evaluate two science-based CD-ROMS and the resulting theoretical framework of cognitive interactivity. Identifies dimensions for teachers to assess (visibility and accessibility, manipulability and annotatability, creativity and combinability, experimentation and testing) the value of educational CD-ROMs. (PEN)

Alexander, F. K. (1998). The Endless Pursuit of Efficiency: The International Movement To Increase Accountability and Performance in Higher Education. ASHE Annual Meeting Paper. Illinois: 18.
This paper examines the trend toward demanding increased accountability and efficiency by institutions of higher education in the United States and Europe and its implications for the relationship between government and the college or university. It notes that such factors as limited state resources, rising educational costs, and the growing demand for accessibility and equity have generated external pressures on higher education to become more accountable to its funding sources. Examples of specific reforms in the United States are mentioned, including performance-based funding, adjustments in faculty workload policies, and development of policies related to time-to-degree and faculty-per-degree ratios. Examples of reforms in Great Britain focus on the British Education Reform Act of 1988, which began the transition of power from local education authorities to the national government. Examples of the accountability trend from continental Europe are also provided. Discussion of societal demands and the accountability movement examines the effects on higher education of massification and limits on public expenditures. The paper concludes that higher education has evolved into a foundational component of national economic growth and reflects utilitarian views of higher education in which economic values are supreme and the quantification of fiscal resources are the true measure of value. (Contains 33 references.) (DB)

Allen, R. L., J. T. Bowen, et al. (1996). Classroom Design Manual. Third Edition. Pennsylvania: 93.
This manual identifies the essential design elements of modern, high quality learning environments and includes discussions on facility programming, management, utilization, evaluation, and planning for future technology. Classrooms examined include general purpose classrooms, lecture halls, seminar rooms, and specialized classrooms such as distance education and interactive video classrooms. Separate guidelines are presented for each classroom type. The manual also explores the use of technology in classrooms, discusses a team planning approach to programming for classroom design, offers advice on equipment security and on meeting accessibility regulations, and provides practical applications for surveying classrooms using illustrative checklists. Appendices contain designing issues involving accessibility under the Americans with Disabilities Act; regulations, codes, and compliance agencies; a bibliography of books and articles on classroom design; a list of professional organizations involved in facility design; the authors' biographies; and photos of sample classroom designs. (GR)

Allen, S. W. (1994). Towards collaboration : learning, communicating, and participating across cultures in two alternative education programs for children in Cirebon, Indonesia. North York, Ont., Faculty of Environmental Studies, York University.

Allison, M. T. "The Challenge of Diversity: Embracing Those on the Fringes." Journal of Experiential Education. v19 n3 p122-26 Dec 1996.
In order to build programs that embrace social and cultural diversity, educators must understand the perspectives of people of color and how agencies unwittingly create systematic barriers to program access through stigmatization and marginalization. Identifies strategies that decrease the stigmatizing process and foster greater accessibility of outdoor and adventure programs. (TD)

Al-Otaibi, M. M. "Accreditation of Early Childhood Education in the United States: A Model for Saudi Arabia?" Child Study Journal. v27 n3 p191-219 1997.
Profiles early childhood education (ECE) in the United States; discusses its child-care and educational functions, program accessibility, and the accreditation system of the National Association for the Education of Young Children; and examines the potential of adopting the U.S. accreditation model in Saudi Arabia. Concludes that implementing an ECE accreditation system in Saudi Arabia would have several benefits. (KB)

Alschuler, L. (1998). Making your Web site accessible: A practice that benefits everyone. Seybold Report on Internet Publishing, Seybold Publications Inc. 2: 17.
Focuses on a draft released by the World Wide Web Consortium (W3C), of guidelines for authoring accessible content. Importance of good accessibility with Web sites; Information on the guidelines; Introduction of the Web Accessibility Initiative (WAI) Accessibility Guidelines (WAI). INSETS: The W3C access checklist; Resources.

Alt, W. M. (1967). Junior College Campus Sites--How to Save Money. Aspects of the Junior College, Brief-7: 3.
Junior College campuses should be planned with their accessibility to students foremost in mind. Their size may involve about 150 acres. It is false reasoning to assume that a school district will save money by the delay in becoming part of a junior college district. Costs per acre are rising so rapidly that school districts cannot afford to wait. (NI)

Altman, E. and A. Pratt (1997). The JAL guide to the professional literature: Online public access catalogs. Journal of Academic Librarianship, Elsevier Science Publishing Company, Inc. 23: 159.
Presents abstracts on online public access catalogs for academic librarians in the United States. Spelling errors in online catalog searches; Table of contents in library catalogs; Feasibility of integrating OPAC information and World Wide Web accessibility.

Alvir, H. P. Saving Educational Dollars through Quality Objectives: 115.
This document is a collection of working papers written to meet the specific needs of teachers who are starting to think about and write performance objectives. It emphasizes qualitative objectives as opposed to quantitative classroom goals. The author describes quality objectives as marked by their clarity, accessibility, accountability, and ability to be evaluated by laypersons. The author devotes a section to each of these characteristics and concludes with statements on the relevance of quality performance objectives to the graduate student, the college president, and the educational researcher. (DDO)

American Alliance for Health Physical Education and Recreation Washington DC.[BBB11000] (1977). Making Physical Education and Recreation Facilities Accessible to All: Planning, Designing, Adapting: 142.
Architectural barriers deny many members of society convenient access to indoor and outdoor recreational environments and facilities. Individuals with different handicapping conditions are often hindered in getting from one place to another by such barriers. This publication is designed to serve as a beginning reference and resource about architectural barriers and accessibility. Specific chapters deal with application of general principles, legislative mandates, rules, and regulations pertaining to physical education, recreation, sports, and related facilities so that each is accessible to the physically handicapped. Focus is on removal of physical and architectural barriers in facilities used for physical activities so that everyone can use them regardless of type or severity of handicapping condition. In seven chapters the following subjects are discussed: (1) accessibility and attitudes; (2) architectural accessibility legislation; (3) physical education and recreation facilities; (4) swimming pools; (5) outdoor recreation facilities; (6) playgrounds; (7) transportation and travel. Each chapter concludes with an annotated bibliography for further reading. (JD)

American Association of State Colleges and Universities Washington DC.[FGK01570] (2000). Student Charges. AASCU Special Report. District of Columbia: 10.
Data from The College Board's 2000-2001 Annual Survey of Colleges delivers a positive message about the financial accessibility of an education at a public college or university. While the 4.4% increase in tuition and fees and the 5.0% increase in room and board from 1999-2000 to 2000-2001 represent a slightly higher rate of increase than the previous year's, such increases remain near their lowest point in more than a decade. In comparison to the national average, American Association of State Colleges and Universities (AASCU) institutions maintained the same rate of increase, but average tuition and fees remain below the average for all public four-year institutions ($3,190 compared to $3,510). At the master's level, the average increase nationally was 5%, while for AASCU institutions it was 4.6%. At the doctoral level, the national average increase was 4.5%, while at AASCU institutions the increase averaged a slightly higher 4.7%. The findings from this data underscore for all public four-year institutions the relationship between states' economic and fiscal conditions and its tuition rates. The past several years have been marked by economic expansion and significant budget surpluses, which have helped state colleges and universities to post only modest tuition increases. As the economy shows signs of settling, many states are becoming more conservative in their fiscal decision-making. As a result, the rate of increase for student charges has edged up slightly. Understanding this relationship, particularly in light of the fact that higher education is the largest single discretionary item in most states' budgets, is important to crafting tuition policy that can moderate the boom/bust cycle that has manifested itself over the last two decades. (EMS)

American Council on Education Washington DC. Association Council for Policy Analysis and Research.[BBB18936] (1982). The National Investment in Higher Education, 1982. District of Columbia: 17.
The present status of higher education in the United States is considered, based on the theory of development of human capital, which proposes that the developed abilities of a nation's population are fundamental to its economic growth and well-being. Attention is also directed to social and cultural benefits. The following ideas are stressed: that U.S. higher education has become increasingly accessible to previously underserved populations and responsive to labor market needs, but that serious challenges remain for greater effort; that government investment in college students, through student aid, is an public investment in human capital and a means for ensuring educational opportunity; that U.S. universities play an essential part in basic research and the production of new knowledge; and that U.S. colleges and universities have an expanding role in providing opportunities for job training and retraining for workers of all ages. Undergraduate education is marked by diversity in goals and types of programs. In regard to graduate education, it is suggested that there is a need to expand graduate science, engineering, and related programs in order to meet critical national human capital needs. The fact that faculty are faced with problems of job security and deteriorating working conditions interferes with effective performance. The poor national economy adversely affects institutions' budgets, teaching and learning conditions, and research and scholarship; reductions in federal student aid threaten the continued accessibility of colleges. (SW)

American Council on Education Washington DC. HEATH Resource Center.[BBB24548] (1985). HEATH Resource Directory, 1985-1986. District of Columbia: 28.
The directory is intended to provide a selection of resources addressing major areas of interest in postsecondary education for the handicapped. General resources, such as the American Coalition of Citizens with Disabilities, are listed and briefly summarized, followed by resources specific to the following disabilities: cross-functional disabilities, deaf-blind, hearing impairments, learning disabilities, mobility impairments, and vision impairments. Subsequent sections focus on nine areas: (1) architectural accessibility, (2) program accessibility, (3) career preparation, (4) employment, (5) technological devices, (6) independent living, (7) legal resources, (8) directories, and (9) toll-free telephone services. It is explained that agencies listed can respond individually to questions and provide published materials. (CL)

American Council on Education Washington DC. HEATH Resource Center.[BBB24548] National Information Center for Children and Youth with Handicaps Washington DC.[BBB28452] Interstate Research Associates McLean VA.[BBB29428] "Options after High School for Youth with Disabilities." Transition Summary. v7 Sep 1991: 29.
This issue presents nine articles which address identifying, pursuing, and obtaining postsecondary training and employment by youth with disabilities. It discusses how families and professionals can help young people develop important self-determination and self-advocacy skills. It also introduces adult service systems to aid in obtaining postsecondary training, employment, and services such as transportation assistance, adaptive equipment, or medical care. Employment options are also explored, as well as the various types of educational institutions available to prepare these youth for employment. Concerns such as reasonable accommodation, accessibility, and the need to keep records are also discussed. This issue concludes with a listing of resources. Individual articles have the following titles: "Self-Determination Revisited: Going Beyond Expectations" (Michael J. Ward); "Employment Options"; "Adult Systems"; "Reasonable Accommodation"; "The Importance of Keeping Records"; "Work Incentives in SSI and SSDI"; "Postsecondary Education and Training Opportunities"; "Other Avenues to Employment"; and "Taking Action." A bibliography of 47 items is provided as well as a listing of materials from the HEATH Resource Center and a listing of 26 organizations. (DB)

American Federation of Teachers Washington DC.[FGK01812] (1976). Putting Early Childhood and Day Care Services into the Public Schools: The Position of the American Federation of Teachers and An Action Plan for Promoting It: 136.
The case for public school administration of federally-funded early childhood and day care services and an action plan for promoting it are presented in this manual prepared by the American Federation of Teachers (AFT) Task Force on Educational Issues. Arguments in support of an AFT-proposed amendment to the Child and Family Services Act under Congressional consideration are based on a national need for expansion of day care, coinciding with recent public school staff surpluses and under-utilization of space. Growing child care needs of working women and single parents are cited. In the discussion of advantages of public school sponsorship, it is claimed that the overall picture of the field is one of inadequate services. Deficiencies in existing facilities are described, as well as inadequate training and certification procedures and shortcommings of profit-making programs. Public school prime sponsorship is seen as simplifying administrative needs and promoting general accessibility. Related issues discussed include: costs of providing early childhood and day care programs; recommended standards for teacher education, certification and training; and parent involvement and education. (BF)

American Vocational Association Inc. Washington DC.[FGK02625] (1980). Rationale and Justification for Vocational Education's Role in Youth Employment Programs. Virginia: 26.
Vocational education's primary goal--to prepare people for work--underscores the vital role the discipline can play in upgrading the employability of disadvantaged youth. Those who have received vocational training are more likely to stay in school and receive higher salaries than other workers with comparable education at every level from high school through two years of college. Moreover, students are better able to plan and make mature career choices because their intrinsic needs of competence, integrity, and pride are provided for as integral parts of vocational programs. This type of education is particularly appropriate for the disadvantaged since it is goal oriented, provides self-identity, is action oriented, builds confidence, provides adult role modeling opportunities, and provides tangible forms of success. Vocational programs are oriented toward four goals which benefit alienated disadvantaged youths since they (1) connect school and work over time; (2) provide skill training in occupational areas for which the demand exists; (3) meet individual needs through specifically tailored programs; and (4) develop, conduct, and administer programs in cooperation with other education and community agencies. Currently there is a problem of accessibility to vocational programs for disadvantaged youth since facilities and other resources are scarce when compared to the number of potential users. The intent of the new Youth Initiative is to pull all services together for disadvantaged youth; vocational education can play a central role in this effort. (MEK)

Anderson, J. and A. Lee "Literacy Teachers Learning a New Literacy: A Study of the Use of Electronic Mail in a Reading Education Class." Reading Research and Instruction. v34 n3 p222-38 Spr 1995.
Concludes that electronic mail played a major role in building a sense of community in a graduate reading class of non-experts in computer technology, facilitated the sharing of ideas and resources, encouraged risk taking, helped students reflect on their learning, and encouraged cooperative learning. Notes that problems included accessibility of computer equipment and student frustration with software. (RS)

Anderson, T. H., B. B. Armbruster, et al. (1986). The value of taking notes during lectures Thomas H. Anderson, Bonnie B. Armbruster. Champaign, Ill.
Cambridge, Mass., University of Illinois at Urbana-Champaign ;
Bolt Beranek and Newman Inc.

Anderson, V. L., E. M. Levinson, et al. (1999). "The Effects of Meditation on Teacher Perceived Occupational Stress, State and Trait Anxiety, and Burnout." School Psychology Quarterly 14(1): 3-25.
Study employs a pretest/posttest control-group design and uses the Teacher's Stress Inventory (TSI), State-Trait Anxiety Inventory (STAI), and the Maslach Burnout Inventory (MBI) to assess the effects of a five-week standardized meditation (SM) class on the perceived occupational stress of full-time teachers. Results support hypothesis that SM significantly reduces teachers' perceived stress even when used only two to five times per week. (Author/JDM)

Andres, L. E. (1999). Revisiting the Issue of Access to Higher Education in Canada. CHERD/CSSHE Reader Series Number 5. Canada Manitoba: 156.
This publication is part of a series that reprints articles on a range of thematic issues published in the "Canadian Journal of Higher Education." This collection focuses on access to postsecondary education in Canada. After a preface and an introduction, the six papers are: "Studying Part-Time in Canada's Universities: A Social Change Perspective" (XIX:1, 1989) (Paul Anisef); "Grade Inflation and University Admission in Ontario: Separating Fact from Fiction" (XXV:3, 1995) (Francois R. Casas and Diane E. Meaghan); "Access to Higher Education in Canada" (XIV:3, 1984) (Neil Guppy); "Accessibility: Students with Disabilities in Universities in Canada" (XXII:1, 1992) (Jennifer Leigh Hill); "The Growth of the Canadian Education System: An Analysis of Transition Probabilities" (XVIII:2, 1988) (Peter C. Pineo and John Goyder); and "Education, Attitudes, and Language of Higher Education: Francophone Students in Northern Ontario" (XXIV:1, 1994) (Derek Wilkinson). (Individual articles contain references.) (SM)

Andrews, M. B. (1991). Athabasca University/Keyano College Capstone Program. An Evaluation Report. Canada Alberta: 61.
An evaluative study was done of a joint project, the Capstone Program, involving Keyano College (KC) and Athabasca University (AU), both in Alberta, Canada. The project enables students in the Fort McMurray (Alberta) area to complete a full-time university degree without leaving their home community. The research design focused on accessibility, attainment of university credit, credit for previous education, bureaucratic issues, academic problems, perceptions of success, effectiveness and cost issues and recommendations for change suggested by the stakeholders. Data were provided by administrators, instructors, students (past, present and future) and community groups via questionnaires, interviews and relevant records and documents. The evidence from the evaluation strongly supported the continuation of the Capstone Program as a viable system for improving access to postsecondary education. However, the evaluation also identified problems which included issues of mandate, academic freedom, formalization, and administration and operation. For example, the evaluation recommends that AU develop a policy that explicitly recognizes and addresses the mix of alternative delivery systems, and that AU staff, in consultation with KC staff, accelerate the joint production of a professional agreement which underscores collegiality between and among professional and support staff of both institutions. Five appendixes contain a funding proposal, source documents, description of a steering committee, community letters, and questionnaire responses. (JB)

Angel, D. and A. Barrera (1990). ACC 2000: Building a Future Together. The Austin Community College Proactive Long Range Plan. Texas: 25.
Over the past 10 years, Austin Community College (ACC) has expanded college offerings from 41 degree programs, 24 degree options, and 1 certificate program to 60 degree plans, 35 degree options, and 22 certificate programs. In addition, ACC has grown from an enrollment of 13,000 credit students to over 24,000 students. During the past 5 years, minority full-time faculty have increased from 12% to 20% of the faculty. Changes in the economy, growing enrollments, demands of local businesses, new legislative mandates for minimal skills competency among degree students, and lagging state funding require careful planning to meet the institution's future needs. Consistent with its focus on accessibility and flexibility, ACC has plans to: (1) initiate new curricular programs in service sector occupations; (2) become a continuing education center for governmental employees; (3) develop a pre-education curriculum for future teachers; and (4) include an entrepreneurship track in the mid-management curriculum. To help meet the demands for a world class workforce, ACC will develop articulation agreements with independent school districts and adopt a core requirement in computer competency. To better fulfill its fourfold mission of quality, flexibility, accessibility, and diversity, ACC will implement an honors program, an international studies curriculum, 2 + 2 programs, and a mentoring program for underprepared students. Other college goals include increasing the number of minority instructors, developing a minority leadership program, and establishing a mentorship program for minority secondary school students. (JMC)

Anisef, P. "University Graduates Revisited: Occupational Mobility Obtainments and Accessibility." Interchange on Educational Policy. v13 n2 p1-19 1982.
To determine the effect of Canada's tight labor market on occupational mobility, data were gathered on 361 students graduating from Ontario universities in 1978-79. Tables show mobility patterns (compared to those of 1960s graduates), university types, socioeconomic and sociopsychological factors, and job attainment by gender. (PP)

Anisef, P. "Access to Higher Education in Canada: Equality of Opportunity vs. Equality of Results." School Guidance Worker. v39 n2 p49-53 Nov 1983.
Discusses the issue of access to higher education in Canada and suggests that those who do not gain entry share common social and cultural properties. Recommends three strategies for enhancing accessibility: a monitoring system, compensatory education programs, and financial assistance programs. (JAC)

Anisef, P. (1982). The Pursuit of Equality: Evaluating and Monitoring Accessibility to Post-Secondary Education in Ontario. Canada Ontario: 151.
A report on the current status of accessibility to university education in Ontario has several major objectives: to review the social science literature on such concepts as equality of educational opportunity and accessibility, considering the social, political and intellectual climate of the times; to examine parliamentary minutes and reports of commissions and other bodies to show the controversy over goals for university education in the province and to determine which policies have been pursued by government; and to examine social science research documenting patterns of postsecondary education participation. Throughout the study, a social stratification framework was adopted for analysis. Resulting recommendations include these: government implementation of compensatory education programs at the provincial level; institution of summer learning programs aimed at economically disadvantaged elementary school children; use of external consultants to review early socialization effects on postsecondary participation; systematic funding to evaluate programs for economically disadvantaged; staff and administration incentives for encouraging postsecondary participation; changing ethnic stereotypes in texts; encouragement through counseling and role modeling for students; continuous government monitoring of accessibility trends; extension of census practices to include adolescents; research on factors influencing postsecondary participation; options for voluntary educational savings accounts for welfare recipients; and an income tax deduction for higher education savings. A bibliography is included. (MSE)

Annenberg/CPB Project Washington DC.[BBB29455] (1991). Pathways to Success: Using Technologies To Reach Distant Learners. District of Columbia: 76.
This report contains information on institutions that submitted proposals for integrating technology in education to the Annenberg/CPB (Corporation for Public Broadcasting) Project's New Pathways to a Degree program. It is noted that, although the 243 proposals received contained a number of innovative ideas about how to use technologies to improve both the accessibility and the quality of higher education, only seven of them could be funded. The program information is presented under four headings: Recruitment and Orientation; Program and Course Development and Delivery; Support Services; and Faculty Development. Each proposal is described briefly, and a contact person and telephone number are listed. The appendices provide information about the "New Pathways to a Degree" program, the 7 funded projects, and 31 new Pathways Associates. More detailed descriptions are given of the funded projects--at the College of St. Catherine, St. Paul, Minnesota, Indiana University--Purdue University at Indianapolis, Indiana; University of Maine at Augusta; Northern Virginia Community College; Oregon State System of Higher Education (OSSHE), Eugene, Oregon; the Rochester Institute of Technology, New York, and West Virginia University, Morgantown--as well as a brief description the Annenberg/CPB Project and lists of its television and audio course collections and research reports. Brief descriptions of six technology demonstration projects conclude the report. (DB)

Ansley, J. "Accessibility Guidelines and Standards: What's What?" School Planning & Management. v40 n7 p33-35 Jul 2001.
Examines the regulatory differences between three pieces of federal legislation that address facility accessibility: the Americans with Disabilities Act; Section 504 of the Rehabilitation Act of 1973; and the Individuals with Disabilities Education Act. Discusses why these differences are important for school officials to understand. (GR)

Ansley, J. (2000). Creating Accessible Schools. District of Columbia: 15.
This report examines the issues of school district compliance with the legal mandate to accommodate students with disabilities, and it explores the legislation that addresses student accessibility. The paper discusses and compares the federal laws and enforcement provisions dealing with accessibility, including those under the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), Section 504 of Title V of the Rehabilitation Act, and the advisory guidelines concerning accessibility from the U.S. Architectural and Transportation Barriers Compliance Board. Final comments address the vagaries of accessibility laws and the need for careful reflection when planning new or renovating old facilities. (Contains 28 references.) (GR)

Ansley, J. (2001). The Garrett Case and Public School Accessibility. District of Columbia: 7.
This publication presents an assessment of the U.S. Supreme Court's ruling in Board of Trustees of the University of Alabama v. Garrett (2001), which decided that Congress had no power to authorize suits for damages by individuals with disabilities against state employers under Title I of the Americans with Disabilities Act (ADA). The publication reveals the decisions leading to Garrett, examines the court's reasoning behind the decision, offers the dissenting view, and explores the ruling's implications for public education. A glossary of legal terms is also provided. (GR)

Apetz, W. (1975). New Jersey Community Colleges--The First Ten Years, 1963-1973; A Report of the New Jersey Council of County (Community) Colleges to the State Legislature: 48.
Since 1962, when the state legislature authorized the establishment of community colleges and committed the state to share in their support, 16 community colleges and 67,166 students have been added to the higher education system in New Jersey. This report documents the development of the community colleges from 1955 to 1972 in the context of the history of higher education in that state. It also reviews: (1) the state legislation authorizing the establishment of community colleges; (2) the success of community colleges in fulfilling their goals (providing accessibility to higher education, offering a diversity of programs, and responding to local, state, and national needs); (3) the capital and operating costs and methods of finance; and (4) current issues and plans for the future. Charts and tables give data regarding enrollment, tuition compared to that of other states, family income distributions, student ACT scores compared with those of a national community college sample, the number of students who have transferred to four-year institutions, and the number of associate degrees conferred. (DC)

Appalachian Regional Commission Washington DC.[BBB00078] (2001). Appalachian Regional Commission Annual Report, 2001. District of Columbia: 59.
In fiscal year 2001, the Appalachian Regional Commission invested $63.6 million in 469 economic and human development (nonhighway) projects and $389.6 million in highway projects in Appalachia. The Commission launched a new initiative to promote the development of telecommunications infrastructure, especially in distressed counties. The Commission has continued to push its 5-year entrepreneurship initiative, which addresses entrepreneurial education and training activities, technical and managerial assistance, access to capital and financial assistance for growing companies, the formation of entrepreneurial networks, and technology transfer activities. The Commission funded 58 education projects and continued its work on the Appalachian Higher Education Network, which aims to help participating high schools boost their college-going rates to the national average or higher. Seventeen computer learning labs were established in the region. Efforts to bolster the region's civic capacity continued with the provision of leadership training programs and technical assistance for communities. Efforts to strengthen infrastructure included the completion of 72 more miles of the Appalachian Development Highway System and the provision of water or sewer service to over 24,000 households. During 2001, 68 doctors were placed in the region. Studies were launched on disparities in health status and in health care accessibility, and on health care institutions that are at risk of closure. Tables present funding statistics for the 13 Appalachian states, highway obligations, and population data. Contact information is given for all local development districts in the Appalachian region. (TD)

Appavoo, P. J. (1985). Library and Information Access in Distance Education: The Role of Technology. Canada Alberta: 12.
Libraries in distance education universities such as Athabasca University in Alberta, Canada, are faced with special difficulties when seeking ways to reach out to their students to expand their understanding of libraries as information sources and provide them with the skills to tap library and other information sources. However, developments in communications and computer technology appear to provide some answers to the problem of bridging the distance gap in the areas of bibliographic instruction, reference and information services, and document delivery. For example, video technology in the form of cassettes or discs would seem to offer the most viable means of bibliographic instruction at the present time. Possibilities for reference and information services include access to the library's online public access catalog (OPAC) via the student's home or office microcomputer or through regional offices and cooperating institutions. The provision of information services via telefacsimile and electronic publishing is a further consideration, but impediments to the use of this option may exist in the forms of copyright issues, accessibility problems, and expense. Nevertheless, the electronic library is the natural form for distance education library services, and it is important to begin to prepare the groundwork for the use of new technological applications in library services. (Author/KM)

Architectural and Transportation Barriers Compliance Board Washington DC.[BBB16020] (1998). ADAAG Manual: A Guide to the Americans with Disabilities Act Accessibility Guidelines. District of Columbia: 149.
The Access Board of the Architectural and Transportation Barriers Compliance Board has issued this guide to assist in the use of its American with Disabilities Act Accessibility Guidelines (ADAAG) for buildings and facilities. It explains some of the basic considerations for accessible design and clarifies specific ADAAG provisions. Advisory information is provided in the form of recommendations that are optional and go beyond the minimum required by ADAAG. Information is categorized under the main areas of scoping and technical requirements for specific building areas such as toilet facilities, curb ramps, entrances, and elevators; and special occupancies covering dining facilities, medical facilities, libraries, and accessible transient lodging. Diagrams, layouts, and other illustrations are contained throughout the guide. (GR)

Arcia, E. and J. J. Gallagher (1992). Parity or Equity. Can We Even Tell? North Carolina: 31.
A random sample of 16 coordinators responsible for implementation of Part H of the Individuals with Disabilities Education Act were interviewed to determine if state data systems will be in a position to assist in monitoring service goals and in reaching populations typically underserved. The interviews assessed the availability of sociodemographic variables in states' Part H data systems and documented coordinators' perceptions of which population was most underserved in their state. It was found that: (1) accurate count of children served may still not be possible for 6 of 16 states; (2) 10 of the 16 states collect information on ethnicity of race; (3) data on family income were collected in 2 states; (4) none of the coordinators identified African Americans as underserved; (5) availability was a key barrier to rural populations, and both availability and accessibility were important barriers to ethnic minorities; and (6) in many cases, data were not collected for groups identified as most underserved. The study concludes that data systems should include the following sociodemographic information on their client population: county of residence, urban/rural/inner city residence, race/ethnicity, income, insurance coverage, and parental employment status. (JDD)

Area 5 Vocational Planning Committee Pleasant Hill CA.[BBB12495] (1975). Status of Vocational Education and Vocational Education Planning in Area V: 27.
A review of the Area V Planning Committee's study and evaluation of vocational education programs in Alameda and Contra Costa Counties, California, is presented. Three generalized problem areas were addressed, including: (1) financial support for needed programs; (2) the development of new programs and the evaluation of old ones; and, (3) the lack of a system to coordinate programs and encourage school district cooperation. Problems encountered by the committee included confusion as to the appropriate roles for the committee, its members, and agencies in terms of the area planning process. The adequacy of and accessibility to planning information and financial support for the planning program were also problem areas. Conclusions and recommendations are presented, emphasizing: coordination between vocational education programs, financial support from the State government to help implement educational and manpower information systems, the establishment of a monitoring system for vocational education program status and planning, and regulatory measures. A complete listing of the Committee recommendations and their present status, committee members, and Article 10.4 of the California Education Code are appended. The document is one of a series regarding Area V. (LH)

Arizona Board of Regents Phoenix.[BBB20803] (1999). Report Card, 1999 [for] Arizona's [Public] Universities. Arizona: 31.
This annual report on the performance of the three Arizona universities, Arizona State University, Northern Arizona University, and the University of Arizona, informs the general public, elected officials, business leaders, and consumers of higher education about the universities' progress and milestones. In preparing the report, the universities each completed a self-assessment for performance indicators in four categories: quality and effectiveness of undergraduate education, quality of instruction, demonstrating excellence and innovation, and utilization of resources; these are then graded by the Board of Regents relative to seven strategic factors established for improving the quality of Arizona higher education. The report notes that out of a total of 18 indicators used for the academic year 1999, 6 were superior, 10 were satisfactory, 2 showed a need for improvement, and none were unsatisfactory. Other sections of the report include information on the scope, size and character of the system; a review of the policy achievements of the Board of Regents in addressing issues of accessibility, community college students, service to K-l2 education, private sector participation, and planning for growth; and campus highlights for each of the three universities. (RH)

Arizona Board of Regents Phoenix.[BBB20803] (2000). Arizona University System: 2000 Report Card. Arizona: 32.
This annual report on the performance of the three Arizona universities, Arizona State University, Northern Arizona University, and the University of Arizona, informs the general public, elected officials, business leaders, and consumers of higher education about the universities' progress and milestones. In preparing the report, the universities complete a self-assessment for performance indicators in four categories: quality and effectiveness of undergraduate education, quality of instruction, demonstrating excellence and innovation, and utilization of resources; these are then graded by the Board of Regents relative to seven strategic factors established for improving the quality of Arizona higher education. The report notes that out of a total of 19 indicators used for the academic year 2000, 5 were superior, 12 were satisfactory, 2 showed a need for improvement, and none were unsatisfactory. Other sections of the report include information on the scope, size and character of the system; a review of the policy achievements of the Board of Regents in addressing issues of accessibility, learner-centered education, tuition and fees, undergraduate accountability, public-private partnerships, the governor's task force on higher education, the Arizona Partnership for the New Economy, and biennial budgeting; and campus highlights for each of the three universities. (RH)

Arkansas State Commission on Coordination of Higher Educational Finance Little Rock.[BLX04210] (1965). Procedure for the establishment of community junior colleges in arkansas: 14.
Criteria for establishment of junior college districts in arkansas include (1) a projected enrollment of at least 300 full time equivalent students in the third year of operation, (2) assessed valuation adequate to provide from local property taxes one-third of the annual operating cost and the total debt service requirements for capital outlay, (3) district size which provides a maximum one-way commuting time of one hour, (4) a site of at least 40 acres plus two acres for each 100 full time equivalents, with adequate zoning, topography, and accessibility, (5) programs of transfer courses, occupational curricula, and continuing education, (6) building design which conforms to a long range master plan, meets requirements of appropriate codes, is suitable for the programs and activities of the college, and is economical and flexible, and (7) a president with a commitment to and experience in the community college program. junior colleges are controlled by local boards, and operating expenses are shared equally by the state, the local district, and the student. the steps required for establishing a community college are described, and the text of the enabling legislation is included. (wo)

Arkansas State Dept. of Education Little Rock.[BLX04220] (2000). Arkansas Education Technology Plan, July 2000. Arkansas: 58.
The revised Arkansas Educational Technology Plan, of the year 2000, is an updated and more detailed plan that is necessary for providing specific help to all levels of the state educational system. The primary focus of the plan is to enhance instruction for higher student achievement through technology and provide a framework to allow this to occur. The revised plan focuses on K-12 education and requires details on high priority needs and implementation of solutions. The planning committee revised the plan recognizing such factors as: technological progress made over the last several years, increased activities in distance learning, more computers accessing the Internet, increase demand for more bandwidth, and changes in local district and state priorities. Contents include: Introduction; Vision; Mission; Goals; Student Standards for Technology; School Improvement; Local School District Planning; Professional Development; Infrastructure; Funding; and Glossary. Appendices include: State Plan Development Timeline; Committee Membership; Arkansas Department of Education: Information and Technology Section; Arkansas Educational Service Cooperative Technology Coordinators; Arkansas Public School Computer Network; Internet Filtering; Accessibility Issues and Policies for the Visually-Impaired; Status Report on Technology in Arkansas K-12 Schools; Computer in Arkansas Public School Districts Grades K-12; and Contributors to Various Technology Related Efforts. A short list of resources for training and technical assistance for educators is provided. (AEF)

Arkansas Univ. Little Rock.[BBB13433] (1978). Perspectives in Higher Education: Background Papers on Governmental and Economic Affairs. Arkansas: 44.
Three papers are presented from a conference on governmental and economic affairs held at the University of Arkansas at Little Rock. In "Federal Legislation and Higher Education," John P. Mallan pointed out that the major portion of funds is channeled through student aid programs, and research and development funds are concentrated in a few institutions. Proposals for accessibility to federal research funds are presented, and federal regulations for which the Federal Government pays no implementation costs are discussed. In "Financing Post Secondary Education: Expenditure Priorities and Tax Effort and Ability of State and Local Governments," Kenneth E. Quindry recommended that tuition and fee support be stabilized as to relative share and that such support be equalized according to ability to pay. Criteria for optimum tax systems are presented and related to current taxation with the southern region. Southern Regional Education Board studies of state and local tax ability and tax effort are discussed. In "Population, Occupational and Economic Factors Related to Higher Education," Forrest H. Pollard describes demographics of population growth and migration. Population groups, enrollment patterns, education attainment, occupational employment, and per capita income for the state of Arkansas, for Pulaski and adjacent counties, and Little Rock-North Little Rock Standard Metropolitan Statistical Area are presented. (SW)

Armstrong, K. "Special Software for Special Kids." Technology & Learning. v16 n2 p56-61 Oct 1995.
Provides a list, organized by company, of access software appropriate for special education users, and general software such as productivity tools and educational and recreational software. Sidebars include: software accessibility features to consider; the Alliance for Technology and Access; and contacts for publishers and special education leaders. (JKP)

Armstrong, M. D. and R. D. Rada (1989). Examination of Relationships among School Superintendents: A Network Analysis. Washington: 21.
Although numerous studies target classroom teacher performance or principals' ability to improve instruction, little attention is given superintendents' leadership and managerial skills. Especially neglected are relationships among superintendents--despite their serving a critical function. This study examines the interpersonal network existing among district superintendents in Washington State. Using a sociometric test survey, the study examines mutually identified groups (cliques), individuals connecting between groups (bridges), isolated individuals (isolates), and the entire superintendent network throughout the state. Also examined are individual superintendent traits (age, ethnicity, gender, salary, years of experience, and district size) and district conditions influencing the network's establishment and continuation. The study draws on three factors possibly influencing the degree of superintendent connectedness: affiliation, accessibility, and status. Analysis of affiliation attributes (nonwhite ethnicity, gender, age, and degree and credentialing institution) indicates that affiliation is the weakest of the three categories. However, accessibility (measured by educational service district membership) and status (measured by salary, years of experience, and student enrollment size) are important factors influencing the establishment of connections within the network. One-third of the superintendents studied were isolated from networks, and female superintendents failed to choose friends among themselves. Implications for induction, mentoring, and support of superintendents are discussed. (23 references) (MLH)

Armstrong, W. B., M. Lewis, et al. (1997). Americans with Disabilities Act Continuing Education Self-Evaluation Study. California: 41.
In 1997, the San Diego Community College District conducted a self-evaluation study of their continuing education programs to assess the program's compliance with the Americans with Disabilities Act (ADA). Ten focus groups revealed their knowledge and views of the ADA. Students cited the availability of special instructional accommodations, but noted the lack of emergency telecommunication devices for the deaf (TDD) services. Administrators felt that an ADA training session was needed. They cited some necessary improvements of facilities, though most felt that the architecture and programs were accessible. Staff held divergent views on the status of ADA implementation, though there was a general consensus that there was a lack of campus space, and a need for a campus review of access for the disabled. The Disabled Student Programs and Services Department Staff acknowledged instructional accommodations, but cited the need for an emergency evacuation procedure. Faculty and Special Admit Programs, and Business, Facilities, and Operations staff acknowledged architectural and program accessibility, but felt that faculty would find ADA training helpful. Although most staff and faculty believed that accessibility to education and services was implemented, vital areas such as information, training, and emergency services needed improvement. (YKH)

Armstrong, W. B., M. Lewis, et al. (1997). Americans with Disabilities Act Mesa College Self-Evaluation Study. California: 36.
In 1997, the San Diego Community College District conducted a self-evaluation study of Mesa College to assess its compliance with the Americans with Disabilities Act (ADA). Ten focus groups discussed their knowledge and views of the ADA. Findings for the Student and Disabled Student Group indicated that while there was a general lack of awareness of special needs and available services for individuals with disabilities; students did acknowledge certain instructional accommodations. Administrators demonstrated knowledge of programmatic and instructional accommodations and declared a commitment to informing staff of ADA policies. Staff held divergent views, with some staff feeling that most provisions of the ADA had been accomplished, while others noted areas in need of improvement. Staff training and campus reviews were advocated. The Student Services and Disabled Student Programs and Services Department Staff felt the need for continuous discussion of access issues and greater classroom space. The faculty acknowledged the instructional accommodations made, and were aware of the employment regulations of the ADA. The college police and the special admit programs believed that there was architectural accessibility for the disabled. Site compliance officers corroborated the aforementioned observations, but felt the need for improved access to information. (YKH)

Arnold, C. L. (1997). Using National Data Sets To Create Comparable National Statistics for the Student Characteristics and Outcomes in Community Colleges. California: 83.
Addressed to institutional researchers, this report from California's Chabot College presents information on National Center for Education Statistics (NCES) data sets. Included is a discussion on how these data sets can be used to create peer groups of U.S. colleges, and to produce statistics on major student variables for each of these groups. Ideas are presented on how to obtain and work with NCES data sets, and what resources are needed in terms of time, hardware, software, supplies, and funds. Three major chapters review the usefulness of two data sets: the Integrated Postsecondary Education Data System (IPEDS) and the Beginning Postsecondary Students Longitudinal Study (BPS). The conclusion summarizes the value and accessibility of these data sets, and helps institutional researchers evaluate whether they have the inclination or resources to work with either of the sets, or if published materials are better alternatives. The report contains 21 tables. The appendices contain lists of IPEDS and BPS variables used, supporting tables, and additional sources of help in using the NCES data sets. (AS)

Arter, M. H. (1981). Use of the Community College Goals Inventory (CCGI) as an Impetus for Change in a Rural Community College. California: 23.
In an effort to establish priorities for long- and short-range planning, Palo Verde College (PVC) administered the Educational Testing Service's Community College Goals Inventory to all PVC faculty and administrators, 20 community residents, five trustees, and approximately 200 students. The inventory asked respondents to rate the importance of 105 goals both in terms of existing and ideal conditions. Three kinds of goals were considered: (1) outcome goals, relating to issues such as general education, intellectual orientation, lifelong learning, personal development, remedial preparation, and community services; (2) process goals, relating to issues such as student services, staff development, innovation, accessibility, and accountability; and (3) goals relating to college-specific problems, such as parking and child care services. Findings, based on responses from 12 instructors, 78 students, seven administrators, three trustees, and ten area residents, were analyzed to determine those areas with the highest discrepancy between existing and ideal conditions. The study report details the survey results and enumerates the activities undertaken by PVC with respect to the 19 areas that received high discrepancy ratings, including vocational preparation, counseling, humanism/altruism, effective management, on-campus access to upper-division study, secure parking, and basic skills instruction. (JP)

Arthur, W., Jr. and D. Hart (1989). Empirical Relationships between Cognitive Ability and Computer Familiarity. Texas: 17.
The recent explosions of computer use and accessibility in both academic and work settings have made computer literacy almost mandatory, yet there are many individuals who are unfamiliar with computers. Previous research has partially attributed computer attitudes to past mathematics experience and gender of the user. This study empirically investigated the relationship between computer familiarity and cognitive ability in an attempt to identify cognitive ability as a variable which may account for differences in computer familiarity and usage. Subjects (N=62), ranging in age from 19 to 40 years of age, completed two cognitive ability tests and reported their familiarity with computers. Results indicated that high scorers on the cognitive ability tests were significantly more familiar with computers. Contrary to previous research, there were no gender differences in computer familiarity (and cognitive ability). The findings have implications for educational and organizational practices regarding teaching lower cognitive ability persons to use computers. Such programs should include confidence builders, reinforcers, and praise. The programs should move away from independent self-guided to continued instructor guidance programs. (Author/ABL)

ASCD Improving Student Achievement Research Panel., R. W. Cole, et al. (1995). Educating everybody's children : diverse teaching strategies for diverse learners : what research and practice say about improving achievement. Alexandria, Va., Association for Supervision and Curriculum Development.

Ash, P. a. C., Bruce J. (1953). "The value of note-taking druing film learning"." Journal of Educational Psychology 23: 121-125.

Aspen Education Development Group Gaithersburg MD.[BBB36369] (2001). Administrator's Guide to Technology: Planning, Funding & Implementation. Maryland.
This document provides guidelines for administrators related to instructional technology and planning. Chapter 1 discusses planning, including developing a technology plan, facility assessment, e-rate planning, formation of a technology committee, budget planning, and hardware/software replacement plan and costs. Chapter 2 addresses implementation, including integrating technology into the curriculum, developing a World Wide Web site, parents as advocates and users, Internet usage policies and procedures, copyright and antipiracy policies, legal and ethical issues, and security. Chapter 3 covers funding, including how to develop proposals, developing business partnerships, federal funders, and private and corporate funders. Chapter 4 describes equitable instructional technology resources, including e-learning, distance learning, assistive technology, and teaching strategies. Chapter 5 discusses software, including selecting software for the classroom, teacher top picks, and software resources. Chapter 6 addresses staffing, including job descriptions and professional development. Chapter 7 covers assessment and accountability, including evaluating a technology program, technology assessment surveys, and technology standards for continuous student assessment. Appendices include a glossary and a list of resources for acceptable use policies, assessment and accountability, assistive technology, Web site accessibility, curriculum integration, distance education, funding, hardware suppliers, international collaboration on the Web, legal issues, professional development, school Web site design, technology planning and implementation, telementoring, virtual schools, and Web safety. (Includes an index.) (MES)

Asselin, S. B. and M. Mooney (1996). Diverse Learners: Strategies for Success. Virginia: 146.
This instructional resource provides classroom teachers with information for working successfully with all students by incorporating management tools and strategies to ensure students' success as they move from school to work. The guide is organized in five parts. Part I, Strategies for Learning and Teaching, covers these topics: learning styles, assessment, teaching styles, modifications and accommodations, motivation, and behavior and classroom management. Part II, Strategies for Collaboration, suggests methods for successful collaboration with parents, families, businesses, and the community. It also provides steps for solving cooperation problems. Part III, School to Career Transition, covers the role of vocational education teachers in preparing students for careers and making the transition from school to work. Part IV, Special Needs Populations, defines the various groups of special needs students, describes national legislation on educational accessibility for special needs persons, and suggests physical modifications, assistive technology, and workplace accommodations. Part V, Resources, contains the following: a glossary of 79 terms; a list of 38 acronyms; a list of 75 related references and 26 videotapes; a professional resource directory listing 47 organizations; and a bibliography containing 57 entries. Appendixes include sample forms and "bright ideas" from teachers dealing with special needs vocational education students. (KC)

Associated Consultants in Education Tallahassee FL.[HWP04653] (1966). EDSPECS for the South Campus Seattle Community College: 389.
A concensus of faculty, staff, and consultants regarding the physical requirements necessary for full implementation of the educational program and services to be offered. Guidelines for the architects are developed as follows--(1) curricular implications for facilities, (2) the general nature of activities o f instructional and non-instructional functions of the college, (3) estimates of the kinds and numbers of facilities needed, (4) square footage requirements by type of facility, (5) amounts and types of major items of equipment and furniture needed, (6) desirable space relationships of facilities, and (7) schematic diagrams of functional relationships of major space components. Site development criteria emphasizes the commuter nature of the student population, accessibility of the instructional materials center from primary pedestrian arteries, provision for future facilities expansion, and extensive nighttime use of facilities. Detailed specialized equipment needs and square footage requirements by function for 5,000 full-time enrolled students are given in appendices. (RLP)

Associated Educational Consultants Inc. Pittsburgh PA.[BBB12997] (1978). Physical Accessibility of Public Supported Vocational Schools for Handicapped Students. Pennsylvania: 73.
A study was conducted to (1) identify what structural changes need to be made to existing buildings in order to make vocational programs accessible to handicapped persons in Pennsylvania and (2) determine the costs of making required structural modifications. Ten persons who were either handicapped or who were associated with programs designed for handicapped were interviewed to develop a checklist to be used by the evaluators when conducting on-site visits. The checklist consisted of a list of fifteen physical barriers for handicapped students. Site visits were conducted to seventy-eight area vocational technical schools, sixteen comprehensive high schools, and fifteen community colleges. Among the findings was that none of the schools was in full compliance with the provisions of Section 504 of the Rehabilitation Act of 1973. In order to make all vocational programs accessible to handicapped persons, it is estimated that the total cost for needed modifications is $2,562,921.00 in area vocational technical schools, $499,468.00 in community colleges, and $834,550.00 in twelve comprehensive high schools. (Tables showing items at each school not in compliance with American National Standards Institute standards and estimated costs for modifications are provided. The accessibility checklist is appended.) (LRA)

Association of Colleges of Applied Arts and Technology of Ontario North York.[BBB30399] (2000). Ontario's Colleges: Leaders in Applied Learning. Presentation to Investing in Students Task Force. Canada Ontario: 38.
This paper provides an overview of Ontario's colleges of applied arts and technology as leaders in applied learning, accessibility, training, quality and innovation, affordability and accountability. Highlights of the diversity of college activities and innovations are included but do not reflect a comprehensive picture of colleges' initiatives. Colleges serve 200 communities in Ontario providing various educational activities to meet the local needs. Postsecondary enrollment has increased by 35% since 1990. In addition to full-time postsecondary programs, colleges also provide many program options for adult learners. Partnerships between colleges, colleges and the private sector and colleges and government have become increasingly important for institutions, employers, and students to maintain a current and skilled workforce. For example, Access to Opportunities Program, a government initiative requiring partnerships, was created to respond to the shortage of skilled high-tech professionals in Ontario. The paper concludes by describing the initiatives the Association of College of Applied Arts and Technology of Ontario (ACAATO) will be undertaking in response to the invitation of the Investing in Students Task Force. Appendices detailing learner profiles, samples of college partnerships and centers of excellence and the projected operating grant shortfall to 2010 are included. (JA)

Association of Physical Plant Administrators of Universities and Colleges Washington DC.[BBB07734] (1979). Steps Toward Campus Accessibility. District of Columbia: 50.
Photo-essays focus on the progress colleges and universities have made in achieving program accessibility for handicapped persons in compliance with Section 504 of the Rehabilitation Act of 1973. Both common problems and innovative solutions to unique problems are included. "People We Never See" introduces the challenge higher education faces to overcome both attitudinal and architectural barriers. "Becoming Aware" depicts campus activities designed to sensitize administrators and students to problems handicapped persons face. "Matching Places to People" specifically deals with architectural modifications that involve adapting facilities to the persons who use them instead of requiring handicapped persons to overcome barriers. "Opening Doors to Special Spaces" shows how campuses have made science laboratories and sports facilities accessible to handicapped persons. "Protecting Human Lives" addresses the problems of assuring the safety of all persons on campuses and establishing emergency procedures appropriate for both able-bodied and handicapped persons. Other articles include "Taking Time to Listen," "Providing the Comforts of Home," "Putting the Campus on the Map," "New Wheels to Freedom," "Bridging Communications Gaps," and "The Ultimate Benefit." (Author/MLF)

Atan, H., F. Sulaiman, et al. "Gender Differences in Availability, Internet Access and Rate of Usage of Computers among Distance Education Learners." Educational Media International. v39 n3-4 p205-10 Sep 2002.
Explores the level of availability of computers, Internet accessibility, and the rate of usage of computers both at home and at the workplace between distance education learners according to gender. Results of questionnaires completed at the Universiti Sains Malaysia indicate that distance education reduces the gender gap. (Author/LRW)

Aune, B. "Report on an International Conference on Disability in Higher Education." Journal of Postsecondary Education and Disability. v10 n2 p27-36 Spr 1993.
An international conference of disability service providers in higher education from 15 countries is summarized. Major sessions on disability services in different countries and on identifying needs and resources for students with disabilities are described. Topics addressed include status and trends in services, public policy, accessibility and adaptive technology, and use of volunteers. (MSE)

Australian National Training Authority Brisbane.[BBB34088] (1996). An Approach to Achieving Access and Equity in Vocational Education and Training: Issues Paper. Australia Queensland: 43.
Australia's first national strategy for vocational education and training (VET), "Towards a Skilled Australia," was formulated in 1994. Within the theme of improved accessibility, the strategy identifies the following groups as disadvantaged in VET: women, Aboriginal and Torres Strait Islander people, disabled people, people of a non-English speaking background, people in remote and rural areas, people without adequate English language and literacy levels, and unemployed people. It was determined that the national strategy would be redeveloped in 1996 to allow for developments in VET and the following issues: progress to date in access and equity; emerging issues and populations; key features of the national VET system; existing VET planning processes; standards and curriculum; delivery; information and communication; student support; cultural shifts; successful ventures; and future strategies. Fifty questions pertaining to these issues have been identified that will be considered at Australia-wide consultations designed to refine those provisions of Australia's national strategy for VET that are related to access and equity and improve access and equity for those groups identified as educationally disadvantaged. (Appended are key findings of a baseline VET participation analysis and a summary of progress on relevant measures contained in Australia's 1994 national strategy.) (MN)

Australian National Training Authority Brisbane.[BBB34088] (1996). Australia's Vocational Education and Training System--Volume I. Annual National Report 1995. Australia Queensland: 48.
In 1995, efforts to develop Australia's vocational education and training (VET) system focused on implementing Australia's first national strategy for VET, Towards a Skilled Australia. All stakeholders in VET worked to advance Australia's national strategy for VET, which revolved around the following four themes: responsiveness (maximizing diversity, choice, and cooperation among public, private, and industrial training partners); quality (supporting high standards); accessibility (enabling all Australians who want/need training to get it); and efficiency (emphasizing value for money/accountability and streamlining administrative arrangements). After a major review of VET, a package of measures was developed to achieve a more flexible VET system with more emphasis on the relationship between training providers and clients. Among the areas in which major initiatives were undertaken or completed in 1995 were the following: facilitation of industry input and client choice; competitive tendering; flexible delivery; frontline management; identification/dissemination of best practices; and quality assurance through development of a national curriculum and national assessment system and qualifications framework. (Eighteen figures/tables are included. Appended are lists of members of the following organizations in 1995: state and territory training authority boards; Standards and Curriculum Council; and National Staff Development Committee.) (MN)

Australian National Training Authority Brisbane.[BBB34088] (1997). Australia's Vocational Education & Training System Annual National Report 1996. Volume 1: National Overview. Australia Queensland: 64.
This document outlines the major features and achievements of the Australian vocational education and training system in 1996 and provides some illustrative examples of specific initiatives undertaken by states, territories, and the Commonwealth. Among the major achievements detailed in the report are the following: (1) for students--35,000 more places in vocational education and training, agreement to expand vocational education and training into schools with links to apprenticeship programs, more flexible delivery of training, development of strategies to redress barriers and inequitable outcomes for specific client groups, and piloting projects in several areas; (2) for employers--simpler processes for developing skills and a more flexible national training system, increased quality and relevance of employment-based training, and increased resources to finance growth in traineeships; and (3) for providers--increases in flexible delivery options, promotion of best practices, increased public funding, and reduced regulation and a focus on guaranteeing outputs. In summary, the achievements can be considered in terms of greater responsiveness, enhanced quality, improved accessibility, and increased efficiency. Financial information is included in the report. (KC)

Australian National Training Authority Brisbane.[BBB34088] (1997). Australia's Vocational Education & Training System Annual National Report, 1996. Volume 2: Commonwealth, State & Territory Achievements. Australia Queensland: 112.
This document contains a chapter from each Australian State and Territory and from the Commonwealth on their full range of achievements in 1996 related to the National Strategy for Vocational Education and Training. Achievements of all State and Territory Training Authorities are outlined in terms of the four themes of the national strategy: greater responsiveness, enhanced quality, improved accessibility, and increased efficiency. The report also includes information on Commonwealth initiatives in vocational education and training. Among the major achievements detailed in the report are the following: (1) reform of the apprenticeship and traineeship system; (2) reform of the vocational education system; (3) literacy training; (4) small business services; (5) quality initiatives; (6) migrant services; (7) improving access for disadvantaged groups; (8) industry-education partnerships; (9) development of the training market; and (10) small business training opportunities for women. (KC)

Australian National Training Authority Brisbane.[BBB34088] (1998). Australia's Vocational Education & Training System. Annual National Report. Volume 1: National Overview [and] Volume 2: Commonwealth, State & Territory Achievements. Australia Queensland: 154.
This document consists of the first two volumes of the 1997 annual report on Australia's vocational education and training (VET) system. Examined in volume 1 are the following topics: strategic directions for 1997; overview of the VET system's operation and the Australian National Training Authority (ANTA) agreement; key initiatives in 1997 (the National Training Framework, New Apprenticeships, User Choice, industry advice, improved efficiency and accountability); greater responsiveness (allocation of resources through competitive processes, flexible delivery, the frontline management initiative, professional development, demand for VET, small business, training culture); enhanced quality (best practice and quality assurance, the National Training Framework, and national VET research); improved accessibility (New Apprenticeships, group training, equity and participation in VET, VET in schools, adult and community education); increased efficiency (national key performance measures, national VET statistics, national costing studies, the infrastructure program, promotion of VET); national programs; national projects; and financial information. Appended are lists of 1997 state and territory ANTA board members and National Training Framework committee members. In volume 2, the full range of achievements in VET in 1997 throughout the commonwealth as a whole and in each of Australia's eight states and territories are detailed against the background of Australia's national strategy themes. (MN)

Baca, L. (1980). Policy Options for Insuring the Delivery of an Appropriate Education to Handicapped Children Who Are of Limited English Proficiency. Virginia: 58.
The report analyzes policy issues in the education of bilingual exceptional students. Chapter 1 provides a historical review of the question, including overviews of litigation and legislation and findings regarding the effectiveness of bilingual education. Significant issues are considered in Chapter 2, including programmatic options, removable barriers, specially designed instruction, program costs, teacher competencies, needed changes in teacher programs, and parental involvement. Current practices in the state of Massachusetts and in the Waukegan (Illinois) public schools are cited. The final chapter lists six current requirements for serving bilingual handicapped students and notes policy options (with potential positive and negative effects) for 19 aspects, including screening, bilingual advocacy, establishment of primary need, parent and community involvement, accessibility, minimum services, and inservice training. (CL)

Baca, L. and J. Bransford (1982). An Appropriate Education for Handicapped Children of Limited English Proficiency. Special Education in America: Its Legal and Governmental Foundations Series. Virginia: 31.
Part of a series on the legal and governmental foundations governing education of handicapped and gifted children, the booklet focuses on bilingual special education. A review of the literature covers studies which have been conducted in a variety of bilingual program settings in the United States and several other countries. Cited among findings are that children involved in learning environments employing the use of two languages perform at a level equal to or higher than their monolingual counterparts, and although handicapped children of limited English proficiency have not been properly served by the public schools, there are a number of exemplary programs. Federal legislation and court cases relating to bilingual special education are examined. Significant issues in the provision of bilingual special education are discussed, including accessibility, resources, cost of programs, personnel preparation, parental and community support, and program evaluation. Finally, current requirements according to the Office for Civil Rights are listed; and examples of policy options are offered relating to screening, acceptable tests, testing guidelines, bilingual advocates, establishment of primary needs, use of parents' language, establishment of primary responsibilities, comprehensive services, use of existing services, bilingual special education, supplementary services, tutorial services, parent and community involvement, accessibility, removal of barriers, exit criteria, inservice training, teacher certification, and teacher training. (SW)

Backman, C. A. (1994). "Finding an Effective Note-Taking System for Math Students." Teaching & Change 2(1): 73-88.
A high school mathematics teacher designed an action research project to help students learn effective notetaking for studying and for organizing and remembering information. Fifty students completed questionnaires about their notetaking habits and ways to improve them. After discussing survey findings, students designed their own formats and refined their notetaking systems. (SM)

Badger, W. and R. C. Reilly "Teaching with Technology: Creating Student Centered Classrooms. Book Review." Canadian Journal of Research in Early Childhood Education. v6 n4 p367-68 Feb 1998.
Reviews "Teaching with Technology: Creating Student Centered Classrooms" by J. Haymore Sandholtz, C. Ringstaff, and D.C. Dwyer, a report on the Apple Classrooms Of Tomorrow Project. Notes that strengths of the book include its accessibility for teachers and administrators, use of quotations from teachers to illustrate the change processes involved in the project, and its avoidance of statistics. (KB)

Baker, M. H. "Technology and Teaching in the Communications Age." Mid-Western Educational Researcher. v11 n1 p41-42 Win 1998.
College faculty are pressured to use technology to improve teaching and achieve institutional goals but resist technology due to lack of time, funds, confidence, support staff, or accessibility. Over 30 concrete suggestions are offered for integrating technology into professional and teaching situations, including getting started, streamlining paperwork, and putting a technology plan into motion. (SAS)

Baker, N. E. "[Accessible Rural Housing.]." Rural Exchange. v8 n1 1995: 13.
This issue of the quarterly newsletter "Rural Exchange" provides information and resources on accessible rural housing for the disabled. "Accessible Manufactured Housing Could Increase Rural Home Supply" (Nick Baker) suggests that incorporation of access features such as lever door handles and no-step entries into manufactured housing could help to meet the growing demand for accessible housing in rural areas. Difficulties to be overcome include zoning restrictions, lending policies of local banks, and ignorance of local manufactured housing dealers. A four-page fact sheet on accessible rural housing contains a statement of the problem; a sample design of an accessible three-bedroom house; and a list of resources for advocacy, design information, remodeling techniques, products and building materials, and educational opportunities for building industry professionals. "The HAMMER Project: A Partnership That Creates Accessible Housing" (Duane French, Bill Crandall) describes a project in Fairbanks (Alaska) that provides affordable accessibility modifications to private homes though a partnership among the local carpenters' union, Access Alaska, Easter Seals, and private businesses. Short features describe AgrAbility, a federal program that enables disabled farmers and ranchers to continue living on their land; discuss a Montana information network for people with disabilities; note that housing information is available at local libraries; and recommend a 57-page book "Building a Ramp," by John Henson. (SV)

Baker, R. (1993). Designing the future : the computer in architecture and design. New York, Thames and Hudson.

Balageur, I. (1992). Quality in Services for Young Children: A Discussion Paper. Belgium: 36.
This document is a combined version of two papers originally presented at a 1990 European seminar on quality in services to young children. The papers, which considered the definition of quality in child services and the topics of quality assurance and monitoring, respectively, were revised in the light of comments made during and after the seminar in order to produce a single discussion document. In its discussion of quality in child services, the document takes into consideration the viewpoints of children, parents, and professionals, and examines quality in child services from a broad and value-based perspective, rather than a perspective that stresses limited and quantitative measures of quality. Criteria for measuring quality in child service programs are organized into 10 areas: (1) accessibility and use; (2) physical environment; (3) learning activities; (4) relationships among children and adults involved in the service program; (5) parents' views; (6) the program's relationship to the community; (7) diversity; (8) assessment of children's progress; (9) costs; and (10) the ethos of the program. Issues relating to quality assurance in child service programs are also organized into 10 areas: policy; legislation and standards; financing; planning and monitoring; advisory and support services; staffing; training; physical resources; research and development; and coordination of services. For each of the areas considered in the document, a series of key questions is provided. (BC)

Balch, D. E. and I. F. Patino (1997). Learning Online: A 20th Century Zen Experience. California: 12.
California's Rio Hondo Community College (RHCC) began developing on-line programs in response to rapidly approaching external changes affecting education and training. These changes included reduced funding for expansion, increased needs for inservice training, increasing numbers of adult students, and the growth of computer technologies and the Internet. Current distance learning applications allow colleges to combine new roles for teachers and learners, new learning paradigms, and technology that increases speed and accessibility. In developing the new program, however, planners at RHCC faced immediate resistance to change among faculty and staff. In addition, the following issues and obstacles had to be addressed: (1) gaining the support of key administrators; (2) convincing faculty, the Academic Senate, and the college's Curriculum Committee that distance learners would receive the same support and quality instruction as on-campus learners; (3) obtaining the support and assistance of colleagues in the target department; (4) assessing student needs and piloting courses; (5) maintaining adequate technology and deciding upon elements to be implemented; and (6) allowing sufficient time to implement the program. The obstacles were overcome, however, and, as of 1997, 24 Web-based professional update courses related to peace officer education were offered through the college's Public Service department. The course pages include course titles, descriptions, learning goals, activities, assignments, and links to other Internet resources. Contains 18 footnotes. (HAA)

Baldwin, B. and A. Sinclair (1994). The Status of Technology Usage in Southeastern Louisiana and the Impediments to Technology Usage. Louisiana: 12.
A survey of 131 southeast Louisiana educators revealed a significant discrepancy between educators' familiarity with technology and media, and the accessibility of such technology. A questionnaire asked subjects (73% female, and 27% male) to respond to a variety of items indicating familiarity with and accessibility to technology. In addition, respondents were asked to describe major impediments to technology usage, and to indicate what types of assistance would be most helpful in promoting technology use. Overall, respondents consistently reported that their level of technology knowledge exceeded the availability of the technology. For example, although 80% of the subjects reported being somewhat or very familiar with CD-ROM technology, only 51% reported having that type of technology available in their schools. Educators reported that the most serious impediment to technology usage was the lack of hardware (approximately 80%), followed by lack of training and lack of software (approximately 78% each). Respondents also reported that in-service workshops, conferences, and district technology consultants were helpful means of gaining technological knowledge. Three tables illustrate data. (Contains six references.) (Author/MAS)

Balsamo, F. (2000). Education Access: National Inquiry into Rural and Remote Education. Australia New South Wales: 144.
This report examines limits on access to education in Australia. Accessibility must be available without discrimination because of physical or economic limitations. Chapters are devoted to nine different types of limited accessibility, affecting: children with disabilities, especially in remote areas without alternative local schools; children isolated from public transport or denied access to school buses; students studying by distance education who are dependent on unreliable power sources or inadequate or very expensive telecommunications infrastructure; Indigenous children in Homeland Centres and remote communities without schools, teachers, or tutors to supervise distance education; Indigenous teenagers with no accessible secondary school curriculum; non-English-speaking children whose curriculum is in English; students in vocational programs who cannot find work experience placements locally and who cannot afford the costs involved in placements away from home; teenagers whose only chance of a secondary education is a boarding school at risk of losing its subsidies; and schools trying to use computers and the Internet where the telecommunications infrastructure is inadequate. The report uses a combination of case studies, evidence submitted to the National Inquiry into Rural and Remote Education, and information about government programs to illustrate the limits presented. It concludes each chapter with recommendations on how to address these limits. A map of each state and territory shows junior and senior secondary school locations and school-aged populations. (Contains 39 references.) (TD)

Baltimore County Community Coll. MD.[BBB37221] (2002). Institutional Performance Accountability Report, 2002. Maryland: 19.
This report from the Community College of Baltimore County (CCBC) (Maryland) provides information on the following topics: accessibility and affordability, student success, diversity, support of regional economic and workforce development, effective use of public funding, and community outreach. The report notes that CCBC experienced a 6% increase in full-time-equivalent enrollment (FTE) and a 3% increase in the unduplicated number of credit students in fiscal year 2002. Student success initiatives described in the report include program-level efforts designed to increase retention and an institutional-level examination of graduate satisfaction with transfer preparation. In a discussion of diversity, the author notes that "embracing diversity" is one of the eight strategic directions for the college and that minority students have been the fastest-growing proportion of the CCBC's credit-student body (now making up 31% of the students enrolled in credit programs). The report also describes the specifics of a Title III grant awarded to the college that supports a college-wide learning assistance/developmental education program. The final section of the report summarizes the impact of CCBC community outreach initiatives. This discussion focuses on public school partnerships, programs sponsored by the Continuing Education and Economic Development division, and state government initiatives. (RC)

Bar, L. and J. Galluzzo (1999). The Accessible School: Universal Design for Educational Settings. California.
This book provides practical reasons for the Americans with Disabilities Act requirements for accessibility of school sites, buildings, and educational rooms as well as clear illustrations to aid in the explanation of the guidelines. It addresses practical matters such as safety and cost-effectiveness while increasing sensitivity to different levels of physical ability, locomotion, sensory awareness, and intellectual ability. Specific topics involving ADA guidelines include space allowances, reach ranges for wheelchair users, vehicle and pedestrian access, safety in outdoor play and learning environments, emergency systems, restrooms, and drinking fountains. Besides standard classrooms, room accessibility guidelines also cover art and music rooms, home economics rooms, science labs, greenhouses and gardens, assembly areas, gymnasiums, cafeterias, and libraries and media centers. (GR)

Barbeau, M. (1977). The Role of the University With Respect to Enrollments and Career Opportunities, Admission Policies, Continuing Education and Community Colleges. AACC Policy Studies. Study No. 1. Canada Ontario: 122.
A study of postsecondary education in Canada considers admission policies, the relationship between university programs and career opportunities, continuing education, and the relative roles of universities and community colleges. Three problems are discussed: the economic situation which calls into question the value of the high cost postsecondary system with its uncertain economic benefits, the changed nature of the secondary school curriculum, and the decline in the traditional university age population. The nature and purpose of universities are considered with respect to the liberal arts and sciences, professional schools, and graduate education. The need for continuing education, types of study, and the need for greater organization of the educational system are discussed. Postsecondary institutions by provinces are described and are compared to the university systems with regard to admissions and academic programs. National policy issues considered include accessibility, transferability, and rationalization and coordination. Possible roles in educational planning and coordination of the Federal government and the Council of Ministers of Education are discussed. Recommendations are offered on all of the topics. (SW)

Bardellini, S. C. and R. C. C. Hartman (1982). Higher Education and the Handicapped: Resource Directory, 1982-1983. District of Columbia: 27.
The resource directory lists agencies helpful in resolving issues regarding higher education and disabled students. A brief analysis of provisions of the Rehabilitation Act of 1973 (Section 504) is followed by a listing of Section 504 Technical Assistance staff in 10 regional offices and a discussion of support and funding resources. Descriptions of agencies or publications are provided on the following topics: general awareness, disability awareness (hearing and vision impairment and learning disability), architectural accessibility, program accessibility, employment, independent living, legal resources, and federal resources. (CL)

Barker, P. E. and S. E. Rebelsky (2002). ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002). Virginia: 2215.
This 14th annual ED-MEDIA conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education. ED-MEDIA, the premiere international conference in the field, spans all disciplines and levels of education and attracts more than 1,000 attendees from over 50 countries. This document contains papers from attendees representing researchers in over 60 countries, with 162 Full Papers, 255 Brief Papers, and 220 Posters. The focus of ED-MEDIA is technology in education with many different approaches to using the available technology for the realization of educational aims. Topics of papers include: evaluations of new teaching designs, techniques and tools; case studies on the use of technology in physical or virtual classrooms; discussion of new technologies and applications; applications of educational technology in a variety of disciplines; theoretical considerations of the motivations and impact of technology; partnerships and cooperative programs; and accessibility issues for the disabled. There are 2 poster sessions (with 225 posters), 10 panels, workshops, and an evening of special interest group (SIG) sessions. (AEF)

Barley, Z. A. and M. Jenness (1994). The Role of Evaluation in Systemic Change in Education. Michigan: 19.
The current wave of reform in education, often referred to as systemic change, requires specific evaluation needs, especially at the school district level. Evaluation must address both the local district effort for systemic reform and restructuring. The state and national need to demonstrate accomplishment of student outcomes and adherence to professional standards should be taken into consideration. As evaluators of the Michigan Statewide Systemic Initiative (MSSI), a National Science Foundation sponsored program for reform of mathematics and science education, the authors operate under the premises that everyone is a stakeholder in the evaluation and that all stakeholders need to be actively and collaboratively involved. A collaborative, constructivist approach to evaluating the MSSI gives due consideration to the statewide and local interests. The authors used variables related to knowledge accessibility, the press for achievement, and professional teaching conditions to construct seven instruments for evaluation to allow the district to compare itself to similar districts. One table lists the variables. (Contains 30 references.) (SLD)

Barnett, J., E., DiVesta, Francie J. ; and Rogoziniski, James T. (1981). ""What is learned note taking?"" Journal of Educational Psychology 23(2): 181-192.

Barraza, D. A. "Using a Building's Site To Maximize Accessibility." College Planning & Management. v6 n6 p52,54 Jun 2003.
Describes a new basketball arena at the University of Missouri that meet the accessibility requirements of the Americans with Disabilities Act through careful use of the site to take advantage of site grading and provide multiple accessible entries while ensuring visibility and circulation. (SLD)

Barrett, R. (2001). Out of Touch. Interactive Week, ZDNet. 8: 45-46.
Focuses on the accessibility of web sites to handicapped users in the U.S. Optimization of the Coca-Cola Co. web site for the blind; Provisions included in the 1998 Rehabilitation Act federal statute on web accessibility; Advantage of web development tools to handicapped users.

Bart, J. (2000). Women succeeding in the sciences : theories and practices across disciplines. West Lafayette, Ind., Purdue University Press.

Barton, D. and M. E. Hamilton (1990). Researching Literacy in Industrialised Countries: Trends and Prospects. UIE Reports 2. West Germany: 65.
Influences upon trends in literacy research include national and international agendas, active networks, and public images of literacy. Five trends in literacy research can be discerned. The first trend is research that tries to determine the extent of difficulties with literacy and its causes. Another trend is a shift in views and definitions of literacy toward a "social view." Third, a trend toward developing models of literacy learning appropriate for adults is noticeable. The fourth trend is an appreciation of the diversity of needs for literacy within the populations of industrialized countries and the development of flexible types of provision to meet these needs. A fifth trend is toward seeing literacy within the broader framework of language policy within a country and investigating the accessibility of contemporary language. Appropriate prerequisites for adult literacy research are examination of links between research and practice, an interdisciplinary approach, and international networks. (Appendixes include 129 references, examples of international and national agendas for literacy, summaries of methods and results of selected literacy surveys, and information on an exchange network on functional literacy in industrialized countries. An abstract in French is provided.) (YLB)

Bate, F. and R. Oliver (2002). Beyond W3C: TruVision--Enhanced Online Learning for People Blind or Vision Impaired. Australia Western Australia: 7.
This paper describes the design and development of TruVision, an online learning environment designed to enable blind and vision impaired students to develop skills and expertise in elementary and advanced information processing strategies to enable them to seek full-time employment within industry in such positions as administrative assistants, Help Desk personnel and data entry operators. Truvision is a product within The Flexible Learning Toolboxes Project, a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. This paper describes the TruVision product and showcases its innovative design based on very stringent accessibility needs and guidelines. (Author)

Bates, P. E. (1981). Mainstreaming: Our Current Knowledge Base. Minnesota: 191.
The nine author contributed chapters are intended to provide a basic introduction to the rationale and processes of mainstreaming handicapped children. The first paper, "The Whys and Hows of Mainstreaming" by T. Tice, provides a philosophical examination of the basic principles of P.L. 94-142, the Education for All Handicapped Children Act, and its counterparts in Canada and England. In the second chapter, "Mainstreaming and the Myth of Equality," K. Okun examines the historical exclusion of handicapped pupils from general education classes, the rise of special education, and issues that arise when equal educational opportunities are sought for all children. Next, C. Vergon and J. Ross consider "Educating Handicapped with Nonhandicapped Children--The Legal Foundation for the Least Restrictive Environment Concept" through a summary of the law's terms and provisions and the possibility of a national policy on education for handicapped persons. R. Jones, et al. examines the potential for modifying attitudes of school personnel toward mainstreaming and suggest directions for future research in the area of attitudes and attitude assessment in their paper entitled "Attitudes and Mainstreaming--Theoretical Perspectives." M. Trippe and L. Choksey in "Accessibility and Barrier-Free Design" stress architectural accessibility as a life span developmental need of the general population as well as the handicapped. "What We Know About Mainstreaming from Experience" by N. Zigmond and J. Sansone gives a description of different mainstream arrangements and the necessary conditions for success. R. Bruininks and V. Bruininks look at institutionalized children and youth and the educational responsibility of their local school districts in a paper entitled "Deinstitutionalization--Implications for Special Education." The last two chapters stress practical aspects of mainstreaming. They are: "Organizing the School's Social Structure for Mainstreaming" by D. Johnson and R. Johnson and "Self Management in Classrooms--Implications for Mainstreaming" by G. Markel. (DB)

Batty, M. "Teaching Spatial Modelling Using Interacting Computers and Interactive Computer Graphics." Journal of Geography in Higher Education. v9 n1 p25-36 1985.
Described is a project that involved undergraduate geography students in developing a model of the accessibility of the pre-school population in Cardiff (England) to child care clinics. Programing skills were acquired through spatial modelling. Networks of mini- and micro-computers were used. (Author/RM)

Bausch, P. T. "The Impact of the Americans with Disabilities Act on University Continuing Education." Journal of Continuing Higher Education. v42 n3 p10-15 Fall 1994.
Presents the fundamentals of the Americans with Disabilities Act for university continuing education in terms of determining disability, physical accessibility, and limitations on accommodation. Recommends evaluation of employment policies, student programs and services, and facilities. (SK)

Bauser, W. W. (1997). Development of Student Assessment Survey for Northeastern University's University College Liberal Arts Program. Massachusetts: 57.
This practicum report describes the development of a student assessment survey to evaluate whether the liberal arts programs at Northeastern University (Massachusetts) were meeting the needs of the adult student population. Emphasis was on determining appropriate content and format design for a student assessment survey. A student outcomes survey was designed and was pilot tested with seven graduates of the liberal arts programs. Validation indicated the measure was useful in assessing the outcomes of graduates. The measure allowed respondents to evaluate the program's effectiveness in developing respondents' comprehension, accessibility, retrieval, and communication skills and appeared to be relevant to the educational experience and career choice of the adult student. It was also concluded that the mail survey was the best format. Appendices include names of individuals involved in the study, a list of survey objectives, and the survey instrument itself. (Contains 28 references.) (DB)

Baxter, J. T. and M. T. Miller (1998). Graduate Education on the Internet: An Issue of Quality and Accessibility. Georgia: 19.
This study examined faculty perceptions of accessibility and quality of graduate programs offered via the Internet. A total of 25 faculty (38 percent return rate) with experience teaching graduate courses via the Internet completed an e-mailed survey. It was found that half of the respondents had less than one year of experience teaching graduate courses using the Internet, and that nearly all also taught college courses in a traditional classroom setting. The largest groups of respondents taught graduate courses in education (32 percent), communications (20 percent), and the liberal arts or humanities (16 percent). Over two-thirds of the respondents reported that they were satisfied with their preparation time and efforts in teaching via the Internet. Respondents indicated that course or program administration was the most important environmental factor when considering course quality and accessibility. A high level of satisfaction was reported by most of the respondents in regard to the quality of the courses taught via the Internet. Data tables show results of the survey. (Contains 10 references.) (MDM)

Beatty, P. T. (1981). Determining Where Information Can Be Found. An Introduction to Needs Assessment. Special Community Service and Continuing Education Project. Final Report. Texas: 24.
One of a series of instructional booklets designed to introduce adult education program planners to the basic concepts integral to and alternative strategies for conducting needs assessments, this instructional booklet deals with determining where to find information for use in conducting needs assessments. Described first is the relationship of the process of determining where information can be found to the entire needs assessment process. Next concepts and processes are set forth for locating representative authority groups from institutions and associations as well as independent individual authorities. Following a discussion of the concept of target population, basic steps are provided for identifying and describing a representative sample of the target population for a needs assessment. Examined next are the basic types of printed information as well as their accessibility in relation to given needs assessment undertakings. (MN)

Beck, P. (2002). GlobaLinks: Resources for Asian Studies, Grades K-8. Ohio: 225.
The growing accessibility of the Internet in schools and homes has removed borders and barriers to learning. Schools can maximize students' multicultural experiences by developing curricula that heighten global consciousness and responsibility. This book seeks to offer current resources that are available for purchase or through school and public libraries that help fulfill national standards for social studies, geography, language arts, information literacy, science, technology, life skills, and character education. The book is intended as a guide for unlocking the treasures of Asia's history, people, culture, and environment. Part 1 offers specialized resources on Asia, grouped into sections on Central Asia, East Asia, Southeast Asia, Southern Asia, and Southwest Asia. It begins with general Asian fiction; folktales, fairy tales, myths, and legends; nonfiction and reference; Asian Americans; and videos if there are extensive resources. There are also subdivisions by genre. Part 2 lists Asia resource Web sites for specific countries. Part 3 lists e-mail addresses and listservs available for key pal/pen pal projects for classroom collaborations or individual pursuit. Appendix A includes World Resource Web sites that can be used for research of specific Asian countries. Appendix B contains a Web site by title index. Appendix C lists short story and folktale titles mentioned in annotations. (Contains author/illustrator, title, and subject indexes.) (BT)

Becker, S. A. (2004). E-Government Visual Accessibility for Older Adult Users. Social Science Computer Review, Sage Publications Inc. 22: 11-23.
The web offers an unprecedented opportunity to gain immediate access to government resources that might not otherwise be available to many older adults aged 60 years and over. Yet due to aging vision, there remain design barriers to the use of state and federal government web sites. This research describes aging vision and its impact on the accessibility of government web sites. It incorporates the guidelines published by the National Institute on Aging (NIA) for making senior-friendly web sites. Several software tools, including Dottie and Usability Enforcer, are described in terms of their functionality in promoting senior-friendly web sites. Data generated by the software tools and manual assessment are used to evaluate e-government compliance with vision-related NIA accessibility guidelines.ABSTRACT FROM AUTHOR

Beckham, J. C. (1992). School Officials and the Courts: Update 1992. ERS Monograph. Virginia: 60.
During the past year, in cases involving the authority of school boards to make curricular decisions and provide for services, the courts have balanced school board authority against constitutional and statutory provisions related to privacy, free exercise of religion, and public records laws. Section 1, "School Boards and Board Members," outlines requirements for community service, the closing of schools; conflict of interest issues, condom distribution, textbook selection, and allegations of "biased curriculum." Section 2, "Administrators," scrutinizes teacher layoffs, reassignment, subordinates' free speech rights, and removal or alteration of records. Section 3, "Finance," assesses income tax deductions for private schooling;, facilities impact fees, and auditing requirements. Section 4, "Teachers and Other District Employees," considers "whistle blower" statutes, espousal of creationism, First Amendment protection, sex discrimination, teacher dismissal, and application of physical force. Section 5, "Pupils," appraises accountability for off-campus conduct, strip searches, search and seizure, sexual harassment, accessibility, and individualized education plans. Section 6, "Religion," outlines violations of the Establishment Clause and regulations of student-directed religious activities. Section 7, "Torts and Related Statutory Liability," discusses liability for injuries, duty of adequate supervision, liability for safety of sport spectators; right-to-privacy provisions, and allegations of homosexuality. Includes a list of cases. (Contains 98 references.) (TEJ)

Bednarz, S. W. "State Standards: Implementing "Geography for Life."" Journal of Geography. v97 n2 p83-89 Mar-Apr 1998.
Argues that the pendulum between federal and state education initiatives has swung to the states; reviews the extent to which state standards have incorporated the recommendations of "Geography for Life." Concludes that the translation of "Geography for Life" into state standards is uneven due to problems of accessibility. (DSK)

Beecher, J. (1988). "Note-Taking: What Do We Know About The Benefits?"
Research on note-taking has generated debates since C. C. Crawford began his studies in the 1920s. Initially the debates centered on whether note-taking resulted in improved student performance on tests. Over the years, researchers have tried to verify that note-taking helps students "encode" the information involved and that notes are valuable as materials for review (Ladas, 1980).

The research findings on whether note-taking promotes encoding have been mixed. Hult et al. (1984), for example, found that note-taking does involve semantic encoding; but Henk and Stahl (1985) found that the process of taking notes in itself does little to enhance recall. They found, however, that reviewing notes clearly results in superior recall. Their conclusions were dramatically different from those of Barnett et al. (1981), who found "strong support" for the encoding function of note-taking but not for the value of using notes to review material.

Beedie, P. (1999). Outdoor Education in an Urban Environment. United Kingdom England: 8.
In 1995 the streamlined British national curriculum defined outdoor education as "outdoor and adventurous activities" (OAA) and placed it within the physical education (PE) curriculum. However, many PE teachers lack a knowledge of outdoor education and, when faced with limitations in time, resources, facilities, and expertise, may choose alternative options in the national curriculum. This paper shows how PE staff in secondary schools can deliver an OAA program in an urban environment. A program is outlined for a typical secondary school campus in Bedford (England). The activities described could be undertaken in the classroom, gym, "hard area," campus and playing fields, city parks and outlying commons, and the nearby river. With regard to staffing, the PE department must decide whether to use existing staff expertise, train staff to the standard required, or hire an external specialist to cover safety and organizational aspects. The great advantages of an urban-based OAA program are accessibility combined with low costs and the imaginative use of everyday settings and equipment. Constructing programs around such an environment develops lateral thinking and imagination in both students and staff. Seasonal limitations are less of a problem than in wilderness areas, thus allowing for educational progression, continuity of teaching, and cross-curricular links. (Contains 23 references.) (SV)

Behrmann, J. "Universal Learning Center: Digital Learning Materials Are Better than Books Printed on Paper: Electronic Materials Can Be Important for Students with Disabilities." TEACHING Exceptional Children. v34 n2 p87 Nov-Dec 2001.
Discussion of digital versions of traditional curricular materials notes ways they can effectively reduce barriers to learning for students with a variety of disabilities. Testimony before a Senate committee by David Rose, from the Center for Applied Special Technology and the National Center for Accessing the General Curriculum, urges passage of the Instructional Materials Accessibility Act of 2001. (DB)

Behrmann, J. (2001). Oh, the Places You'll Go with E-Text. Teaching Exceptional Children, Council for Exceptional Children. 33: 90.
Presents the effort of the National Center on Accessing the General Curriculum (NCAC) in providing a universally designed educational instruction. Web site of NCAC; Universal Design for Learning; Tips on making the curriculum more accessible.

Behrmann, M. and M. K. Jerome (2002). Assistive Technology for Students with Mild Disabilities: Update 2002. ERIC Digest. Virginia: 4.
This digest discusses six identified areas of instruction in which assistive technology can aid students with mild disabilities. It begins by discussing how assistive technology can help the student's organization. Low-tech solutions are explained, including teaching students to organize their thoughts or work using flow-charting, task analysis, webbing, and outlining. These strategies can also be accomplished using high-tech graphic, software-based organizers to assist students in developing and structuring ideas. The digest then highlights how assistive technology can help students in note-taking. Low and high-tech methods are explained and include videotaping class sessions for visual learners, sending Web-camp photography across the Internet to allow students to see and hear what is happening in class, sending class notes or presentations via e-mail, translating print-based notes to voice, and using notebook computers. The third area in which assistive technology devices can assist students with mild disabilities is in writing. The benefits of word processing are described. The digest also explains how assistive technology can help students with mild disabilities in their academic productivity, access to reference and general educational materials (including Internet communications, multimedia tools, e-books, and universal design), and cognitive assistance. (Contains 11 references.) (CR)

Bell, E. D. and M. Ireh (2002). Planned Change in Teacher Education: Unfreezing the Status Quo through the Integration of Technology. North Carolina: 18.
This study examined planned change in Winston-Salem State University's teacher education program. An external review of the School of Education indicated a weakness in program planning and curriculum design. This review stimulated planned change initiative to strengthen teacher education. Factors influencing the internal environment of teacher education were noted, including uneven student performance on Praxis II examinations. In examining this uneven performance, researchers determined that instruction was a function of the preferences of whichever faculty member taught each course. In many cases, faculty did not utilize recommended standards or principles. Researchers worked to re-design the special education curriculum and seek pilot-test status for NCATE 2000 standards with their scheduled accreditation visit. Neither initiative generated the necessary change, so a PT3 grant, Technology Infusion Project, was secured. The project emphasized professional development for faculty and cooperating teachers, providing workshops on curriculum alignment, computer skills, and multimedia technology use. Over time, training became more sophisticated. Two years of evaluation data suggest that teachers found the workshops useful. The workshops resulted in enhanced student performance. Teachers felt more competent in curriculum design, assessment, and computer utilization. They appreciated the opportunity to network. Quality and accessibility of technical support were significant factors in participants' skills and knowledge acquisition. (Contains 22 references.) (SM)

Bell, W. E. (1979). Diagnosing a School's Readiness for Change: What to Look for When Starting an Innovation. California: 38.
Conditions that influence a school's readiness for change are analyzed in this monograph for the purpose of providing practitioners, especially those who provide assistance to schools, with specific guides for diagnosing readiness for change. The publication is a tool to help school personnel and others make wise and deliberate decisions about adopting or rejecting changes. The first of five sections presents a perspective on schools as social systems composed of individuals and groups interlocked in organized ways. Section two describes some reasons why schools are resistant to change. The third section presents a set of conditions associated with a school's readiness to undergo change. These conditions are grouped into six clusters dealing with (1) accessibility of resources and support, (2) internal press for change, (3) stability of the staff, (4) skill in collaboration, (5) norms about collaboration, and (6) risk-taking. Section four is a discussion of some considerations about collecting diagnostic information. The concluding section presents a list of resources, mostly annotated, for understanding and improving the possibilities of productive change. (Author/MLF)

Bellavista, P., A. Corradi, et al. (1999). Mobile agents for Web-based systems management. Internet Research, Emerald. 9: 360.
Focuses on a study which discussed the management of applications and systems (MAMAS) and its implementation with a mobile agent technology. Information on the Simple Network Management Protocol for the exchange of management information; Details on the management by delegation approach to management functionality; Description of the MAMAS management environment.ABSTRACT FROM AUTHOR
The increasing dimension and heterogeneity of global Web systems make their management with tools based on the client/server model more difficult. The mobile agent technology overcomes the limits of traditional approaches and proposes solutions tha t are suitable for the management of distributed and heterogeneous Internet-based systems. The paper describes the MAMAS environment and its implementation with a mobile agent technology. MAMAS has the goals of monitoring the whole system, introducing dy namic corrective actions and modifying system policies at run-time. MAMAS achieves these objectives by answering the guidelines of both security and compliance to standards. The choice of Java as the implementation language has made it possible to achiev e portability, to exploit the language security features, and to provide Web accessibility. The MAMAS compliance with CORBA ensures interoperability with legacy management platforms.ABSTRACT FROM AUTHOR

Bellm, D. (1993). Family Day Care Handbook. Fifth Edition. California: 405.
The California Child Care Initiative is a collaborative program with the objective of increasing the supply of licensed quality child care in the state to better meet demand. This handbook provides family child care providers with guidance in implementing and maintaining a family daycare operation. The handbook provides articles, sample forms and worksheets, and handouts in the following areas: (1) "Getting Started," including self evaluation, state licensing, and leasing, zoning, and handicapped accessibility restrictions; (2) "The Business of Family Day Care," including setting fees, business planning and bookkeeping, liability insurance, working with an assistant or substitute, and professionalism; (3) "Working with Parents," including interview and trial period, what a parent expects from a provider, and contracts; (4) "Health and Safety," including fire and earthquake safety, hygiene, common childhood and contagious illness, first aid, HIV, and disabilities and special needs; (5) "Food and Nutrition," including planning menus, feeding infants, choking, food allergies, nutrition education, and snacks; (6) "Working with Children," including developmental characteristics, sexuality, school-age children, play, arranging space, toys and equipment, movement, science field trips, toilet training, and television; and (7) "Further Resources," including family day care associations. (HTH)

Bender, W. N. (2002). Differentiating Instruction for Students with Learning Disabilities: Best Teaching Practices for General and Special Educators. California.
This book provides classroom-proven strategies designed to empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and special education classrooms. Chapter 1 presents the concept of differentiated instruction and how that concept translates into instruction for students with learning disabilities in the special education or the inclusive classroom. Chapter 2 involves insights into instruction stemming from the grade-compatible instruction literature--one foundation for the differentiated instructional construct. Chapters 3 and 4 involve supporting students academically, using a variety of metacognitive and/or scaffolding learning techniques that allow teachers to differentiate the learning process for students with learning disabilities. Chapter 5 describes a series of tutoring techniques that may be employed in the inclusive classroom to assist the teacher in providing differentiated instruction for all the students in the class in a timely fashion. Chapter 6 presents a variety of assessment models that allow for differentiation of evaluation requirements. Chapter 7 demonstrates the application of many of these strategies in the area of reading instruction for the elementary and middle grades. The final chapter discusses improving instruction using the differentiated instruction model. (Contains approximately 150 references.) (CR)

Bennett, A. M. (1978). Telehealth Handbook. A Guide to Telecommunications Technology for Rural Health Care. District of Columbia: 164.
Emphasizing primary care, this handbook focuses on the application of specific types of telecommunications technology to the process of information exchange within a rural health care system. Its purpose is to provide guidance to health care planners who want to consider the potential of telecommunications technology for improving quality, accessibility, and efficiency of care. Taking a functional, applications-oriented approach, it integrates the issues and recommends a decision-making process. The range of technologies discussed includes not only the expensive and exotic but also the rather inexpensive, everyday technologies that should be available in many parts of the country. Content includes background material on health care and information exchange; the concept of a network and the distinction between telecommunications links and end-instruments; functional applications of telehealth systems (patient care management, administration, education); technical components of telehealth--transmission (narrowband, telephone, radio, broadband, networks), end-instruments (audio, telemetry, data/record, video, slow-scan television, patient-viewing video devices); process for assessing feasibility of telehealth in a specific setting; paying for telehealth. More than 50 current and planned telehealth projects and references for additional information are briefly described. (RS)

Bennett, J. E. (1998). Early Childhood Care and Education as a Structural Approach to Integrating Children and Families at Risk: A Challenge for Policy Makers. Report of the European Policy Conference on Early Childhood Education (Amsterdam, Netherlands, April 23-24, 1998). France: 105.
Initiated by the government of the Netherlands and UNESCO, the European Policy Conference on Early Childhood Education focused on early childhood policy issues with special reference to the social integration of children and families at risk. The conference was organized around three themes including quality, accessibility and going-to-scale. This report summarizes highlights from the conference proceedings. Following a foreword and executive summary noting six emerging policy issues in early childhood education, the report presents a summary of proceedings, including: (1) conference organization; (2) pre-conference meeting of experts; (3) keynote speeches; (4) workshops; (5) meeting with participants of Averroes Step programs; and (6) panel of selected guests. The next section of the report contains the following three position papers: (1) "Early Childhood Development: Quality in Policy and Practice" (J. Kloprogge); (2) "Access to Early Childhood Development: Strategies for Enhancing Social Integration" (N. van Oudenhoven & R. Wazir); and (3) "Early Childhood Policy: Implications for Large-Scale Implementation" (B. Bekkers). The final section presents in-depth discussion of the six emerging policy issues noted in the executive summary. A concluding statement and a list of participants are appended. (SD)

Benson, G. M., Jr. (1995). SUNY Campus Leadership as a Catalyst for Developing Virtual Community Learning Systems. New York: 40.
This paper reflects SUNY's (State University of New York) efforts at applying technology and telecommunications to improve the quality, accessibility, and productivity of educational programs and to enhance the return on the public investments in education. It is built upon the experiences of SUNY campuses, local schools, and industry which have focused on developing community application designs that are affordable and educationally sound. This paper outlines why SUNY leadership is necessary to foster community collaboration, shows the community benefits to be derived through assumption of this leadership role, and suggests actions for those willing to accept the challenge. Adult learning, technical training, workplace literacy, homebound instruction and community learning sites are among the goals of the proposed community collaboration. Community leadership strategies discussed in section one include: (1) educational significance; (2) wide community applicability and access; (3) integration with sound educational practices and among the technologies themselves; and (4) collaboration among key community partners. Section two, "Needs and Directions," discusses nine issues to be considered in making a community effort; and "Where Are We Now?" compares the myth versus reality of educational technologies. In section three, 13 requirements of a community learning system design are outlined, and ten steps toward taking a community leadership role are presented in section four. Finally, section five argues that a community lifelong learning system is possible, and must be done. Specific SUNY community and statewide learning technology projects are discussed in an appendix. (MAS)

Benton, S. L. and K. A. Kiewra (1986). "Measuring the Organizational Aspects of Writing Ability." Journal of Educational Measurement 23(4): 377-86.
This paper assessed the relationships among holistic writing ability, the Test of Standard Written English, and four tests of organizational ability. Findings showed a significant correlation between writing ability and the tests. It was concluded that tests assessing organizational strategies ought to be included in assessments of writing ability. (Author/JAZ)

Benz, C. R. and I. Newman (1986). Qualitative-Quantitative Interactive Continuum: A Model and Application to Teacher Education Evaluation. Ohio: 45.
This paper presents a model for qualitative and quantitative evaluation research that has been used in a preliminary way in evaluating a teacher education program. The model is based on three underlying constructs which are hierarchical in nature: (1) the assumption that the question of interest always must dictate the structure of the research design; (2) accessibility of data; and (3) that data are operationally defined as qualitative or quantitative according to their use. Graduates of teacher education programs in 1980 through 1983 responded to two open-ended questions regarding the most important topic to be added to the teacher education program and the most important topic to be deleted from the program. Quantitative and qualitative analyses revealed: (1) where first-year teachers felt ill-equipped; (2) where the teachers reported themselves to be well prepared and satisfied; (3) how these findings relate to new standards on teacher certification; (4) implications for what college students and new teachers expect teaching to be like; and (5) methodological implications for using qualitative and quantitative methods to enhance a study. (CB)

Bergland, M. and D. Hoffbauer "New Opportunities for Students with Traumatic Brain Injuries: Transition to Postsecondary Education." TEACHING Exceptional Children. v28 n2 p54-56 Win 1996.
This article presents issues for consideration by planning teams making transition decisions for students with traumatic brain injuries. Factors in selecting a postsecondary setting are outlined, such as physical accessibility, living arrangements, academic programs and support services, social and personal support systems, and career/vocational training and job placement. (DB)

Bergman, E. (1981). Arts Accessibility for the Deaf. District of Columbia: 24.
The booklet provides information and resources for cultural organizations and institutions interested in making the arts accessible to deaf citizens. Preliminary information includes a discussion of deafness in America and the deaf in the history of the arts and notes that the era of silent films was the golden age of cinema. Listed are 36 theaters of and for the deaf as well as 18 hearing theaters with accessibility for the deaf. Also considered are television shows with deaf characters, entertainment programs for the deaf, news programing, the deaf and educational television, closed captioning, and videodiscs. Brief sections discuss resources for deaf dance as well as music and the visual arts. Museums offering interpreted tours and/or special programs for the deaf are listed. The booklet's suggestions for improving arts accessibility include involving the staff in awareness training, developing a deaf audience, and designing programs which consider visual cueing, lighting, fire and emergency warning, acoustics, and hearing amplification. Sources of design information are noted. Finally, resources are given for locating deaf people in the community, locating deaf artists, and reaching deaf audiences. (DB)

Berkeley Planning Associates Oakland CA.[BBB31553] (1997). Serving Mothers with Disabilities in Your Child Care Program. Meeting the Needs of Women with Disabilities: A Blueprint for Change. California: 52.
Designed for child care workers who provide day care to children of disabled mothers, this booklet provides information about the needs of disabled women and gives suggestions for how to accommodate women with various disabilities. The booklet may also be useful for parents with disabilities who have young children and who want to work with child care providers to become more accessible. Following a rationale for the booklet, sections of the booklet discuss: who are mothers with disabilities; barriers preventing disabled mothers from accessing child care services, specifically bias against the disabled, and inaccessible facilities; accessibility needs of women with different disabilities, including physical disabilities, psychiatric disabilities and disabilities arising from chronic health conditions such as AIDS or epilepsy; caregiver responsibilities under the Americans with Disabilities Act; and making the child care program welcoming to mothers with disabilities. Four appendices list resources, disability organizations, references and suggested readings, and a glossary of terms. (JPB)

Berkley, A. (1996). Vocational-Technical Education: A Matter of Access. An Evaluation of the Accessibility of Vocational-Technical Education. Georgia: 53.
A study was conducted in Georgia to determine if members of special populations have an equal opportunity to enter vocational-technical programs in the state and to examine support programs and services funded by the Perkins Act that assists members of special populations in successfully completing vocational-technical education programs. Data were gathered from Georgia educational planning documents, interviews with staff at the state department of education and the department of technical and adult education, and discussions with teachers from various school systems. The study found that at both the secondary and postsecondary levels, members of special populations appear to have an equal opportunity to enter vocational-technical education programs as readily as all other vocational students. In fiscal year 1993, 39 percent of the students enrolled in secondary and 37 percent in postsecondary vocational education courses were identified as members of special populations. In fiscal year 1994, the percentage of special population students enrolled increased to 44 percent in secondary vocational education courses and to 34 percent in postsecondary courses. Educationally and economically disadvantaged persons comprised the largest percentage of the special populations (about 33 percent of all students enrolled in vocational-technical programs in the state). The study also found that members of special populations appeared to be somewhat successful in completing vocational-technical education programs, with 42 percent of these students graduating from the postsecondary level in 1993. The study was unable to determine if any direct causal link exists between the support programs and services funded through the Perkins Act and the graduation rates lot members of special populations in postsecondary institutions. (Graduation rates for members of special populations enrolled in secondary vocational education programs were not available.) The research did reveal that services to members of special populations can be improved in funding and program evaluation. (KC)

Berlin, G. (1977). Interactive Computing and DIME for the Analysis of Pupil Assignment Alternatives: 36.
This description of the Census DIME (dual independent map encoding) file is directed toward school administrators and their staffs rather than to computer analysts. DIME can be used as the central component for a geographically based management information system. It provides the mechanism for the spatial display of data and for the determination of accessibility on either a vehicular or pedestrian network. The system can be extended to include other information available from the Census Bureau that could be used for a variety of socioeconomic studies such as to project student population changes at the block level and to analyze those areas most affected by the local school taxing scheme. (Author/IRT)

Berliss, J. R. (1990). Checklists for Implementing Accessibility in Computer Laboratories at Colleges and Universities. Wisconsin: 33.
This paper discusses the issue of providing equitable access to computer equipment for disabled students in postsecondary education. Potential access problems may exist in the areas of input, output, environment, and documentation/support/training. Five checklists are provided that focus on generic strategies to fully or partially cover the needs of the majority of users with disabilities. The first checklist covers team preparation for development of campus adaptive computing services, while the other four cover different levels of implementation (low cost/short implementation time measures, moderate cost/moderate implementation time measures, annual budget measures, and long-term planning measures). For students requiring equipment that is highly individualized and specialized, it is recommended that a contingency fund be created to acquire necessary adaptations and that funds be pooled among a number of institutions and equipment acquired be made available to each institution. Appendixes list sources of general information, computer access guidelines information, product information, and alternative funding information, as well as disability-related organizations and organizations/conferences relating to computers and disability. (JDD)

Berning, E. "Disabled Students in the Federal Republic of Germany." Higher Education in Europe. v10 n3 p76-81 Jul-Sep 1985.
Recent policy and attitudinal trends in West Germany concerning the need for accessibility to higher education for the disabled are reviewed. Specific changes made in programs, facilities, and information dissemination for this group are described. (MSE)

Best, F. (1992). Adult Education Needs for a Changing State. Discussion Paper on Long-Term Adult Education and Training Needs in California. California: 52.
Demographic, social, and economic factors are shaping the future environment and clientele of California's adult education system. Continued population growth means adult education will have to serve larger populations. Direct implications of increasing ethnic and racial pluralism are demands for more flexible delivery systems that accommodate cultural diversity and demands by English-speaking persons to study a second language. Implications of an aging population are competition for resources, special systems for educational delivery, and a shortage of adult education teachers. The rise in the numbers of working and single parents has important implications for adult education: accessibility and need for classes on parenting and domestic skills. Changes in the labor market and world of work will create needs to increase the skills of adult workers, offer recurring job training, and provide resources to help workers cope with career change and job displacement. Trends concerning educational attainment and skill deficiencies point to roles for adult education in providing literacy, basic education, and upgrading. Two new public policy initiatives, the Immigration Reform and Control Act and Greater Avenues for Independence welfare reform program, will increase demand for programs in adult basic education and English as a Second Language. Two special groups are likely to place increasing demands on adult education: prison inmates and parolees and disabled adults. (YLB)

Beziat, C. "Educating America's Last Minority: Adult Education's Role in the Americans with Disabilities Act." Adult Learning. v2 n2 p21-23 Oct 1990.
An action plan for adult educators working with students with disabilities includes (1) getting to know disabled people and observing their physical and psychological barriers; (2) examining curricula and facilities for accessibility; (3) using speakers with disabilities as subject experts; (4) recruiting disabled students; and (5) working with advocacy groups. (SK)

Bhaerman, R. D. (1992). Report on the Delaware Rural Assistance Council's Public Forums: Achieving Quality Education and Promoting Partnerships for Academic and Social Success. Delaware: 23.
This report summarizes discussions held in 1992 at two public forums to examine ways to improve the quality of rural education in Delaware. The forums focused on two goals: building support for quality education and promoting partnerships between families, communities, and schools. Participants discussed expanding schools to become "community learning and service centers," possibly integrating them with social-service agencies as a means of overcoming duplication and fragmentation in services. Problems with this approach include school accessibility, establishing roles and responsibilities, and the lack of existing services. Family and parental involvement was discussed in terms of changing family roles and parental disenfranchisement from the educational system. Participants recommended that schools take a leadership role toward redesigning themselves as learning centers while improving their relationships with social-service agencies. It was also recommended that schools work more closely with parents and communities in decision-making. Other recommendations dealt with the need for professional development and community cooperation. The paper ends with conclusions and reflections of the Delaware Rural Assistance Council, which expressed the view that the ultimate commitment must be reflected in the policies and programs of the State Board of Education and invited the board to work jointly with the council to define a "rural education agenda." (TES)

Bhagwanji, Y., D. Thomas, et al. "Enabling Families of Children with Disabilities to Better Access Quality Child Care. Issues in Education." Journal of Early Education and Family Review. v8 n2 p12-16 Nov-Dec 2000.
Argues that collaboration between Head Start and early intervention programs can improve accessibility to high quality child care and supports needed to reach and maintain self-sufficiency for low-income families of children with disabilities. Discusses how these systems can develop trusting collaborative relationships, increase affordability of child care by pooling resources, and implement a unified and effective staff training system. (KB)

Bhatt, M. "Resources on the Internet for Engineering Education." European Journal of Engineering Education. v21 n3 p235-43 Sep 1996.
Provides examples of search strategies that are useful in acquiring and accessing engineering education resources. Argues that wider bandwidth and increased accessibility are essential to any pedagogic approach that makes use of the Internet. (43 references) (DDR)

Biehl, G. R. (1978). Guide to the Section 504 Self-Evaluation for Colleges and Universities: 132.
Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112), as amended (P.L. 93- 516), mandates equal opportunity for qualified handicapped persons in education programs, and activities of all recipients of federal financial assistance. Section 504 is a civil rights statute that prohibits descrimination on the basis of handicap, obligates colleges and universities to make certain adjustments and accommodations, and offers to handicapped persons the opportunity to participate fully in all education programs and activities. The Self-Evaluation under Section 504 is the principal process through which compliance with the statute is to be assessed and full participation in programs and activities is to be ensured. This guide is designed to assist college and university officials in the completion of their section 504 institutional self-evaluations. The five chapters cover: general provisions, key terms, and general actions contained in the regulations; program accessibility; student programs, activities, and services (including admissions and recruitment, academic programs and adjustments, and services such as transportation, health and insurance, housing, financial and employment assistance, and nonacademic services); and employment. A discussion of plan implementation includes a format for organizing the tasks of planning records, collecting and evaluating data, implementing actions, maintaining necessary records, and monitoring the evaluation and compliance efforts. Sources of additional information and technical assistance are appended. (Author/SPG)

Biehle, J. T., L. L. Motz, et al. (1999). NSTA Guide to School Science Facilities. Virginia: 203.
The National Science Teachers Association, in response to the emergence of new science curricula and the need for updated science facilities in the nation's public schools, convened a task force to develop guidelines for K-12 science facility design and use. This guide, a result of NSTA Task Force on Science Facilities and Equipment, includes information about planning facilities design; budget priorities; space considerations; general room and laboratory design; and furnishings for the laboratory/classroom specifically targeting K-5, middle, and high schools. It is designed to familiarize educators, administrators, and citizens with the stages of the planning process for new and renovated science facilities and provides specific, detailed information on many aspects of the planning and design phases. Additionally, chapters address current trends and future directions in science education and safety, accessibility, and legal guidelines. Appendices include discussions on solar energy for school facilities, equipment needs planning, checklists, a glossary of construction terms, and classroom dimensional considerations. (GR)

Bigger, A. S. and L. B. Bigger "Ten Tips for Better Washroom Design." College Planning & Management. v1 n4 p57-58,60-61 Jul 1998.
Offers 10 tips for renovating or building school washrooms that enhance user satisfaction while making them easier to maintain. Tips cover all aspects of school washroom design and highlights the following elements of effective washroom design development: user input; ease of maintenance; accessibility; and functionality. (GR)

Birkenholz, R. J. E. and L. G. E. Schumacher (1995). Peak Performance...Reaching for Excellence in Agricultural Education Research. Proceedings of the Annual National Agricultural Education Research Meeting (22nd, Denver, Colorado, December 1, 1995). Volume XXII. Colorado: 571.
The theme of this conference reflects the continuing need to conduct and report research that addresses significant problems and issues in Agricultural Education. Selected research papers are as follows: "Opportunities and Obstacles for Distance Education in Agricultural Education (AE)" (Murphy, Terry); "Faculty Needs Associated with Agricultural Distance Education" (Murphy, Terry); "Learning Styles of Agricultural Distance Learners" (Miller); "Effectiveness of Distance Learning Courses" (Swan); "A National Validation Study of Research Priorities for Adult Education" (Harbstreit et al.); "Goals Met by Adult Organizations in AE, Nationally" (Dormody et al.); "Analysis of the Inservice Needs of Beginning Teachers of Agriculture" (Garton, Chung); "Conducting AE Research Using Electronic Surveys" (Kawasaki et al.); "Using Assessment Information in Educational Decision Making" (Kershaw, McCaslin); "Perceptions of Secondary School Principals toward AE" (Jewell); "Arkansas Agriculture Teachers' Opinions Concerning Science Credit for Agriculture" (Johnson); "Factor Analysis of Attitudes of Illinois Guidance Counselors toward Agriculture Programs" (Dyer, Osborne); "Toward a Model for Increasing Cognitive Level Reached by Students in College Classrooms" (Whittington); "Decision Cases versus Traditional Lecture in a University Agriculture Course" (Allen et al.); "Interaction in the Distance Education Setting" (King, Doerfert); "Computer Use, Experience, Knowledge, and Attitudes of Extension Personnel" (Park, Gamon); "Distance Education Needs of Cooperative Extension Agents" (Jackson et al.); "Effects of Teaching Approach on Problem Solving Ability of AE Students with Varying Learning Styles" (Dyer, Osborne); "Learning Style" (Torres, Cano); "Factors Influencing Enrollment in AE Programs as Expressed by Iowa Secondary AE Students" (Reis, Kahler); "Evaluating the Physical Accessibility of Indiana High School AE Facilities" (Ploss, Frick); "Present and Future Emphasis of Secondary School Agricultural Mechanics Programs in the United States" (Laird, Kahler); "Mathematical Problem-Solving Proficiency of AE Teachers in Alabama" (Hunnicutt, Newman); "Attitudes of University of Illinois College of Agriculture Freshmen toward Agriculture" (Dyer et al.); "Comparison of the Career Choice and Job Satisfaction of Scholarship Recipients with Non-Scholars in a College of Agriculture" (Fraze, Ritz); "Food and Agriculture Awareness of Land Grant University Education Faculty" (Elliot, Frick) "Defining Internationalization for Extension" (Ludwig, Barrick); "Agent Turnover in Ohio State University Extension" (Rousan, Henderson); "Safety Attitudes of Agricultural Mechanics Students and Their Relationships to Selected Variables" (Lawver, Fraze); "Career Decision-Making Processes of Minority Youth in One Rural Mississippi Delta Community" (Wardlow et al.); "Barriers to Professional Careers as Perceived by Minority Professionals in Agriculture" (Wardlow et al.); "Mentoring Activities of Women Graduates in Agricultural Education at the Pennsylvania State University" (Baker, Baggett); and "College Faculty Motives and Barriers for Participating in International Activities" (Kelsey, Dormody). (YLB)

Bittle, E. H. E. (1996). Planning and Financing School Improvement and Construction Projects. NOLPE Monograph Series, No. 57. Kansas: 171.
Suggestions and guidelines to help school administrators, business officials, board members, and others interested in improving school facilities are presented in this book. Chapter 1, "School Building Programs, Equipment Acquisition: The Anatomy of School Debt Financing" (Edgar H. Bittle), provides an overview of the legal and planning issues that school boards face. Chapter 2, "Planning and Constructing School Facilities" (Arlis Swartzendurber), provides practical insights from a school administrator for planning and implementing capital improvement projects. Chapter 3, Typical Problems in School Building Programs, An Architect's Perspective (L. Bradford Perkins), offers an experienced architect's insights concerning the planning process. Financial concerns that school districts face in planning a capital improvement project are detailed in Chapter 4, "Development and Implementation of the Financing Plan" (Jeanne Frederick Vanda, Christopher M. Gibbons). Chapter 5, "Accessibility of a Public Entity's Facilities under the Americans with Disabilities Act," (Janet Little Horton, Christopher B. Gilbert), outlines the considerations for complying with the Americans with Disability Act in building or renovating a building. Chapter 6, "Fundamentals of Competitive Building" (Edgar H. Bittle, Elizabeth A. Grob), is an overview on how to conduct competitive bidding including the requirements of public sector bidding. The last two chapters, "A Federal Tax Law Primer for School Finance Officials" (Michael K. Reppe) and "A Federal Securities Law Primer for School Finance Officials" (Dennis L. Holsapple, Jeffrey S. Ballard), present a detailed summary of the federal tax and securities laws, which govern the marketing of securities for financing capital improvement projects. (Includes an index.) (RJM)

Black, H. (1989). Perceptions Re: Adequacy and Effectiveness of the JTPA and V.E. Perkins Act Programs in Illinois. Report 23. Illinois: 26.
A study was conducted in Illinois to determine the perceptions of "grassroots" personnel who have responsibility for administering programs authorized under both the Job Training Partnership Act (JTPA) and the Carl D. Perkins Vocational Education Act. Questionnaires were mailed to regional delivery system directors, community college deans, and service delivery area directors. Respondents were asked to address (1) the impact of program offerings on unemployment; (2) accessibility of programs to special populations; (3) relevance of training and retraining to labor market needs; (4) improvement and expansion of programs to meet the state's work force needs; and (5) promotion of economic growth. Results of the 84 responses indicated that people involved with JTPA and vocational education know much about the purposes of their own program and are vague about the other. Respondents representative of both programs felt that the Perkins Act was helpful in helping the states improve, expand, modernize, and develop vocational education programs. They indicated that services for special populations were in place. Educators were more supportive of conditions under the Perkins Act than were JTPA personnel. Respondents for all agencies felt that the Perkins Act is good and could be strengthened if coordination with JTPA was improved. Suggested changes in the two acts were centered on coordination, costs, set-asides, and eligibility. (KC)

Blamires, M. (1999). Universal Design for Learning: Re-establishing Differentiation as Part of the Inclusion Agenda? Support for Learning, Blackwell Publishing Limited. 14: 158.
Discusses the possible use of universal curriculum design principles in supporting inclusive practice within education. Definition of inclusion; Analysis of inclusion in relation to individual rights; Arguments against increased professionalism of teachers of children with special educational needs.

Blanchard, P. D. and R. L. Kline (1977). The Importance of Regionalism in the Decision-Making Style of Local Boards of Education: 23.
This study examines some of the characteristics of decision-making on school boards, focusing on the behavior of southern school board members in comparison with their counterparts in other regions of the country. Data were collected in 1975 at the convention of the National School Boards Association (NSBA). Self-administered questionnaires were randomly distributed by the NSBA staff members to board members and superintendents. This procedure generated a sample of 1,091 school board members and 116 superintendents. Three areas of board decisional behavior are studied--representation and representativeness, including the degree of representation of women on the board and whether the members of the boards view themselves as representatives or trustees and whether they view the board as more like a corporation board or like a legislature; accessibility to groups and the public; and the decision-making style of the board. The latter topic is concerned with two broad areas--whether the superintendent or the board is dominant and whether the board is bipolar, unipolar, nonpolar, or concealed in its decisional conflicts. Generally, school board politics in the South is different from that found in other regions in several important ways. (Author/IRT)

Blanck, P. D. (1994). Communicating the Americans with Disabilities Act. Transcending Compliance: A Case Report on Sears, Roebuck and Co. District of Columbia: 49.
This report examines the employment practices of Sears, Roebuck and Company, before and after the implementation of the Americans with Disabilities Act (ADA). By studying the corporate behavior of Sears, which employs an estimated 20,000 people with disabilities, the report attempts to stimulate discussion of the communication issues that Sears and other companies face regarding ADA implementation and identify the implications of Sears' ADA-related experiences, policies, and philosophy for other companies as they attempt to meet and transcend ADA compliance. The following implications are drawn from Sears' experiences: (1) the impact of the ADA on American business is evolutionary, not revolutionary; (2) universal design and access, not retrofitted technology, fulfill the objective of including people with and without disabilities in productive work force participation; (3) education of management about the ADA and capabilities of people with disabilities must not be based on paternalism or myths; (4) companies can look beyond compliance to transcendence by fostering independence and providing meaningful career opportunities; and (5) the ADA can provide a framework for dispute avoidance and resolution. Special features in the report describe information technology needs and placement of individuals with visual impairments and hidden disabilities. Appendices offer statistical data on the Sears workforce with disabilities and a list of employment and information technology resources. (JDD)

Blaukopf, P. "Education and the Marketplace--Quebec's Policies." Education Canada. v25 n2 p39-43 Sum 1985.
Provides a summary and analysis of current Quebec policies on continuing education and manpower training. Describes government plans for manpower training and youth employment under the categories of accessibility, efficiency, and effectiveness. (NEC)

Blenk, K. and D. L. Fine (1995). Making School Inclusion Work: A Guide to Everyday Practice. Massachusetts.
This book tells the story of the Kids are People School in Boston, Massachusetts, which began as a day care facility, enthusiastically welcomed children with special needs, and developed a multicultural inclusive elementary school. It is the story of the school's determination to provide the therapeutic services essential for each child's development and to adjust the curriculum so that all children could successfully participate. Its history has been a stormy one, but its success suggests that the inclusion concept can work given the right environment. The book was written to show that inclusion can and does work; to help people who want to create inclusive programs do it right; and to point out problems with the ways that children with special needs are educated, tested, and treated. The book addresses the goals and practices required to allow every child to be included in regular classes, with the expectation that the child's special needs--educationally, personally, and socially--will be addressed with appropriate programs. Chapters address characteristics of the children; teaching methods; staff configuration; curriculum and materials; accessibility; evaluation; specialists; and comments of parents, children, and staff. Appendices offer a brief history of special education and inclusion, a glossary, a sample evaluation checklist for daily living skills, and a list of classroom resources. (Contains 14 references.) (JDD)

Blumenstyk, G. (1998). Few Students Enroll at Western Governors U. Chronicle of Higher Education, Chronicle of Higher Education. 45: A35.
Reports that the Western Governors University has received admission applications for its World-Wide Web site enrollment in 1998. Alterations in Web site accessibility; Expectations of the university regarding the outcome of enrollment; Feedbacks from customers on the use of program.

Boeren, A. J. J. M. E. and K. P. E. Epskamp (1990). Education, Culture and Productive Life. Proceedings of the Annual International Meeting of the Centre for the Study of Education in Developing Countries (25th, December 9-21, 1988). CESO Paperback No. 13. Netherlands.
This book contains the partial proceedings of a symposium dedicated to concern for basic education for the masses. The book includes a position paper that focuses on education in relation to its cultural setting, socio-economic context, and partnerships in research. The result of the meeting was the identification of research that seemed instrumental in addressing problematic issues in education in developing countries. The outcomes of the research were expected to contribute to an improvement of the accessibility, relevance, and effectiveness of education. The volume contains 28 articles written by participants in the symposium, beginning with a position paper that provides the theoretical framework. The articles are grouped into four sections. The first section (Education, Culture and Development) contains a review of the major problems that developing countries face in providing adequate and relevant education to nations, and three articles highlighting the relationships among education, culture, and development. Section 2, "Education and Culture," deals more specifically with the link between education and culture, indigenous knowledge and indigenous learning, popular culture, creating of a national identity, and the relevance of social research in intervention systems. The third section is "Education and Productive Life." Articles in this section discuss education for self employment at the primary school level, work experience programs in secondary schools, and technical and vocational training for girls. The final section discusses educational research and networking. (DK)

Boezerooy, P. and H. Vossensteyn "How To Get In? A Comparative Overview of Access to Higher Education." Higher Education in Europe. v24 n3 p349-58 1999.
Examines the accessibility of higher education in nine western European countries in terms of selectivity and affordability. Finds much variation in relative selectivity, ranging from strong entrance selection procedures (Finland, Sweden, and the United Kingdom) to those with open systems (Austria, Belgium-Flanders, and the Netherlands). Finds affordability is best when grants and loans are given directly to students. (Author/DB)

Boggs, G. R. "Community Colleges at a Crossroads." Presidency. v4 n1 p14-21 Win 2001.
The president of the American Association of Community Colleges discusses how numerous trends are challenging the values of accessibility, responsiveness, and student-focused education at community colleges. Includes sidebar commentaries from other community college leaders. (EV)

Bohr, L. and J. M. Grant "The Net as Literacy Tool? Educators Respond." Learning Assistance Review. v2 n2 p5-19 Fall 1997.
Evaluates the "fit" between literacy educators and Internet use through survey and written journal responses during an Internet course. Literacy educators were drawn to teacher-teacher e-mailing, electronic (telecommunications) library research, to the Web, and to a far lesser extent listserv subscriptions and e-mailing for classroom students. Literacy educators valued tools according to accessibility rather than function. Contains 52 references. (VWC)

Boothroyd, P. (1989). Housing for the Physically Disabled: A Commentary, Resource Guide and Selected Bibliography. Prepared for the Coalition of Active Disabled of Chester County, Inc. Pennsylvania: 33.
This document on housing for the physically disabled contains four parts: a commentary; a list of bibliographical references for the commentary; a resource guide; and a selected bibliography of government publications. The commentary portion discusses the psychological, social, and physical problems which physical disability presents to the individual; describes the effect of affordable, accessible housing on that individuals' well-being; and describes relevant federal and state (Pennsylvania) legislation from 1954 to 1988 with emphasis on the Fair Housing Act of 1988. In addition, reasons for lack of effectiveness of earlier legislation, such as lack of protection against discrimination, are summarizes; an illustrated description of adaptations to wheelchair living designed into a model home by the South Carolina Vocational Department is provided; and the concepts of universal design, adaptable housing, design for the life span, and alternative living arrangements are explained. The commentary concludes with the observation that solutions to virtually every housing problem known to the disabled can be found in one place or another in the United States and the need is for much wider availability of these solutions based on societal acceptance of the disabled as fully valid human beings. The bibliography contains 19 references. The resource guide includes lists of Federal, State (Pennsylvania), and local (Chester County) agencies, commissions, boards, and offices; Federal and State Senators and Representatives; local information referral services; local nursing homes and subsidized and private sector housing; Philadelphia area contractors for home/van modifications; catalogs of products used by the disabled; government-approved books and resource guides; federal and state legislation impacting the disabled; and a source for federal grants and information on standards and databases. The government bibliography contains 26 entries published between 1947 and 1988. Listed by sources, the entries include title, author, publisher, corporate source, a brief description, and access numbers. (KM)

Borden, G. A. (1983). Some Social Implications of Distance Education. Delaware: 17.
Social implications of distance education at the university level are considered, based primarily on the case of La Universidad Estatal a Distancia (UNED) of Costa Rica. UNED, which is Costa Rica's attempt to implement Great Britain's open university philosophy of education, was developed in response to the following needs: to provide opportunities for university education without moving to San Jose or another large city; and the need to educate persons in specific areas of national need (e.g., education, management, agriculture, health services). Six influences or changes of the social environment brought about by this new system are as follows: (1) long-range social planning is needed; (2) new educational modes without a lecturer or classroom are adopted; (3) community and individual development may be enhanced since small study groups may become active social forces; (4) the accessibility of education is improved; (5) modern communication channels are used to convey information to learners; and (6) an interplay between this educational approach and the political atmosphere in the country may occur (i.e., distance education can be used as an instrument of the government). It is concluded that a distance education university in a Latin American culture has the potential of being a major social change agent. (SW)

Borden, P. A. (1988). Trace-Authored Papers from the Annual Conference on Rehabilitation Technology (11th, Montreal, Canada, 1988). Trace Reprint Series. Wisconsin: 14.
Summaries are presented of five conference papers on communication, control, and computer access for handicapped individuals. Papers have the following titles and authors: "Accessibility of Graphically Based User Interface Computer Systems for Individuals with Visual Impairments" (Charles Lee and Gregg Vanderheiden); "Data Base vs. Information Base: Preliminary Analysis of a Computerized Information Base in Rehabilitation Technology" (Roger Smith et al.); "Multi-Access Rehabilitation Technology Information Network: MARTIN" (Gregg Vanderheiden); "One Screen Multiplexed Keyboard for Transparent Access to Standard IBM PC Software: (Jon Gunderson and Gregg Vanderheiden); "Accessibility of OS/2 for Individuals with Movement Impairments: Strategies for the Implementation of 1-Finger, Mousekeys, and Software Keyboard Emulating Interfaces Using Device Drivers and Monitors" (Charles Lee and Gregg Vanderheiden). (DB)

Borich, P. J. (1970). Adult Educators' Decision-Making Regarding Advanced Degrees. Final Report: 85.
A study was conducted on how county Extension agents decide whether or not to seek a postgraduate degree. Using questionnaires completed by 774 agents, the study obtained background data and investigated economic perceptions (cost effectiveness) of an advanced degree, personal factors seen as influencing degree decisions, and attitudes toward the influence of administrative superiors. Relevant factors included improved competence, prestige, formal study difficulties, economic gain and sacrifice, better job opportunities, "revitalization" leave, accessibility of graduate school, and support by peers and supervisors. Agents without advanced degrees related decisions positively to administrator persuasion, better job opportunities, and improved competence; negatively, to economic sacrifice and formal school difficulty. Agents with advanced degrees stressed competence and job opportunities. Younger agents noted many concerns, while older agents responded only to administrator persuasion. Based on these and other findings, several conclusions were reached: the kind of decision making described is complex; adult education administrators can and do influence such decisions; adult educators measure the cost effectiveness of advanced degrees quite accurately and are influenced thereby; and they seem to treat their decision as basically an individual problem. (LY)

Borriello, G. and C. Ebeling (1993). Research on integrated systems : proceedings of the 1993 symposium. Cambridge, Mass., MIT Press.

Bosher, P. (2000). Short on vision. New Scientist, Reed Business Information Ltd. 166: 43.
Focuses on internet accessibility for blind people. How only a fraction of books and periodicals are transcribed into Braille; Technology which allows blind people to access sites on the World Wide Web (WWW); How the use of non-readable internet formats has led to the formation of the Web Accessibility Initiative.

Boshier, R., M. Mohapi, et al. "Best and Worst Dressed Web Courses: Strutting into the 21st Century in Comfort and Style." Distance Education. v18 n2 p327-49 1997.
A study using a 43-item coding schedule examined 127 Web courses. After analyzing interrelationships between the variables and issues pertaining to accessibility, interaction, and attractiveness, a University of Wisconsin history course <http://hum.1ss.wisc.edu/hist102> was awarded a "Madonna" as best dressed, while an Illinois State University social-foundations-of-education course <http://coe.ilstu.edu - select "courses"> was chosen as worst. (PEN)

Bounds, S. M. and C. D. Vernon (1976). Community Awareness of Thomas Nelson Community College and Accessibility of Educational Programs: A Survey of the Adult Population of the Virginia Peninsula: 39.
The purpose of this study was to determine levels of citizen awareness of the mission and operations of Thomas Nelson Community College (TNCC), to identify access barriers to potential TNCC attendance, and to assess the educational goals of local residents. A 15-item questionnaire was sent to a random sample of 1,000 local adults. The 381 respondents were typical of mail survey respondents in that they overrepresented upper socioeconomic groups; however, in other respects they were generally characteristic of residents in the TNCC service area. Results indicated a high degree of familiarity with the mission and operations of TNCC and a positive attitude toward the college. They also showed that the chief obstacles to enrolling at TNCC were lack of time and/or interest. Most respondents indicated that their primary goal in attending TNCC would be to satisfy a personal interest or to meet some specific job-related need; interest in degree programs was clearly secondary. Many indicated an interest in self-paced instruction and in televised educational programs. The questionnaire is appended, as are general comments from the respondents. (DC)

Bowden, J. (1994). The Development of Telematics in a Rural District in Western Australia. Australia Western Australia: 9.
A case study investigated the use of telematics technology in the delivery of learning programs from a rural high school in Western Australia to four receiver schools. Telematics is an audiographic computer system that simultaneously links a teacher to classrooms in one to five other schools. The program was introduced in 1991 to widen curriculum choices for rural, isolated students. Interviews with administrators, teachers, and program coordinators at the delivery and receiving schools focused on six key program factors: accessibility, ease of use, reliability, functional application, organization, and lesson delivery. The study concluded that sharing of resources within a small cluster of schools has enabled schools to increase curriculum choices, allowed staff and students to become familiar with computer-based technology, encouraged and motivated staff to develop innovative educational practices, developed cooperation between schools in the network, increased retention of students in postcompulsory education, and increased opportunities for girls to develop technological competencies. It was also found that the location of the telematics equipment in the school was significant to program success, and that staff wanted existing facilities and equipment to be upgraded to improve lesson delivery. Staff also expressed concerns related to the level of program support and commitment demonstrated by the Ministry of Education, and the provision of a capable and reliable telephone service essential for program implementation. Contains 24 references. (LP)

Bowe, F. (2000). Universal design in education : teaching nontraditional students. Westport, Conn., Bergin & Garvey.

Bowe, F. and J. Rochlin (1983). The Business-Rehabilitation Partnership. Arkansas: 46.
This handbook describes services that rehabilitation has to offer business, outlines how practitioners may approach business with these services, and provides resource information and material that the practitioner may find helpful in this work. Covered in the individual chapters are the following topics: the basic services that rehabilitation can offer business, authority, common questions often asked of rehabilitation practitioners, assessment, recruitment, accommodation and accessibility, compliance, internal mobility, training, supervisor awareness, interventions, government programs, business response, and procedures for making the partnership work. A brief bibliography concludes the guide. (MN)

Boyd, J. D. (1978). Case Study: Illinois. Illinois: 10.
Approaches to student financial aid that are used in Illinois are described. Illinois tries to respond to the separate priorities of guaranteeing both access and reasonable choice. Over 60 percent of students at public four-year colleges, and about 18 percent of students attending community colleges receive need-based aid. The need-based student aid program is available to full-time and half-time students and to all students regardless of their academic standing. The need to coordinate with federal financial aid programs is emphasized. Additionally, some kind of formula based on the accessibility of loans is recommended. Illinois' maximum award has grown over time from about $600 in the beginning, to a current $1,650. Illinois has also stabilized the enrollments between the public and private schools in the state so that institutions equally share the situations of enrollment growth or enrollment decline. It is projected that half-time students will increasingly seek to participate in postsecondary education and jobs, or other pursuits. The importance of scheduling financial aid decisions to provide students with flexibility in their enrollment decisions is noted. Concerns related to accountability include the institutions' determination of eligibility of funds. Some audits may determine whether the packaging of aid is within the guidelines established by the state. Institutions also need to have clear refund policies that are implemented by state authorities and that protect students. (SW)

Boyer, W. A. R. and H. Bandy "Rural Teachers' Perceptions of the Current State of Inclusion: Knowledge, Training, Teaching Practices, and Adequacy of Support Systems." Exceptionality. v7 n1 p1-18 1997.
This study investigated the impact of the rural experience on rural teachers' knowledge and understanding of students with special needs, perceptions of their own teaching effectiveness and job satisfaction, and perceptions of the accessibility and availability of support systems within schools and school districts. Recommendations are made for teacher education and inservice experiences. (Author/CR)

Brace, W. "The Changing World of Government Documents." Catholic Library World. v67 n2 p21-28 Dec 1996.
Discusses developments in depository librarianship and refers to changes in library education at Rosary College (Illinois). Highlights include bibliographic system problems, adoption of standardized cataloging methods (MARC format), improvement in document accessibility, costs, the National Technical Information Service, changes in document formats, legislation and the GPO (Government Printing Office) Access service, and goals of the Electronic Federal Depository Library. (AEF)

Bradshaw, D. (1995). Multiple Images, Common Threads. Case Studies of Good Practice in Adult Community Education. Australia Victoria: 134.
This document presents 10 case studies of adult community education programs (ACE) in the state of Victoria, Australia, in the mid 1990s, that were identified as exemplifying the following principles of good practice in ACE: expansiveness, integration, responsiveness, innovation, belonging, explicitness, autonomy, accessibility, synthesis, and coordination. The courses profiled represent a broad cross-section of subject areas (child care, prevocational education, furniture restoration, small business development for women, Koori Art, literacy and community decision making, women's issues, tourism, applied sport psychology, and horticulture) and formats (including formal part-time and full-time courses, discussion groups, workshops, courses that use community resources rather than textbooks, courses taught primarily by one instructor, and courses taught by a series of different instructors). Each profile contains information about some/all of the following aspects of the program: history; educational characteristics (philosophy, aims, development stage, length, delivery mode, prerequisites, content and methodology, competencies/expected learning outcomes, assessment criteria/methods, reporting/certification, accreditation status, pathways); good practice criteria; student characteristics; and administration and resources. Appended are the following: discussion of criteria for identifying good practice in adult education; range/spread/mix of case studies matrix; list of principles used to select case studies; and acknowledgements. Contains 47 references. (MN)

Bramstedt, W. G. C. (1979). A Bibliography of North American Indians In The Los Angeles Metropolitan Area--The Urban Indian Capital. Public Administration Series: Bibliography P-233. California: 15.
Sources of information on North American Indians in the Los Angeles metropolitan area are listed in this bibliography of 125 entries relating to urban studies, minority peoples, and migration, as well as specific Indian issues. Citations are organized alphabetically by author under publication type: masters' theses and doctoral dissertations, reports and studies, newspapers (mainly the Los Angeles Herald-Examiner and the Los Angeles Times), journal articles, magazines, and newsletters, selected material in larger works, and unpublished papers. Most entries are dated from the 1970's and late 1960's; note is made of documents obtainable from Dissertation Abstracts International or ERIC. The wide range of topics covered includes adaptation to urban life, health problems, education, employment, cultural affairs, housing, and sociolinguistics. The bibliography is intended to further understanding of Indian problems through increasing accessibility to the literature; college students, teachers, researchers, and persons involved in public administration are potential users. (JH)

Brandsma, J., R. Noonan, et al. (2000). Transforming the Public Provision of Training: Reorganisation or Privatisation? Long-Term Changes in Sweden and the Netherlands. CEDEFOP Discussion Dossier. Greece: 121.
The public sector is becoming less concerned with who is providing a given service but more concerned about the quality, reliability, accessibility, and price of the service. In vocational education and training (VET), one consequence of this transformation is that the various public stakeholders involved with funding, purchasing, and providing VET are increasingly being separated, ensuring that overlaps in responsibilities and sometimes contradicting interests of public stakeholders are minimized while guaranteeing a greater accountability of the various agencies, whether public or private. The corporatization of the Swedish public training provision system, the AMU-Gruppen, is a clear example of deregulation and market orientation of a formerly highly public body with an almost monopolistic position. The process, which started in 1986 with the AMU-Gruppen being transformed from a division under the national board of education to an autonomous agency, may end with the privatization of the entire structure. Likewise, the restructuring of the Dutch VET system, which has resulted in the establishment of regional training centers, has been a long process, initiated by legislation in 1987 that resulted in the first mergers, and continuing so that by 1998-99, the total number of publicly funded VET institutions has dropped from 396 to 65. (Contains 127 references.) (KC)

Branzburg, J. (2003). Publish Your Lesson Plans Online. Technology & Learning, CMP Media LLC. 24: 44.
Focuses on the online publication of lesson plans in the U.S. Requirements for publication at Teachnet.com; Accessibility of lesson plan in Web sites; List of lesson plan sites. INSET: Submit Your Lesson Plans.

Brassett-Grundy, A. (2002). Parental Perspectives of Family Learning. Wider Benefits of Learning Research Report. United Kingdom England: 55.
Parental perspectives on family learning were examined through focus group discussions with parents who had participated in family learning courses at a nursery school, primary school, secondary school, and family support center in London, England. Five focus group discussions with a total of 25 family learning course participants, 2 in-depth interviews with family learning course participants, and 1 focus group discussion with 4 nonparticipating parents were conducted. The "participating" parents conceptualized family learning very broadly, as an entity involving a wide network of people, activities, and places. The "participating" parents saw family learning as a means to gaining qualifications, improving their employment situation, increasing their stimulation, increasing their contact with others, gaining more confidence, and enabling them to teach their children more and better prepare them for their future. The barriers to participation in family learning cited by the "participating parents" included lack of time, lack of physical and financial support for child care, and poor accessibility/availability of courses. Compared with the "participating parents," the "nonparticipating" parents conceptualized family learning very similarly but cited many more disadvantages of and barriers to participation. Twenty-one recommendations regarding the marketing, design, and delivery of family learning programs were formulated based on the focus group findings. (Contains 23 references.) (MN)

Braswell, R. E. (2000). Special Needs. Alabama: 42.
This document contains the following papers on special needs instruction and technology: (1) "Hawaii Special Education Teacher Induction" (Kalena Oliva and Quinn Avery); (2) "The Impact of Group v Individual Use of Hypermedia-Based Instruction" (Lewis R. Johnson, Louis P. Semrau, and Gail E. Fitzgerald); (3) "Assistive Technology Meets Instructional Technology: A Standards-Based Approach to Implementation in Teacher Education" (Joyce Pittman); (4) "Infusing Technology into a Preservice Teacher Education Program for Special Educators" (Evelyn M. Dailey); (5) "Web Enabled Teaching Aid for Non-Orthographic Languages" (Georgios Kouroupetroglou, Constantinos Viglas, and Christina Metaxaki-Eossionidis); (6) "Special Needs Software Evaluation: Choosing the Right One" (James W. Forgan, Roberta K. Weber, and Perry L. Schoon); (7) "Effective Technology Practices in an Inclusion Classroom: A Proposed Teacher Training Model" (Tandra Tyler-Wood, Joyce Rademacher, and Mark Mortensen); and (8) "Teaching Faculty and Future Teachers about Web Site Accessibility: Issues and Challenges" (Pamela Luft and Drew Tiene). Individual papers contain references. (MES)

Bray, M. (2001). Accessibility of Schools and Colleges of Education Home Pages for Individuals with Disabilities. North Carolina: 15.
Colleges of Education (COEs) use the World Wide Web to disseminate and gather information. Online barriers limit the accessibility of the Web for individuals with disabilities. This study evaluated the accessibility of COE home pages. Two hundred and fifty Web sites were randomly selected for evaluation. A software program was used to quantify the number of accessibility errors at each site. The results indicated that most (79%) institutions of higher education home pages had accessibility problems, and the majority of these problems (67%) of the errors were severe problems that should be given a high priority for correcting. The good news is that the majority (74%) of the errors can easily be corrected. The work reflects a need for COEs to examine the accessibility of their home pages. Direction for improving accessibility is provided. Two tables present information on type of accessibility error, percent, severity, and ease to correct, and World Wide Web resources. (Contains 12 references.) (Author/AEF)

Bray, M., C. P. Flowers, et al. (2003). ACCESSIBILITY OF ELEMENTARY SCHOOLS' WEB SITES FOR STUDENTS WITH DISABILITIES. Education, Project Innovation. 123: 815.
Many Elementary Schools use the World Wide Web (WWW) to disseminate and gather information. On-line barriers limit the accessibility of the WWW for students with disabilities. The purpose of this study was to evaluate the accessibility of Elementary Schools' home pages. A total of 244 Elementary School web sites were located using a popular online directory and evaluated for accessibility. A software program was used to quantify the number of accessibility errors at each site. The results indicated that most (57.4%) Elementary School home pages had accessibility problems, many of which were severe and should be given a high priority for correcting. The good news is that the majority of the errors can easily be corrected. The work reflects a need for Elementary Schools to examine the accessibility of their home pages. Direction for improving accessibility is provided.ABSTRACT FROM AUTHOR

Bray, N. J. "Research Activity and the Support of Undergraduate Education." New Directions for Institutional Research. n90 p23-29 Sum 1996.
A study examined the relationship between faculty research productivity and the importance faculty attach to the undergraduate education goal of knowledge breadth and to faculty accessibility to students. Differences between "hard" and "soft" disciplines were also assessed. Results indicate that there is no correlation between productivity and these attitudes, contrary to public perception. (MSE)

Brazier, M., M. Parry, et al. "Blind Students: Facing Challenges in a College Physics Course." Journal of College Science Teaching. v30 n2 p114-16 Oct 2000.
Introduces programs that assist blind students such as Tactile Access to Education for Visually Impaired Students (TAEVIS). Reports on two blind students who successfully completed physics courses and their learning strategies. Discusses the accessibility of visual aids. (YDS)

Bremer, C. D., A. T. Clapper, et al. (2002). Universal Design: A Strategy To Support Students' Access to the General Education Curriculum. Information Brief. Minnesota: 8.
This information brief explains principles of universal design as an approach to providing access for students with disabilities to the general education curriculum. The premise of universal design is that environments and products should be designed for maximum usability including flexible curriculum and learning environments to allow students with widely varying abilities to achieve established academic content standards. A table offers classroom examples of seven universal design principles. These include: (1) equitable use; (2) flexibility in use; (3) simple and intuitive; (4) perceptible information; (5) tolerance for error; (6) low physical effort; and (7) size and space for approach and use. Three overlying principles for adapting instruction to individual student needs are: first, multiple means of presentation of information; second, multiple means of expression by students; and third, multiple means of engagement for students. (Contains 17 references.) (DB)

Brennan, M. L. "The ADA: What's Your Plan?" Facilities Manager. v19 n2 p32-33 Mar-Apr 2003.
Discusses how to create or refocus a transition plan for compliance with the Americans with Disabilities Act (ADA). Steps include documenting needs, documenting solutions, prioritizing needs, and creating a schedule. Also briefly addresses accessibility requirements, the concept of undue burden, finding help, and summarized Title II requirements. (EV)

Brindis, C. "Reducing Adolescent Pregnancy: The Next Steps for Program, Research and Policy." Family Life Educator. v9 n1 Fall 90 spec iss: 66.
This special issue of the "Family Life Educator" features a planning document on adolescent pregnancy prevention designed to assist communities throughout the United States in translating the National Research Council's recommendations and strategies from the "Risking the Future" study into steps for future action. An introduction provides a general overview of the problem and of strategies for attacking it, and explains the genesis and purpose of the document. This is followed by three sections with the following headings: (1) Helping Teens Wait: Abstinence Education; (2) When Teens Don't Wait: Encouraging Contraception; and (3) Reasons to Wait: Enhancing Life Options. A brief concluding summary encourages communities to use the strategies and action steps included in the document in their efforts to meet the challenge of preventing adolescent pregnancy. The summary also enumerates the key factors that have been found to be present in successful programs: early intervention, accessibility and acceptability, continuity of services over an extended period of time, targeting of strategies to meet the varying needs of young people, multipronged and integrated approaches that incorporate a variety of concurrent strategies within a comprehensive community-wide plan, and broad-based commitment from major community institutions. (NB)

Brindley, J. E. (1989). Retention Strategies: A Pre-Admission Program for Adult Distance Learners. Canada Alberta: 10.
Provision of orientation programs is of primary importance in postsecondary education in order to help students assess themselves in relation to the challenge presented by their chosen program and institution and to develop the skills necessary to meet that challenge. Open institutions using distance teaching methods have a special responsibility to ensure that prospective students are not set up for failure by the promise of accessibility and flexibility. Athabasca University in Edmonton, Ontario, Canada, tries to meet this responsibility by supplying a range of preadmission services that can be delivered through a variety of modes to prospective and new students. These services include: (1) information; (2) orientation; and (3) a self-assessment questionnaire to help students or prospective students determine their reasons for returning to study and the commitment they can make to it. Evaluation of preadmission services is ongoing to ensure that they are meeting student needs. For the future, Athabasca University will attempt to improve preadmission services through increasing accessibility, using new technologies, and taking a more integrated approach. (KC)

British Columbia Dept. of Education Victoria.[BBB06852] (1991). Province of British Columbia Ministry of Education Annual Report. July 1, 1990 to June 30, 1991. Canada British Columbia: 82.
This Ministry of Education report describes the effectiveness of the British Columbian school system in educating learners. A picture of the school system as seen in the performance of students and schools in 1990-1991 is presented. The report focuses on results that are representative of the province-wide performance of students and schools and contains descriptions, anecdotes, and photographs of schools and school districts of British Columbia. The first section describes the performance of British Columbia learners in achieving the three educational goals of the school system in student development: (1) intellectual; (2) human and social; and (3) career. The second section details the extent to which the school system demonstrates five attributes: (1) accessibility; (2) relevance; (3) equity; (4) quality; and (5) accountability. The two initial appendices list sources of information and key Ministry publications. The third appendix presents 13 detailed tables of data. (Author/CK)

Brodeur, D. and R. Heinich (1980). Report of the Third Annual Survey of the Circulation of Nonprint Educational Media in Public Schools, 1979-1980. Indiana: 54.
The third of a series on the circulation of nonprint educational media by media centers at district, county, and regional levels, this report is primarily concerned with the distribution of nonprint materials for handicapped learners, and the selection and evaluation methods used by media directors in building collections of materials that are available to teachers and learners. The study focuses on procedures for the identification and selection of nonprint educational media for circulation to public schools, and examines the extent to which nonprint materials for handicapped learners are included in the system of distribution. A profile of 16mm films, videotapes, and filmstrip set collections is provided. Funding sources, user requests, accessibility to materials, and profiles of the professional orientations of media directors surveyed are also given. (Author/MER)

Brody, M. (1988). Marine-Related Education in Maine: A Survey of K-12 Public School Teachers. Maine: 71.
This document reports on a survey that was conducted to determine the extent to which a random sample (N=2,112) of Maine public school teachers (K-12) included marine-related topics or activities in their teaching, as well as how informed they were about existing marine education curricula. A total of 588 questionnaires were returned. Findings indicate that the: (1) amount of time spent on marine education; (2) number of marine topics taught; and (3) proportion of teachers who taught marine topics all decreased as distance from the coast increased. These trends were attributed to the level of accessibility to the ocean environment and to local cultural factors and priorities. Recommendations for further research in several areas relating to marine education in general, as well as specifically in Maine, are presented. The survey instrument is included. (TW)

Broholm, J. R. (1993). Networking on the Network: Teachers and Electronic Mail. Louisiana: 9.
The ways that early adopters of electronic messaging have used electronic mail (e-mail) in the schools were studied using the Unified Network for Informatics in Teacher Education (UNITE) system at the Instructional Technology Center of the University of Kansas. At the time of the study, UNITE was operating in 6 school districts and 16 schools. The UNITE system provides other services of access and planning, but the e-mail functions were the focus of the study. A network analysis was conducted of one-to-one messaging on the e-mail system, with the permission of 65 volunteer users. The largest group of e-mail users was the science teachers (36 percent of the users). The most avid users were the librarians, representing about 24 percent of the users, who corresponded with more individuals and sent more messages. It was evident that constraints on the time of teachers limited their uses of the system. Time, accessibility, and existing routine discouraged teacher use of e-mail and must be considered in any strategy to promote its use. (Contains 22 references.) (SLD)

Bronson, V. (1964). Naeb technical report on the impact of airborne television transmission on land-based uhf television assignment plans: 44.
Operational effects of airborne educational television on ultrahigh frequency (uhf) television assignments on land were investigated. specifically, the effort related to expansion plans of the midwest program on airborne television instruction (mpati). previous studies by the national association of educational broadcasters (naeb) led to the development of computer programs which were used in prescribing a uhf assignment table. the speed of the computer and accessibility of data in the computer program made it practical to determine the impact of the proposed mpati expansion in two contexts--(1) by using new standards which mpati had recommended, and (2) by using standards developed by naeb engineers. the computer was programed to print out the location and channel number of assignments which would have to be deleted if mpati propagation curves were adopted, and those which would have to be deleted if naeb standards were adopted. the study indicated that no fewer than 60 channels would be affected by the mpati proposal. for the naeb plan, 83 channels would be involved. if new standards proposed by the mpati were used, as many as 46 proposed assignments would need to be deleted. (jc)

Brookfield, S. "On Ideology, Pillage, Language and Risk: Critical Thinking and the Tensions of Critical Practice." Studies in Continuing Education. v13 n1 p1-14 1991.
Adult educators engaged in critical practice must address four issues: (1) the connection between their own political commitment and encouragement of learners' critical thinking (CT); (2) whether CT should be based on one intellectual tradition; (3) accessibility of the language of CT to learners; and (4) balance between CT's liberatory possibilities and the risks and consequences involved. (SK)

Brooks, D. K. (1978). Counseling the Hearing Impaired Child in the Public Schools: Techniques and Strategies. District of Columbia: 14.
One of the most far-reaching results of the passage of the Education of All Handicapped Children Act (P.L. 94-142, signed into law November 29, 1975) is the increase in the number of deaf children being mainstreamed into regular public school programs. This increase in deaf children in public school programs will demand not only modification of existing academic programs to permit equal program accessibility to the deaf child, but also the development and implementation of appropriate support service systems. It is anticipated that the school counselor will emerge as the key support system for the deaf child attending a public school program. This increasingly important function of the counselor will necessitate an understanding of the specific social and psychological needs of the deaf child, and the strategies that may be employed to meet these needs. An overview of the social and psychological needs of the deaf child attending the public school system is provided. Suggestions and strategies for counseling and "outreach" support activities are offered. (Author)

Brooks, K. W. (1979). Facilities Planning Guide for Special Education Programs: Planning Accessibility for the Handicapped in Public Schools. District of Columbia: 29.
The guide details characteristics to provide architecturally accessible special education programs for handicapped students. Impetus for the accessibility movement is traced to legislation, including the Architectural Barriers Act and Sections 503 and 504 of the Rehabilitation Act of 1973. Planning features considered are the development of a master plan, identification of qualitative and quantitative needs, determination of resources, and staff involvement. A final section outlines specific accessibility requirements and current and proposed ANSI (American National Standard Specifications) standards for general interior considerations, specific areas within facilities, ground and floor surfaces, parking and passenger loading zones, ramps, stairs, elevators, drinking fountains, bathrooms, alarms, signage, telephone, and assembly areas. (CL)

Brooks, L. "Counseling Psychology in Colleges of Education: A Survey of Training Directors." Counseling Psychologist. v17 n3 p470-76 Jul 1989.
Surveyed counseling psychology (CP) training directors (N=34), housed partly or completely in colleges of education. Found advantages were compatibility of CP program with the college mission, esteem of the program, and accessibility of related programs. Found disadvantages were perception by colleagues that housing in education was not credible, lack of fit with K-12 mission, and limited funding. (Author/ABL)

Brouder, K. "Parental Attitudes Toward Pre-College Planning." Journal of Student Financial Aid. v17 n2 p5-13 Spr 1987.
The findings are summarized from a Spring 1986 survey of parents of 7th, 8th, 9th, and 10th grade students, which was intended to improve the quality and accessibility of information about postsecondary educational options. (MLW)

Brown, B. L. (2000). Web-Based Training. ERIC Digest No. 218. Ohio: 4.
Reduced training costs, worldwide accessibility, and improved technological capabilities have made Web-based training (WBT) a viable alternative to classroom instruction. WBT enables businesses to cut their training costs. Efficiency of operation is another major advantage of WBT. The flexibility of time, place, and programs offered via WBT appeals to learners who must balance school with work and home responsibilities. Task- and detail-oriented people who are focused in their study habits and engaged in learning tasks requiring creative thinking and analysis are most successful in using computer-based, online programs. Virtual classrooms can be asynchronous and synchronous. Asynchronous classrooms allow students and instructors to engage in collaborative learning activities without being online at the same time. Synchronous classrooms are more reflective of traditional classrooms because they allow instructors and students to be online simultaneously. WBT programs must be designed to accommodate learners' needs, allow learners the freedom to follow unique paths to learning in their own cognitive styles, and require students to construct meaning. Studies of the advantages and disadvantages of WBT training have identified tips to help instructors use the Web's technological capabilities to advance their teaching and learning goals with the same quality achievable through the best classroom instruction. (Contains 14 references.) (MN)

Brown, D. (1978). Wider Doors for Handicapped Children: Section 504, Part C. OSSC Bulletin Vol. 22, No. 3. Oregon: 39.
This bulletin speaks to the major issue of providing equal opportunity for handicapped students through implementation of the program accessibility requirements of Section 504, Subpart C of the Rehabilitation Act of 1973. The purpose of this bulletin is to share significant highlights of a conference on "Barrier-Free Environments and the Schools," discuss the idea of "program accessibility," and suggest steps for compliance with this legislation. The scope of the act is illustrated in tables and the document explains how the subparts require immediate action by educational leaders. With regard to existing facilities, the section is a "program access" law rather than a "barrier-free" law. The major concept is that the program must be available to and usable by handicapped persons. For new facilities, the law is unequivocal regarding accessibility--all new facilities (or new parts of facilities) must be "readily accessible to and usable by handicapped persons." Procedures that administrators should follow to ensure compliance with the law are outlined and sources of assistance are listed. The appendices contain rules and regulations for the legislation, a checklist to determine whether buildings are accessible to the physically handicapped, and an annotated bibliography. (Author/MLF)

Brown, D. G., Ed. (2000). Teaching with Technology:Seventy-Five Professors from Eight Universities Tell Their Stories. Boston, Anker Publishing Company, Inc.

Brown, D. R. (1983). Testing Physically Handicapped Students in Science. A Resource Book for Teachers. West Virginia: 78.
The four chapters in this resource book provide general considerations for the development of teacher-made achievement tests in science for students with visual, hearing, and/or orthopedic impairments. Chapter 1 focuses on changes in classroom testing by considering the testing of handicapped students, norm-referenced versus criterion-referenced testing, individualized educational planning, and the science test. Chapter 2 discusses the testing of visually impaired students. Topic areas addressed include: determining an appropriate testing technique; visual, auditory, and tactile testing techniques; student response to test questions; laboratory type tests; and non-teacher made tests. Chapter 3 discusses the testing of hearing impaired students, examining language considerations, item format, test administration, and non-verbal tests. Chapter 4 focuses primarily on facilitative techniques for testing motor impaired and orthopedically disabled (MIOD) students. Areas addressed include the breadth of the problem, the need to assess life function impairment (with a sample assessment included), administration techniques, accessibility, time factors, and possible mitigative testing strategies (listed according to MIOD limitation). A list of references, a list of organizations and agencies for the disabled, and glossary are provided in appendices. (JN)

Brown, D. S., S. M. Bruyere, et al. (1994). The ADA and Total Quality Management. Implementing the Americans with Disabilities Act. New York: 5.
One of a series of guides on implementing the Americans with Disabilities Act (ADA), this guide focuses on the relevance of total quality management (TQM) principles to the ADA. First, the guide briefly explains both the ADA and TQM. Next, "reasonable accommodation" under the ADA is discussed and suggestions for using TQM to help implement the ADA are offered. These suggestions urge implementation of four TQM principles: capacity building, universal design, focus on strengths rather than deficits, and use of data for decision making. The planning process of TQM is then applied to reasonable accommodation in the form of the Plan-Do-Check-Act cycle. Suggestions for educating personnel about the ADA include adding it to existing TQM training efforts. Several organizational resources are listed. (DB)

Brown, D. W. E. (1997). Higher Education Exchange 1997. Ohio: 84.
A foreword and 11 articles discuss the nature and structure of public scholarship. The contents include: "Foreword" (Deborah Witte); (1) "Public Scholarship: The Dissemination of Knowledge" (Jean Cameron) which maintains the public has claims on higher education as a creator and disseminator of knowledge; (2) "Daring to Be Unprofessional" (David W. Brown) which suggests the professional ethos is often at odds with the needs of students and other realities on campus; (3) "Towards an Ethic of Academic Discourse, Or, Why Do Professors Talk the Way They Do?" (Bennett Ramsey) which considers the need to balance academic research and academic accessibility; (4) "Pedagogical and Civic Response-Abilities" (Stephen M. Johnson) which examines open-ended learning and multicultural classrooms; (5) "An Agenda for Involving Faculty in Service" (Deborah Hirsch) which proposes service learning as a form of faculty professional service; (6) "The Promise and the Flaws of Public Scholarship" (Alan Wolfe) which presents public scholarship as an obligation to share knowledge; (7) "Public Scholars: In Search of a Usable Present--A Reply to Alan Wolfe" (Jay Rosen) which stresses the need to disseminate knowledge and create it in a group fashion; (8) "Public Scholarship and the Land-Grant Idea" (Scott J. Peters) which notes the legacy of partnership between university and community; (9) "Civic Education in a New Key" (Bernard Murchland) which urges the centrality of educating for a healthy civic society; (10) "Public Deliberation: A Resurgence of Scholarly Interest" (Dennis Gilbert) which notes that public deliberation strengthens the legitimacy of public institutions; and (11) "The Public and the Academy" (David Mathews) which offers a broad look at the relationship between institutions of higher education and the civic realm. (Papers contain references.)(JLS)

Brown, J. D. and S. N. Keller (2000). Can the Mass Media Be Healthy Sex Educators? Family Planning Perspectives, Alan Guttmacher Institute. 32: 255.
Discusses the role of mass media in sex education in the United States. Evidence of the accessibility of mass media to young people; Why the media is considered by adolescents as important sources of sexual information; Information on sexuality education Web sites.

Brown, R. W. (1982). Resource Specialist Training Resources. Volume II. California: 133.
Materials for special education resource specialists in California on implementing a team approach and facilitating change are presented as the second of four volumes. The first section includes a description of the resource specialist program; the interaction between the resource specialist and the principal; the roles of the resource specialist, principal, program specialist, and resource specialist aide; and the teamwork responsibilities of the resource specialist and aide. The second section contains a list of conditions that facilitate change; a form for rating readiness for change for six clusters (e.g., accessibility of resources and support, and skill in collaborative group work); a list of reasons that human resources are important to managers; a reading list on self-directed management; a description of A. Maslow's need hierarchy; and management guidelines. Thirteen pages of overhead transparencies are appended. Additional appendices include activities excerpted from "Handbooks of Structured Experiences for Human Relations Training" (Pfeiffer and Jones). These activities include the following topics: communications stress management, group dynamics, closure debriefing, individual differences, communication group processes, communication problem solving, and personal development. Rating forms are included in the activity units. (SEW)

Brown-Chidsey, R. and M. L. Boscardin (1999). Computers as Accessibility Tools for Students with and without Learning Disabilities. Massachusetts: 40.
This study investigated the attitudes and opinions of three students with and three students without learning disabilities regarding the use of computers for school-related work. The students (in grades 5 through 12) were selected from three school sites and interviewed in-depth. Analysis of interviews with open-coding procedures identified five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of students with and without learning disabilities showed that although most students were generally positive about computers, students with learning disabilities had qualitatively different experiences with computers and less positive attitudes about computers than those without learning disabilities. These students also expressed greater frustration about learning to use a computer and were more equivocal about the role of computers in educational programs. The most salient finding was the connection between participant attitudes and prior computer-related experiences. Results suggest the need to integrate instruction about technology into early intervention programs for students with learning disabilities. (Contains 35 references.) (DB)

Brumback, E. L. "Accessibility is the Key: The Organization of Locally Produced Materials." High School Journal. 59, 8, 354-61, May 76.
Provides five guiding principles helpful in cataloging, storing, and circulating teacher-made materials as well as commercially produced media. (Author/RK)

Brumbaugh, A. J. (1965). The two-year college in virginia: 122.
Following a review of the status of post-high school education, a committee of the higher education study commission recommended (1) a statewide system of comprehensive community colleges, coordinated with other segments of higher education, (2) a board of community colleges and technical education, to operate under the state council of higher education in development of a statewide plan, formulation of policies, and determination of financial needs, (3) transfer of 2-year branches of senior institutions to the new board, (4) development of criteria for the establishment of 2-year post-high school institutions, (5) local boards or advisory committees for each institution, (6) effective articulation, and (7) policies and regulations to protect and preserve the identity of the 2-year college. recommended criteria for establishment of 2-year colleges include (1) minimum potential enrollment of 400 students, (2) strong local interest in the college, (3) assurance of adequate financial support for capital outlay and operating costs, and (4) accessibility. (wo)

Brun, J. K. and K. L. Clancy "Low-Income and Elderly Populations." Journal of Nutrition Education. v12 n2 p128-30 1980.
Recommendations are given in this task force report which focus on nutrition education programs for the low income and elderly. Issues include: accessibility to food, national policy, nutritionally vulnerable individuals, program development, health care, preparation of nutrition educators, and evaluation of existing nutrition programs. (SA)

Brunken, R., J. L. Plass, et al. (2003). "Direct Measurement of Cognitive Load in Multimedia Learning." Educational Psychologist 38(1): 53-61.

Buccino, A. (1986). Technology in Science and Mathematics Education. Georgia: 25.
Provided are several perspectives on technology, addressing changes in learners related to technology, changes in contemporary life related to technology, and changes in subject areas related to technology (indicating that technology has created such new tools for inquiry as computer programming, word processing, online database searches, and collegial communication networks). Also provided are prospectives on the content of mathematics and science education, noting that, within the context of current educational reform, there is a fundamental shift regarding the purposes, audiences, and substantive content of science and mathematics education. For example, science today should be for all students, not just those few students who are talented and motivated for professional careers in science and engineering. Other areas addressed include: (1) current uses of technology (particularly computers) in mathematics and science education; (2) trends influencing the use of technology in education (considering demographic and economic transformation, declining cost of technology, economics of scale and market pull, integration of technologies, and accessibility of technology); (3) the computer as a tool; (4) levels of the mind (word processing, spreadsheets, and databases); and (5) suggestions for publishers. (JN)

Buckley, H. and G. Walters (1994). A Report Prepared for: The Commonwealth of Learning for Consideration in a Handbook for Developing Gender Sensitive Educational Materials. Saint Lucia: 113.
Sample components of the Comprehensive Teacher Training Programme (CTTP), a distance education program offering four academic upgrading courses to Caribbean women who are untrained elementary school teachers are presented. Though the bulk of the publication is made up of materials from these distance education courses, the opening section contains descriptions of the program's general goals, its design for easy access, its flexibility, its relevance and functionality, its teaching and learning processes, its accessibility and gender inclusiveness and simplicity, and its delivery and support system. These points suggest that the program is well designed to serve nontraditional women students. The sample materials appended include: (1) the program brochure; (2) tables of contents for mathematics modules and for the integrated science school-based assessment assignments showing program accessibility; (3) information on designing materials for and supporting busy learners to show course management flexibility; (4) graphics, reading exercises, and home science experiments showing relevance and functionality; (5) an integrated science module table of contents, introduction, summary and glossary, a module test marking sheet, and a science module; (6) data on program employee gender, sample edits of program materials highlighting sexist material, and material on identifying and correcting sexist language to demonstrate the program's accessibility, inclusiveness, and simplicity; and (7) a sample radio announcement to show the program's delivery and support system. (JB)

Budd, K. B. and J. L. Charlton (1968). Analysis of County School Districts in Arkansas: 60.
The 1948, Arkansas School District Reorganization Act was passed in an effort to reduce the 1589 small school districts to a smaller number. Those districts not consolidated would form county districts. As of the 1967-68 school year, 26 of these county districts remained. The purpose of this study was to provide information drawing attention to the situation existing in these districts. In an effort to initiate improvement of schools in these areas, the study examined the districts in terms of rurality, settlement patterns, spatial accessibility, financial resources and expenditures, quality of school operation, and school performance in terms of the extent to which school-age population enroll in and continue through high school. Comparisons were drawn between the county districts and existing independent school districts within the same county. Since the county districts were small, many of the problems encountered were similar to those experienced by small independent school districts. It was concluded that although consolidation of county with independent districts would not solve all problems of county districts, advantages of student and community participation would outweigh the disadvantages. (DK)

Bureau of Education for the Handicapped (DHEW/OE) Washington DC. Div. of Innovation and Development.[BBB11930] National Committee Arts for the Handicapped Washington DC.[BBB15890] (1977). The Arts and Handicapped People: Defining the National Direction. District of Columbia: 78.
Proceedings from an April, 1977 conference focus on the current status and future directions of arts programming for the handicapped. M. Appell provides an overview of the field; while W. Kalenius, Jr. reviews data from 138 current research studies which indicate that handicapped children were able to learn the art forms, enjoyed the activities, increased feelings of self worth and learned academic skills as a result of arts activities. S. Madeja discusses the role of aesthetic perception, the critical process, and knowledge about the arts in arts instruction for the handicapped. L. Molloy discusses architectural and program accessibility factors for public arts facilities. Methods of facilitating career development and leisure time enjoyment of the arts are discussed by J. Goldstein. Papers by J. Newberg and J. Kukuk deal with the artist's role in working with handicapped people and the major components of comprehensive arts education programs for the handicapped. G. Barlow cites the negative attitudes of society toward the handicapped in general, and suggests the need to identify attitudes specific to the handicapped in the arts. Further research needs are projected by J. Morrison. A conference summary outlines conclusions (regarding the Federal role, research, and arts in education, public facilities and attitudes), implications, and projections. (CL)

Bureau of Indian Affairs (Dept. of Interior) Window Rock AZ.[BBB00080] Southwest Regional Resource Center Salt Lake City UT.[BBB10868] (1980). Special Education Handbook. Arizona: 472.
In order to provide special education programs that are responsive to the needs of Navajo students and in order to comply with the Rules and Regulations of Public Law 94-142 (The Education for All Handicapped Children Act) and Public Law 95-561 (Education Amendments of 1978), the information in this handbook provides guidance to teachers and administrators who are charged with educating handicapped Navajo students to their full potential. The handbook is divided into 12 chapters about: the special education process; eligibility criteria and programming considerations for the deaf and hearing handicapped, deaf-blind, homebound or hospitalized, mentally handicapped, multihandicapped, orthopedically impaired, other health impaired, seriously emotionally disturbed, specific learning disabled, and speech impaired; the Individualized Education Program; procedural safeguards; teacher performance standards; memoranda; coding information; and allowable costs and Element 18 applicable components. Appendices offer guidelines for reviewing assessment procedures and psychoeducational reports, identification of bias in testing, an accessibility checklist, a staffing guide for programs for the handicapped, directions for completing a LEA appplication, and proposed rules and regulations for PL 95-561 and PL 94-142. (ERB)

Bureau of Labor Statistics (DOL) Washington DC.[FGK08392] (1995). Huge Increase in Day-Care Workers: A Result of Multiple Societal Changes. District of Columbia: 30.
Using Bureau of Labor Statistics estimates of employment in day-care establishments, this study analyzes changes in day care over the past 20 years. Growth in day-care employment has been much stronger than that of other industries. Since 1972, employment has increased by nearly 250 per cent. Causes of growth includes changing trends in enrollment and staffing ratios. Increased enrollment can be inferred from a variety of measures, including an increase in the child population; changes in family composition which have resulted in more single-parent families; and an increase in the number of working women. There are also factors which enable more children to attend day care programs. In particular, day care has become more affordable. This has been the result of increased government funding of day care; the growth of Head Start and other programs for children from low-income families; an increase in state and local initiatives for the further establishment of day care; tax breaks related to day-care expenses; and private initiatives stemming from both corporate and non-profit efforts to increase accessibility to day care. Another mitigating factor is the low cost of labor in the day care industry. (JW)

Bureau of School Systems (DHEW/OE) Washington DC. Office of Libraries and Learning Resources.[BBB12455] (1969). School Library Resources, Textbooks, and Other Instructional Materials. Title II, ESEA. Strengthening Instruction in Science, Mathematics, Foreign Languages, and the Humanities and Arts; Title III, NDEA. Fifth Annual Report. District of Columbia: 58.
Two federal educational programs are covered in this annual report for FY 1969: Title II of the Elementary and Secondary Education Act and Title III of the National Defense Education Act. The first report describes how the 50 states, the District of Columbia, Guam, Puerto Rico, the Trust Territory of the Pacific Islands, the Virgin Islands, and the Department of the Interior (operating schools for Indian children) utilized Title II funds for the improvement of educational quality and opportunity through increased school library resources, textbooks, and other instructional materials. Also covered are staffing patterns for the first three years of the program, special purpose grants, participation of private school children and teachers, program coordination, accessibility of loaned materials, management activity, school media personnel, staff development, selection of materials, standards for instructional materials, and program evaluation. The second report describes the use of Title III funds to strengthen instruction in science, mathematics, foreign languages, and the humanities and arts through the purchase of equipment and materials, minor remodeling, and through state supervisory and related services. Major topics include priorities, program coordination, adequacy of equipment and reimbursement, improved instructional patterns and teaching techniques, curriculum improvement, student achievement, and program evaluation. (JD)

Bureau of School Systems (DHEW/OE) Washington DC. Office of Libraries and Learning Resources.[BBB12455] (1970). School Library Resources, Textbooks and Other Instructional Materials: Title II, ESEA [and] Strengthening Instruction in Science, Mathematics, Foreign Languages and the Humanities and Arts: Title III, NDEA. Annual Report, 1970. District of Columbia: 56.
Annual reports of two federal education programs for FY 1970 comprise this document: Title II of the Elementary and Secondary Education Act and Title III of the National Defense Education Act. Both reports describe how the 50 states, the District of Columbia, Puerto Rico, Guam, American Samoa, the Virgin Islands, the Trust Territory of the Pacific Islands, the Department of the Interior (for schools operated by its Bureau of Indian Affairs), and the Department of Defense (for overseas dependents' schools) utilized their program funds. Areas covered in the first report include standards for instructional materials, selection of materials, effect on curriculum and teaching methods, special-purpose grants, special programs, program evaluation, state and local needs for instructional materials and management, improved management techniques, accessibility of loaned materials, coordination with other programs, participation by private school teachers and children, and staffing and staff development. The major sections of the second report delineate state education agency services to local education agencies, priorities, coordination with other programs, reimbursement and adequacy of equipment and materials, evidence of improved instruction (instructional patterns/techniques, curriculum, student achievement), evaluation, and data on fund sources and expenditures. Both reports provide supportive statistics. (JD)

Burgstahler, S. "Distance Learning: Universal Design, Universal Access." Educational Technology Review. v10 n1 2002.
Discussion of distance learning focuses on access, legal, and policy issues for people with disabilities and presents an overview of design considerations for assuring that a distance learning course is accessible to potential instructors and students with a wide range of abilities and disabilities. Uses universal design as a framework. (Author/LRW)

Burgstahler, S. "Distance Learning: The Library's Role in Ensuring Access to Everyone." Library Hi Tech. v20 n4 p420-32 2002.
Discusses the increasing number of student with disabilities that are attending higher education institutions and participating in distance learning programs, focusing on the role that libraries can play in assuring access to electronic resources. Highlights include the digital divide; legal issues; universal design; accessible design; and standards for accessible electronic resources. (Contains 52 references.) (Author/LRW)

Burgstahler, S. (2001). Real Connections: Making Distance Learning Accessible to Everyone. Washington: 10.
This report discusses access issues related to distance learning for individuals with disabilities and presents design considerations for assuring that a course is accessible to potential instructors and students with a wide range of disabilities. The field of universal design provides a framework for this discussion. It begins by describing examples of access challenges faced by students and instructors with different disabilities in typical distance learning courses. Challenges faced by students with blindness, visual impairments, specific learning disabilities, mobility impairments, hearing impairments, speech impairments, and seizure disorders are discussed. The concept of universal design is then introduced and strategies are provided for making distance learning courses accessible to everyone. Strategies are provided for on-site instruction, Internet-based communication, Web pages, printed materials, video presentations, and telephone conferences. The benefits of accessible design for people without disabilities are also explored. A list of 21 additional Web-based resources is provided. (CR)

Burgstahler, S. (2001). Universal Design of Instruction. Washington: 6.
This brief discusses how faculty can use principles of universal design to maximize the learning of all college students, including students with disabilities. Principles of universal design are first explained, including: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. The brief then lists examples of instructional methods that employ principles of universal design and make course content and activities accessible to people with a wide range of abilities: (1) inclusiveness, which creates a classroom environment that respects and values diversity; (2) physical access, which assures that classrooms, labs, and field work are accessible to individuals with a wide range of physical abilities and disabilities; (3) delivery methods and alternate delivery methods, which includes lecture, discussion, hands-on activities, Internet-based interaction, and field work; (4) information access, which uses captioned videotapes; (5) interaction, which encourages different ways for students to interact with each other and faculty; (6) feedback, which provides effective prompting during an activity and feedback after the assignment is complete; and (7) demonstration of knowledge, which provides multiple ways for students to demonstrate knowledge. A list of 17 resources on universal design is provided. (CR)

Burgstahler, S. (2002). Bridging the Digital Divide in Postsecondary Education: Technology Access for Youth with Disabilities. Information Brief. Minnesota: 6.
This issue brief discusses the barriers to technological access for students with disabilities. Challenges for bridging the digital divide are discussed and the following recommendations are provided: (1) stakeholders should have access to training so they can design and select accessible facilities, utilize computers and software, purchase appropriate assistive technology, and ensure that students with disabilities use technology for their maximum benefit; (2) policies and procedures should be established at all academic levels to ensure that universal accessibility is considered when electronic and information technology is procured; (3) policies, procedures, training, and support should be established at all educational levels to ensure that Web page, library resource, and distance learning program developers make their electronic resources accessible to everyone; (4) interagency collaboration planning, funding, selecting, and supporting assistive technology should be fostered; (5) students with disabilities should be included at all stages of technology selection, support, and use, so that they learn to self-advocate; (6) students with disabilities at high school and college levels should participate in internships where they can practice using technology in work settings; and (7) policy makers should disseminate information about current laws, policies, and resources that are universally designed to meet the needs of various stakeholders. (CR)

Burgstahler, S., D. Comden, et al. "Universal Design for Universal Access: Making the Internet More Accessible for People with Disabilities." ALKI. v13 n3 p8-9 Dec 1997.
Discusses how to enable library staff and patrons with disabilities to use the resources of the Internet, including access to the computers themselves as well as access to the electronic resources and tools that make up the Internet. Topics include universal design; adaptive technology; and guidelines for accessible Web pages. (LRW)

Burgstahler, S. and S. Nourse (2000). Accommodating Students with Disabilities in Math and Science Classes: A Resource for Teachers [and Videotape]. Washington: 252.
This kit is designed to help science and mathematics teachers become more aware of the rights, responsibilities, potential contribution, and needs of students with disabilities, teachers' responsibilities for ensuring equal educational opportunities for all students in their programs, and strategies for accommodating students who have disabilities in science and math classes. Material includes a notebook, a 2-hour videotape recording, and informational handouts and a pamphlet on the DO-IT (Disabilities Opportunities Internetworking Technology) program. The "Background and General Strategies" section of the notebook covers general issues related to access to education for individuals with disabilities, and legal and attitudinal issues as well as general teaching strategies. The "Computing Access" section covers the three areas that must be addressed in order to provide full access to computing resources (computer lab access, provision of adaptive technology, and universal design of electronic resources). The "Access to Math and Science" section provides strategies and examples for making educational activities accessible to all students, including students with disabilities. A list of general resources and a glossary on disability issues relevant to science and mathematics instruction are also included, along with reproducible handouts and overhead transparency templates. The videotape demonstrates how technology can be used to make instruction accessible. (CR)

Burkhalter, B. B. and A. M. Kartis "Planning the Recreational-Educational Complex of the Alabama Space and Rocket Center." CEFP Journal. v21 n1 p13-15 Jan-Feb 1983.
Planning for the Alabama Space and Rocket Center's new recreational-educational complex included (1) goal establishment, (2) needs assessment (including accessibility for the disabled), (3) environmental impact analysis, (4) formulation of objectives and priorities, and (5) strategy development to meet objectives, as well as preparation of a master plan. (RW)

Burnett, M. and P. Allenbaugh (1984). Expanding the Respiratory Therapy Curriculum. Final Report. Washington: 63.
This project was conducted to upgrade Seattle Central Community College's four-quarter respiratory care program to a two-year associate degree program in respiratory therapy. The program needed to include a developmental pathway for entry of nontraditional students and also a college-level prerequisite entry pathway for traditional students. In developing the core curriculum, the following major sources of information were used: (1) the Joint Review Committee for Respiratory Care Education (JRCRTE), which also accredits these programs; the National Board for Respiratory Care composite examination matrix for their entry-level and advanced practitioner credentialing examinations; and (3) interviews and discussion with the Respiratory Technician Advisory Board and other leaders in respiratory care. The result of this project is an associate-degree level respiratory care curriculum that addresses two concerns: first, accessibility and successful completion of the program to and by nontraditional students who lack sufficient academic background, and second, the local health industry's demand for qualified entry-level practitioners in respiratory care. The curriculum plan uses lecture/discussions, laboratory experiences, and clinical settings. Along with traditional audiovisual materials used in allied health education, the program incorporates computer-assisted instruction modules into both the lecture and laboratory portions of the curriculum. This curriculum will make health careers available to a much larger segment of the college's student population and enable them to compete more effectively in the job market. (Program descriptions and course outlines are included in this report.) (KC)

Burnette, J. (1990). Assistive Technology Design in Special Education. Issue Brief 2. Virginia: 34.
The issue brief discusses technological principles, issues, and design features discovered or used by projects funded by the Office of Special Education Programs (OSEP). Information was obtained from interviews with project directors who were asked about their project experiences, the features and design principles essential to the success of their projects, the problems they encountered, and how these problems could be resolved. After a brief discussion of technology transfer, information is presented according to three major stages in assistive technology development: designing to fit user needs; prototype development, testing, and evaluation; and distribution. Key features of 10 projects contributing to the report are summarized in tabular form and include information on project director and organization, grant or contract period, prototype educational aid, function, functional limitations, and features. An appendix charts accessibility features in relation to user characteristics (such as physical impairments, visual impairments, hearing impairments, or seizure disorders) as well as features to facilitate third party manufacturers for all five disability areas. Name, address, and telephone number of five current OSEP projects promoting the use of assistive technology are also appended. Twenty-eight additional resources are suggested. (DB)

Burns and Roe. and United States. Office of Saline Water. Distillation Division. (1969). Universal design. Washington, U.S. Office of Saline Water ; for sale by the Supt. of Docs. U.S. Govt. Print. Off.

Bush, M. D. "Connecting Instructional Design to International Standards for Content Reusability." Educational Technology. v42 n6 p5-13 Nov-Dec 2002.
Discusses the development of instructional technology standards. Topics include development efforts for electronic learning standards; SCORM (Sharable Content Object Reference Model), including accessibility, interoperability, durability, and reusability; electronic learning standards at Brigham Young University (Utah); instructional design and reusability standards; and benefits of the instructional design to SCORM connection. (LRW)

Bustos, P. D. "Teen-Age Pregnancies: Can We Afford Not To Prevent Them?" State Legislative Report. v12 n10 Dec 1987: 14.
This document reviews three teenage pregnancy prevention strategies which were selected because of their easy access to teenagers and to illustrate the cost of implementation. After a discussion of the high cost of teenage pregnancy, the role of the state legislatures is described. Accessibility and acceptability are cited as two important considerations for legislatures considering programs. Schools are noted to be good places to start prevention activities since they provide a captive audience. The three prevention strategies discussed are family life education, school-based health clinics, and community-based prevention programs. A specific example of each is provided. Policy implications of each type are discussed. Evaluations of each type of program in the areas of cost, accessibility to at-risk teenagers, and expected impact are described; a table provides ratings of the three program types. References are included. (ABL)

Butin, D. (2000). Classrooms. District of Columbia: 5.
This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture considerations, and classroom size ratios and partition arrangement. Final comments highlight classroom design principles that are considered important for all classrooms at all grade levels, such as outdoor accessibility, clustering, the fostering of creativity and student engagement, and classroom adaptability. (Contains 19 references.) (GR)

Butler, R. P. (1997). The Development and Demise of 8 MM Film Loops in America. Virginia: 7.
Educators in the late 1960s and early 1970s found that 8 mm film loop cartridges encouraged learning techniques such as self-tutorials, individualized instruction, and small-group participation. The single concept approach used in the production of most 8 mm cartridges contributed to alternative learning strategies in these settings. The simplicity of the equipment, its portability, indestructibility, and low cost added to its popularity. Standard and Super 8 mm film loops and cartridge projectors were compared to books in terms of accessibility and were a strong promoter of visual communication. For all this, however, they remained only a short time on the educational scene. Lack of standardization and versatility, plus a number of economic and social issues, translated into early extinction for this non-print medium. For example, an analysis of gender in 68 film loops revealed that it was possible to find a male in a "feminine" role or in a more neutral role; however, while women, too, were portrayed in gendered roles as well as in neutral roles, no women were found in subject areas seen as masculine. These perceptions reflect the times in which the film loops were created and produced: an era in which the gender gap was only beginning to decline. Regardless of their short life span, the existence of the 8 mm film loops on the audiovisual scene makes them a part of educational technology history. (Contains 40 references.) (AEF)

Byers, R. "The Dearing Review of the National Curriculum." British Journal of Special Education. v21 n3 p92-96 Sep 1994.
This article summarizes and evaluates changes in the British national curriculum resulting from the Dearing review, with special emphasis on effects on students with special needs. Major issues and changes in each subject area are identified. The article sees increased accessibility for students with disabilities but remaining problems in some subject areas, especially English. (DB)

California Community Colleges Sacramento. Academic Senate.[BBB22251] (1990). Standards for Accreditation. California: 23.
The standards for accreditation presented in this paper were developed by the Accrediting Commission for Community and Junior Colleges to measure basic characteristics of quality required of all accredited institutions. The accreditation standards are divided into eight areas. Standard one discusses institutional integrity: purposes; planning; and effectiveness. Standard two discusses educational programs: general requirements; articulation; curriculum planning and evaluation; and credit and non-credit courses. Specific topics under standard three are student services and co-curricular learning environments, which are discussed in terms of general provisions, counseling services, admissions and records, coordination and administration, and the comprehensiveness of services. Provisions for faculty and staff in the areas of selection, qualifications, evaluation, staff development, and other personnel policies are the focus of standard four. Standard five discusses various aspects of learning resources, including collection development, accessibility, faculty and staff, and general provisions. Standard six concerns physical resources, such as facilities, equipment, facilities planning, and financial resources. The final standard covers aspects of governance and administration, including the governing board, administrative services, faculty, support staff, and students. Supporting documentation is listed for each standard. (JMC)

California Community Colleges Sacramento. Office of the Chancellor.[BBB04341] (1979). Report to the Legislature, Assembly Ways and Means Subcommittee #2, as Recommended in Supplemental Language to the 1979 Budget Act (Item 362.1), Evaluating the Role of the California Community Colleges in Meeting the Need for Bilingual Teachers in California. California: 15.
In recognition of the critical need for bilingual teachers and in the belief that bilingual teachers can be most efficiently recruited and trained in the community college, the Chancellor's Office of the California Community Colleges has developed several recommendations for a career ladder transfer program in bilingual education. The first of these recommendations calls for merging the two state-supported bilingual training programs--the Bilingual Teacher Corps and the Bilingual Crosscultural Teacher Development Grant Program--to form a single Bilingual Teacher Grant (BTG) Program. The community colleges were selected as the most appropriate institutions to implement the program because of their accessibility to potential bilingual teachers, closeness to the local community, and experience in working effectively with local districts and community leaders. The Chancellor's Office recommends that in selecting recipients for the Bilingual Teacher Grants, factors such as bilinguality, teacher aide and community experience, and financial need be taken into account. Additional recommendations relate to: (1) strong central program direction housed in the Office of the Chancellor; (2) the expansion of current efforts in recruiting and training until the need for bilingual teachers is met; and (3) not using Extended Opportunity Programs and Services funds. (AYC)

California Community Colleges Sacramento. Office of the Chancellor.[BBB04341] (2000). TECHnology// Strategic Plan, 2000-2005. California: 33.
This strategic plan provides a broad template of strategies for improving and strengthening technology throughout the California Community College system. Challenges facing California community colleges today include an increased enrollment demand; the explosive use of the Internet and computers as a required occupational and citizenship skill; the digital divide; an increased demand for the integration of technology in teaching; the sustainability of technology infrastructure; the need for adequate levels of intra-campus and inter-campus connectivity; and the need to provide accessibility for persons with disabilities. This plan focuses on two major goals: (1) promoting student access to community colleges, instruction, and student support services; and (2) promoting students' success in their educational and career goals. The colleges will use technology to enable students and communities to be successful in a knowledge-based society by providing universal access to quality learning. Current investment in technology is insufficient to meet these goals. The colleges require a substantial infusion of funds to meet the growing technological needs of students, faculty, and staff. This plan would provide additional resources into the system's base each year for 5 years. The funding of this plan would involve a collaborative effort of the state and the private sector. (KP)

California State and Consumer Services Agency Sacramento. Office of Statewide Compliance Coordination.[BBB21258] (1981). Index of Federal Regulations and Court Cases on the Implementation of Section 504 of the Rehabilitation Act of 1973. California: 247.
This index is divided into two sections: an Index on Federal Regulations and an Abstracts section of Court Cases and Administrative Decisions. Section 1 provides a topic index and comparison of contents and coverage of 16 federal departments with regulations established as of August 1981. Presented in tabular form, this index shows major topics and subtopics; in alphabetical order, names of each federal department whose regulations are cited; Federal Register volume numbers, dates, and Codes of Federal Regulations; specific regulation sections or "part numbers"; and "subpart numbers." Seven topics are covered: Administrative Requirements; Assurances; Discrimination; Education (all but postsecondary); Education--Postsecondary; Employment; Health, Welfare, and Social Services; and Program Accessibility. An appendix lists federal departments with regulations, guidelines, or requirements. Section 2 provides short summaries of court cases (1976-81) and administrative decisions relating to discrimination of persons with disabilities and to compliance with federal and state laws. The format for administrative decisions is topic, plaintiff/defendant, court, reference, and synopsis. Court cases are listed by eight topics: Administrative Requirements, Complaints, Definition of Handicap, Discrimination, Education, Employment, Institution vs. Community Placement, and Transportation. Cases within topics are listed in chronological order. Other information provided includes the plaintiff/defendant, court, reference, and synopsis. A glossary is appended. (YLB)

California State Legislature Sacramento. Joint Committee on the Master Plan for Higher Education.[BBB07402] (1973). Draft: Report of the Joint Committee on the Master Plan for Higher Education: 125.
To enable California higher education to realize its major purpose of responding to the learning needs of California citizens and society, the Joint Committee on the Master Plan for Higher Education finds the following objectives critical for planning in the next decade: (1) academic freedom and responsibility; (2) equal and universal accessibility for persons of both sexes and all races, ancestries, incomes, ages, and geographies; (3) lifelong learning opportunities for persons with capacity and motivation to benefit; (4) diversity of institutions, services and methods; (5) flexibility to adapt to the changing needs of students and society; (6) cooperation between institutions in assessing area educational needs and resources, and meeting those needs; (7) involvement with local communities in providing educational services and utilizing community resources in the educational process; (8) increased understanding of the learning process to be sought and applied throughout higher education; (9) discovery of qualitative and quantitative evaluation methods for learning, research and teaching; and (10) accountability throughout higher education. Thus, this document presents recommendations for the master plan of higher education in California in keeping with these objectives. (HS)

California State Postsecondary Education Commission Sacramento.[BBB12341] (1991). Approval of Las Positas College in Livermore: A Report to the Governor and Legislature on the Development of Las Positas College (Formerly the Livermore Education Center of Chabot College). California: 122.
The Livermore Education Center (LEC), an off-campus center of Chabot College, was established in 1975. In 1986, the South County Community College District designated the LEC a full-service community college campus eligible for state funding of facilities, and in 1988, the Board of Governors of the California Community Colleges approved Las Positas College (LPC) as the 107th college of the system. Although the college was built entirely with local funds, to receive state funds for capital expansion, the California Postsecondary Education Commission (CPEC) must formally review plans for the college, just as it reviews proposals and plans for new college campuses. This report constitutes CPEC's review of plans for LPC and its approval of the college within the California Community College System, making it eligible for state capital outlay funding as of the 1991-92 fiscal year. After part 1 reviews CPEC's conclusions and recommendations, part 2 describes CPEC's involvement in the college planning process and the history of the proposal for Las Positas College. Part 3 reviews the following aspects of the Las Positas proposal: adequate funding projections; alternatives to new campuses or off-campus centers; serving the disadvantaged; geographic and physical accessibility; environmental and social impact; effects on other institutions; academic planning and program justification; and consideration of needed funding which includes projected capital outlay projects for LPC from 1990-91 through 1994-95. Appendixes include CPEC guidelines and procedures for the review of new campuses and off-campus centers; a history of LEC and LPC; and a copy of the LPC master plan educational program. (PAA)

California State Postsecondary Education Commission Sacramento.[BBB12341] (1992). Approval of the Lemoore Center of the West Hills Community College District. A Report to the Governor and Legislature in Response to a Request from the Board of Governors to Recognize the Center as the Official Community College Center for the Lemoore/Hanford Area of Kings County. California: 35.
The Lemoore Center of the West Hills Community College District serves the Lemoore/Hanford area of Kings and Fresno Counties--an area lying within both the West Hills and the College of the Sequoias Community College Districts. Jurisdictional problems between the districts prompted the Board of Governors of the California Community Colleges to grant permanent educational center status to the Lemoore operation. In May 1991, the Board agreed that the best solution was to recognize the Lemoore Center officially, for three reasons: (1) the center is already built and offers a wide range of programs; (2) it qualifies for educational center status, given its enrollment is in excess of 700 average daily attendance (ADA); and (3) a decision to locate a permanent center in Hanford would have a deleterious effect on the financial viability of the West Hills District. The report presents the eight criteria the Postsecondary Education Commission uses to evaluate all center proposals and describes how the Lemoore facility satisfied these criteria: enrollment projections, alternatives to new campuses or off-campus centers, serving the disadvantaged, geographic and physical accessibility, environmental and social impact, effects on other institutions, academic planning and program justification, and consideration of needed funding. Appended in this report are the Guidelines for Review of Proposed Campuses and Off-Campus Centers (1990 Edition). (VWC)

California State Postsecondary Education Commission Sacramento.[BBB12341] (1992). Proposed Construction of Folsom Lake College in the Los Rios Community College District. A Report to the Governor and Legislature in Response to a Request from the Chancellor's Office of the California Community Colleges. California: 88.
In this report, the California Postsecondary Educational Commission responds to a request by the Chancellor of the California Community Colleges that it review a proposal for a new community college--Folsom Lake College in Sacramento County within the Los Rios Community College District. The Commission offers eight conclusions and two recommendations, based on criteria adopted in its recently revised Guidelines for Review of Proposed University Campuses, Community Colleges, and Educational Centers (1992). The criteria are: enrollment projections, alternatives, serving the disadvantaged, academic planning, accessibility, effects on other institutions, environmental impact, and economic efficiency. The Commission recommends to the Governor and Legislature: (1) that Folsom Lake College be approved as the fourth college of the Los Rios Community College District and the 108th college within the California Community Colleges system; and (2) that Folsom Lake College become eligible for State capital outlay funding as of the 1993-94 fiscal year. Appended in this report are the Los Rios Community College District Mission Statement, Goals, Planning Assumptions, and Implications; the Board of Governors' Agenda Item 17, September 10-11, 1992; the Preliminary Capital Outlay Cost Estimate for On-Site Development at Folsom Lake College; and Letters of Support for Folsom Lake College. Contains 24 references. (VWC)

California State Postsecondary Education Commission Sacramento.[BBB12341] (1992). Proposed Construction of the Lompoc Valley Center in the Allan Hancock Joint Community College District. A Report to the Governor and Legislature in Response to a Request from the Chancellor's Office of the California Community Colleges. California: 56.
The Allan Hancock Joint Community College District proposes establishing a permanent educational center in the Lompoc area of Santa Barbara County, primarily to consolidate its current outreach operations in the area but also to accommodate anticipated enrollment growth in the area. Donated by the United States Army, the 155-acre site will be given by the City of Lompoc to the Allan Hancock District. The California Postsecondary Education Commission bases its eight conclusions and two recommendations on its recently revised Guidelines for Review of Proposed University Campuses, Community Colleges, and Educational Centers (1992c), which require an analysis of enrollment projections, alternatives, serving the disadvantaged, academic planning, accessibility, effects on other institutions, environmental impact, and economic efficiency. The Commission has concluded that the proposal satisfies all criteria for approval, and thus it offers two recommendations in the report: (1) the Lompoc Valley Center should be approved as an educational center of the Allan Hancock Joint Community College District; and (2) the Lompoc Valley Center should become eligible for State capital outlay funding as of the 1993-94 fiscal year. Appended in this report are the Board of Governors' Agenda Item 17, September 10-11, 1992; and Letters of Support for the Lompoc Valley Center. Contains 14 references. (VWC)

California State Postsecondary Education Commission Sacramento.[BBB12341] (1993). Proposed Construction of the Madera County Educational Center in the State Center Community College District. A Report to the Governor and Legislature in Response to a Request from the Board of Governors of the California Community Colleges. California: 98.
In this report, the California Postsecondary Education Commission responds to a request by the Chancellor of the California Community Colleges to review the need for and location of a new educational center, the Madera County Educational Center, north of Fresno within the State Center Community College District. The report contains nine conclusions made by the Commission regarding enrollment projections, alternatives, serving the disadvantaged, academic planning, funding projections, accessibility, effects on other institutions, environmental impact, and economic efficiency. It makes four recommendations regarding the proposed center: (1) the Madera County Educational Center should be approved as an educational center of the State Center Community College District, (2) the Madera County Educational Center should become eligible for State capital outlay funding as of the 1994-95 fiscal year, (3) the State Center Community College District should provide the Commission with a copy of the Final Environmental Impact Report upon its completion, and (4) should the State Center Community College District propose to convert the Madera County Educational Center to a full service community college, it should submit a request for that conversion to the Commission. Part 1 presents conclusions and recommendations, Part 2 discusses the background to the proposal, and Part 3 presents an analysis of the proposal. This report contains five appendices and 17 references. (VWC)

California State Postsecondary Education Commission Sacramento.[BBB12341] (1999). Recommendations on Strategies To Enhance the Delivery of Health Care to All Californians. The Commission's Response to Senate Concurrent Resolution 23. Commission Report 99-1. California: 33.
This report responds to a California Senate directive to the state's postsecondary education commission to examine the extent to which health care is accessible and equitably distributed throughout the state. The Commission, in conjunction with several state agencies and the University of California, conducted an analysis and offered 11 recommendations to achieve the policy goal of access to medical care for all California residents and communities. Recommendations emphasize the link between educational experiences and the supply and choice of physicians. Introductory material describes the collaborative process of the study and the context for the Commission's recommendations and is based on equity as the fundamental Commission principle. The recommendations on expanding accessibility of health care are grouped into six categories: (1) precollege strategies; (2) undergraduate education; (3) admission to medical school; (4) medical school; (5) transition to practice; and (6) evidence of effectiveness. Appended are the text of the Senate resolution authorizing the investigation and an executive summary which groups recommendations into those for the short-term, mid-term, and long-term. (DB)

California State Postsecondary Education Commission Sacramento.[BBB12341] (1999). Review of the Proposed San Ramon Valley Center of the Contra Costa Community College District. Higher Education Update. California: 10.
The report evaluates a proposed San Ramon Valley Center community college and responds to California legislative requirements that the California Postsecondary Education Commission (CPEC) advise the legislature and governor regarding new institutions and campuses of public higher education. The report concludes that the San Ramon Valley Center should be approved as a permanent educational center, and that it should become eligible to compete for capital outlay funding beginning with the 1999-2000 fiscal year. Issues addressed include enrollment projections (6,000 students when completed); consideration of alternatives (such as expansion or increased utilization of existing institutions); the proposed institution's ability to serve disadvantaged students; academic planning; geographic and physical accessibility; effects on other institutions; environmental impact; and economic efficiency. Individual sections discuss the Commission's role in the review of new campuses and centers; improving the efficiency of CPEC reviews; history of the proposal; a review of the Commission's criteria; and conclusions and recommendations. (DB)

California State Postsecondary Education Commission Sacramento.[BBB12341] (2000). Moving California Ahead: An Executive Summary Concerning Two Commission Higher Education Long-Range Planning Reports, Providing for Progress and Policy for Progress. California: 27.
This is an executive summary of two long-range higher education planning reports completed at the outset of the 21st century by the California Postsecondary Education Commission. They are "Providing for Progress: California Higher Education Enrollment Demand and Resources into the 21st Century" and the companion "Policy for Progress: Reaffirming California Higher Education Accessibility, Affordability, and Accountability into the 21st Century." This document draws upon these reports and their respective resources, collecting the major conclusions and recommendations of both to address: California's continued burgeoning growth in higher education enrollment demand and the state's ability to respond; economic trends that will affect both the ability to finance higher education growth and the types of learning and training opportunities offered; how to retain educational excellence while maintaining access for an increasingly diverse student body; and the growing importance of technology in the classroom and education environment. Specific topics covered in this report include a discussion of present and past long-range planning reports, factors influencing the future of California higher education, enrollment projections and capacity, capital outlay costs, economic and fiscal forecasts, and three sets of recommendations: for elected officials and policymakers, for higher education leaders, and for postsecondary oversight agencies. (SM)

California State Postsecondary Education Commission Sacramento.[BBB12341] (2000). Policy for Progress: Reaffirming California Higher Education Accessibility, Affordability, and Accountability into the 21st Century. Commission Report. California: 59.
Released in April 2000, this report is one of a series of publications issued by the California Postsecondary Education Commission as part of its planning and coordinating responsibilities. Intended to address the needs of elected officials, educators, and governing bodies, the report discusses California's complex higher education issues in the context of increased enrollment projections, diversity, and institutional accountability. California's institutions of higher education will be expected to enroll approximately 715,000 additional students by the end of the decade, an increase that poses a challenge to the system. This challenge is addressed by the more than 40 recommendations stated in the commission's report. Facilities improvement is a highlighted issue. Other factors include demographic shifts within the state that will lead to increased diversity; technology's presence within the economy and in education; and the relationship between the economy and public education. Recommendations focus on each of three audiences: 1) policy makers and government bodies, 2) leaders in higher education, and 3) the Commission and other coordinating entities. Education access, affordability, and accountability comprise the major topical areas of the recommendations. (HB)

California State Postsecondary Education Commission Sacramento.[BBB12341] (2001). Needs Analysis for the Chaffey Community College District Fontana Center: A Report to the Governor and Legislature in Response to a Request from the Board of Governors of the California Community Colleges. Commission Report. California: 70.
This is a proposal by Chaffey Community College District (CCCD) (California) to convert an existing off-campus operation in Fontana, California, to an educational center. The center would provide services to 1,529 full-time-equivalent students by the year 2010, and would provide greater access to opportunities in higher education for an underserved population in San Bernardino County. Community college attendance rates would be improved throughout the region. The California Postsecondary Education Commission responds that CCCD's proposal meets review criteria for the new educational center, and that state legislature is recommended to authorize its development. Background is provided on the role of the commission in the reviewing of proposals such as this, along with some history of the need for the proposal in the first place. CCCD provides demographic information on itself and discusses the area of the new Fontana site in geographical context. Racial and ethnic backgrounds of the surrounding populations are listed. The final section of the report addresses the review process taken on by the commission for the proposal. Enrollment projections, programmatic alternatives, service to the disadvantaged, academic planning and program justification, consideration for the need for funding, consideration of alternative sites, geographic and physical accessibility, environmental and social impact, effects on other institutions, and economic impact are all taken into consideration. Several maps are included. Appended are guidelines for review of proposed university campuses, community colleges, and educational centers, and various forms and letters. (CJW)

California State Postsecondary Education Commission Sacramento.[BBB12341] (2003). Reviewing the Community Learning Center: An Educational Center of the MiraCosta Community College District. A Report to the Governor and Legislature in Response to a Request from the Board of Governors of the California Community Colleges. Commission Report. California: 82.
This report from the California Postsecondary Education Commission considers the request by the Governors of the California Community Colleges and the MiraCosta Community College District (MCCD) to secure approval for the Community Learning Center in Oceanside. The MCCD serves a traditionally affluent, white region that has recently become far more diverse, with strong immigration from Central and South America and many Asian nations. As a result, many adults in the region are deficient in English language skills. Most of the ESL classes in the region were originally offered at the Adult Learning Center in Oceanside. The facility, with enrollment approaching 5,000 students, became overcrowded, and the perception grew that it was substandard. The first phase of the Community Learning Center construction project is complete. The cost for the final phase will be between $5-8 million, with funds coming from the state. The project criteria examined by the Commission include: (1) description and overview; (2) enrollment projections; (3) alternatives; (4) academic planning and program justification; (5) student services and outreach; (6) support and capital outlay; (7) geographic and physical accessibility; (8) effects on other institutions; (9) environmental impact; and (10) economic efficiency. The Commission concluded that the Center should be approved. (Contains 11 references.) (Author)

Callon, G. D. (1996). Programmatic Reform: The Care and Feeding of a Mathematics Major. Indiana: 6.
This paper, written for those in higher education mathematics departments, reviews curriculum reform. Three major reasons for programmatic reform are outlined: (1) higher education faces a changing climate; (2) higher education faces a challenging clientele; and (3) mathematics educators face a changing content. The case is made for programmatic review and reform based on five fundamental operating principles that include active learning, accessibility, applicability, assessment, and accountability. (MM)

Cambre, M. A. (1987). A Reappraisal of Instructional Television. An Information Analysis Product. New York: 60.
This reappraisal of the situation of instructional television (ITV) in education begins by defining the field, providing background information, describing the various roles that ITV can fill, and discussing the structure of ITV as a profession. Various aspects of ITV use are then discussed in the context of: (1) national use statistics on ITV accessibility, ITV use, barriers to use, and training teachers in its use; (2) data on budget support, personnel, administrative encouragement of ITV use, and changes in ITV accessibility; and (3) qualitative data on equipment, programming, and support systems for ITV. An examination of research and evaluation which considers three types of inquiry--basic research, formative evaluation, and impact studies--is followed by a discussion of ITV issues and futures in the areas of research and development, design, production, distribution, promotion, use, and measurement and evaluation. The report concludes with a discussion of factors critical to the present and future of ITV. Eight figures and three tables are included. (54 references) (MES)

Camerin, E. M. (1998). The Effects of Facility Design and Equipment Acquisition on Curriculum Offered in Preschool Centers. Florida: 266.
This descriptive study surveyed directors/education coordinators, lead teachers, and parents to identify the effects of facility design and equipment acquisition on the curriculum offered in preschool centers. Study results indicate that the components of facility design had varying degrees of effect on the curriculum offered. Components such as material accessibility, toileting facilities adapted to the child's size, storage areas for toys, low windows, and the size of indoor and outdoor play areas are cited as examples. The components of equipment acquisition that had a very great affect on the curriculum offered were buying child-sized furniture and equipment, acquiring a variety of equipment and materials, and having age-appropriate equipment. Head Start teachers and education coordinators possessed greater awareness of the effects of facility design and equipment acquisition on the curriculum. Recommendations are submitted for increasing stakeholder's awareness levels of the impact of facility design and equipment on the preschool curriculum. (Contains 41 references.) (GR)

Cameron, J. R. "Accessibility to Literature through Oral Performance." English Education. v13 n1 p3-9 Feb 1981.
Proposes a greater emphasis on the oral expression of literature in English classrooms and English teacher education curricula. Examines the three main oral problems encountered by students--persona, emphasis, and pace. (RL)

Campbell, C., J. Harvey, et al. (2002). Philanthropic Due Diligence: Exploratory Case Studies To Improve Investments in Urban Schools. Washington: 43.
This paper is designed to help funders avoid some of the pitfalls of embarking on major reform efforts in troubled urban districts, proposing exploratory case studies as a tool to improve philanthropic giving. The paper explains what is behind the two major flaws of philanthropic investment (not knowing how one thinks schools will improve and not knowing who one is working with). It also describes exploratory case study methodology, focusing on the analysis, criteria for judging a theory of change, and due diligence regarding investing in the reform of urban school systems. Two examples of this methodology in action are presented. The San Diego, California case focuses on intensive professional development in a centralized reform. The Denver, Colorado case examines how an over-reaching board threatens fragile reform. For each example, the paper notes how funders can use the information. The paper concludes by describing several advantages of the exploratory case study method, including its accessibility, that it contains rich information, can point out gaps in strategies and build contacts, and that it allows the reader to see the whole picture. Three appendices contain exploratory case study methods, exploratory case study of San Diego, and other areas for funders to investigate. (SM)

Campbell, M. B. "Finland's "Ammattikorkeakoulu": Pursuing World-Class Higher Education." International Journal of Educational Reform. v6 n4 p407-11 Oct 1997.
Finland's efforts to develop parity between university and nonuniversity higher education sectors are evident in its creation of 22 experimental "ammattikorkeakoulu" (AMKs). These "polytechnics" are gaining increasing centrality in European higher education systems, but have not increased accessibility for women and lower socioeconomic groups. In Finland, AMK demand far exceeds supply. Swedish and Finnish sectors have access, but not the Lapps and Gypsies. (13 references) (MLH)

Campbell, M. B. (1992). Non-University Sectors and the Provision of Higher Education in OECD Countries: Problematics of Articulation. Ohio: 42.
This paper identifies issues currently arising in efforts to coordinate public policy concerning competing sectors of postsecondary education in the Organisation for Economic Cooperation and Development Countries (OECD). It is presented as a result of the OECD's advisement that these industrialized countries need to further strengthen education and training of the labor force. The issues center on questions relative to student accessibility, emergence of a third sector based largely on propriety education, and "the blurring of institutional boundaries" between traditional non-university sectors coupled with the trend toward vocationalism characteristic of new configurations of higher education provision. It is noted that government-sanctioned public policies, not market forces exclusively, should guide the formation of comprehensive and total post-secondary provision, especially as the policies of industrialized countries center on the articulation of competing sectors involved in little-noted realignments of function and purpose. The database for the paper is composed of studies from the following OECD countries: Australia, Austria, Canada, Finland, France, Western Germany, Japan, the Netherlands, New Zealand, Norway, Sweden, the United Kingdom, and the United States. (GLR)

Campbell, M. B. (1992). Sectoral Differentiation in British Higher Education: Problematics of Mission in a Post-Binary System. Ohio: 20.
This paper addresses issues generated by the British government's decision to abolish the binary division between university institutions of higher education and other postsecondary institutions. Sectoralization of British higher education in a post-binary system has created some problematics, two of which appear especially noteworthy: (1) student accessibility to higher education provision; and (2) the vocationalization of that provision. This essay presents the argument that the coordination of contemporary revised higher education missions in Britain, given concerns relative to student accessibility and vocationalization of higher education programs, requires minimally public modes of sectoral regulation, energized by other than market-responsive and privatized policies of institutional development. Prior to these arguments there is a discussion of student accessibility to British higher education within the context of the government - authored "binary principle" of higher education provision. An appendix contains a list of renamed binary polytechnics. (Contains 26 references.) (GLR)

Campbell, P. E. (1995). Integrating Curriculum: Enhancing Teacher Development and Student Learning. Canada British Columbia: 23.
In 1992, Okanagan University College, in British Columbia (Canada), undertook a project to develop and implement an integrated curriculum in four participating health and human services programs. The project stemmed from findings in province-level reports on curriculum integration and on needs for health and human services programs. Specific project goals included developing a model of integration; providing support for faculty to develop the curriculum; consulting with community stakeholders; and creating a curriculum that promoted student development, maximized interdisciplinary studies, maximized bridging and transferability, and improved accessibility to learning. Phase 1 of the project identified common values of the four participating programs, defined qualities of an exemplary health and human service provider, developed themes of content and process for core curriculum, identified common content clusters to be included in core curriculum, and reviewed coring models. Phase 2 involved the development of a curriculum plan and organizational model, seven courses and course outlines, an instructor's guide with learning activities, and an evaluation plan to be used once the curriculum was implemented. Finally, in September 1994, seven courses were implemented in phase 3. The implemented curriculum plan represented a shift from the traditional competency-based learning approach to a values-based approach, focusing on process as well as content, and provided improved opportunities for teacher development and student learning. A list of project participants is appended. Contains 23 references. (TGI)

Canadian Inst. for Adult Education Montreal (Quebec).[BBB00255] (1968). Les Centres Residentiels (Residential Centers): 73.
Results of a survey of residential adult education in the Province of Quebec are presented in this report. The existence of widespread financial difficulties is documented, together with a frequent lack of adequate community services and suitable facilities. Chapter I reviews the need of nonprofit groups for residential facilities and indicates the extent of available human and material resources. The next chapter is concerned with general features of residential centers (educational services, administration, accessibility, nonprofit policy, homelike environment), the role of residential centers, and the need for new centers. Finally, in Chapter III, recommendations are laid down for the creation of a new residential center, the maintenance and subsidizing of an existing center (the Institut Cooperatif Desjardins), and provisions (under a special independent committee) for coordinating the work of residential adult education centers in Quebec and promoting their development. Included are ten tables (enrollment data, facilities, programs, sponsorship), questionnaires, religious and secular organizations surveyed, excerpts from the by-laws of L'Institut Canadien d'Education des Adultes and its council and committee rosters. (ly)

Canadian Society for the Study of Higher Education.[BBB20392] (1984). The Canadian Higher Education Research Network. A Proposal to the Secretary of State. Canada Ontario: 33.
A network to facilitate research on postsecondary education in Canada is advocated by the Canadian Society for the Study of Higher Education. The network will link centers of specialization and individual researchers, and will use information technology to produce and disseminate research findings and to enhance communications. The network will contribute to the national objectives of federal programs that support postsecondary education, including accessibility, opportunity, mobility, employability, and official languages. Microcomputer conferencing will link scholars, researchers, and practitioners. Network programs will include monographs and discussion papers series, symposia, an electronic notice board, joint projects with other countries, and occasional feasibility studies. As a research organization, the network will have an independent board of directors and a small administrative staff in Ottawa to coordinate research activities conducted nationwide. Technical aspects of the network, including system and terminal requirements and cost estimates, are summarized. Also included are statements of the objectives of federal programs supporting postsecondary education, a list of possible monographs, and a description of the background of the proposal and recommendations of higher education groups. The April 26, 1985, announcement of the establishment of the Canadian Higher Education Research Network (CHERN) is attached. (SW)

Cardenas, J. A. "High Technology and Equal Educational Opportunity. Parts I and II." p1-2 Feb 1983. p1-3,6-7 Aug 1983: 9.
Part I of this two-part article on technology (specifically, computers) and equal education points out three dangers which will increase the opportunity gap between the haves and the have-nots in the United States: (1) the replacement of educational equity by technology education as a national priority; (2) existing differences in educational opportunity being exacerbated by disparities between affluent and poor school districts and the impact of the disparities on the ability to acquire technology; and (3) the differences in personal resources between students from affluent homes and poverty homes and their personal ability to acquire technology in the home. Part II deals with Computer Assisted Instruction (CAI) for limited-English-speaking (LEP) populations who are commonly also minority, economically disadvantaged students. An analysis of microcomputer utilization in public schools reveals four categories of problems: (1) children in wealthier school districts have at least twice as much accessibility to computers as do children in poorer districts; (2) there is limited and inequitable participation by special populations (the limited-English-speaking, minorities, and the economically disadvantaged); (3) available software is inappropriate, culturally and instructionally, for special populations; and (4) under these circumstances, there are few current benefits for special populations. National and state policies that address these points and that provide adequate funding can ensure that the new technology will work to enhance eduational equity rather than preempt it. (CMG)

Carnagey, W. "Online Learning Environments: Gateway or Roadblock to Opportunity for Learners with Disabilities." Journal of Instruction Delivery Systems. v15 n4 p7-13 Fall 2001.
Examines the issue of accessibility in online learning environments (OLEs). Presents characteristics of "differently-abled" learners. Examines accessible and inaccessible elements of the learning environment. Presents relatively quick and simple usability testing techniques. Explores reasons why developers and providers should be concerned with accessibility issues. Lists additional references, resources, and organizations. (AEF)

Carnine, D. "Bridging the Research-to-Practice Gap." Exceptional Children. v63 n4 p513-21 Sum 1997.
This paper presents a rationale and suggestions for increasing the quality of and demand for research findings as a vital component of educational improvement efforts. Addresses issues of trustworthiness, useability, and accessibility and suggests ways to nurture demand for research among influence producers, knowledge producers, knowledge consumers, and regulation producers. (DB)

Carroll, S. E. (1990). Rural Education Problems: Current Status and Future Focus. Louisiana: 78.
This literature survey examines rural problems and potential improvement strategies that have emerged on the agendas of rural educators and policymakers. The report discusses diverse rural conditions, demographic shifts, economic changes, technological improvements in education, increased demand for reform in curriculum and classroom management, teacher shortages, low educational attainment, financial support, and current federal and state rural education policies. Historically, states have taken responsibility for education, with the Federal Government acting to insure equal opportunity and to disseminate new approaches. Rural people are culturally diverse, but generally hold a relationship with the land and natural resources. Population growth and composition affect the wealth of the economy, career opportunities, tax collection and allocation, teacher availability, and accessibility of potential partnerships. New demands on rural teachers are high, and their retention poses a problem. Rural schools' curriculum and classroom management have also been subject to change due to public pressures for reform. The sparsity of rural population means education is more expensive than it is elsewhere. Financial support for rural schools remains a problem, and rural America continues to have a disproportionate share of educational deprivation. Rural youth generally enter school later, they progress more slowly, and leave earlier. Positive changes will not be possible unless governments and private foundations address the fundamental problems and causes underlying these deficiencies. The document concludes that rural educators must build on the strengths of diversity, learn to use technology effectively, use community resources, and build effective partnership programs. The document includes a bibliography with approximately 60 entries. (TES)

Carter, J. and M. Markel (2001). Web Accessibility for People With Disabilities: An Introduction for Web Developers. IEEE Transactions on Professional Communication. 44: 225.
Focuses on the web access for people with disabilities. Benefits of making sites accessible; Laws regarding web access; Efforts made by the vendors and professional organization to encourage the accessibility.

Carter, M. T. (1997). Factors Affecting Use of E-Mail by Public School Principals of the Central Appalachian Region. Tennessee: 159.
A survey of elementary, middle/junior high, and high school principals in central Appalachia examined their use of e-mail and factors influencing that use. The survey was sent to a stratified random sample of 620 principals in Kentucky, Tennessee, Virginia, and West Virginia; 375 usable responses were received. Respondents provided data on demographics, accessibility to hardware and software, experience and training on computers and e-mail, uses of e-mail, and factors influencing their use or non-use of e-mail. E-mail was used by 59.7 percent of respondents. Predictors of e-mail usage were previous computer experience, accessibility to resources, and training. There were no differences between users and non-users with respect to gender, age, highest degree earned, or total years of educational experience. Use of e-mail by superiors, fellow principals, or teachers, and keyboarding skills were not indicators of e-mail usage. Principals used e-mail primarily for administrative tasks and secondarily for accessing and retrieving information. The primary methods for training in computer and e-mail skills were self-teaching, local courses, conferences or workshops, spouses or friends, colleagues, and on-site consultants. E-mail users had hardware and software resources, training, support, and encouragement to use e-mail. Non-users were uncomfortable with the technology. Principals must be role models for the use of technology. E-mail has the potential to break down barriers of geographic isolation and instill a sense of community. If future educational leaders are to meet the challenges of an information age, colleges must provide instruction in the use of computers and e-mail. Contains 92 references and the survey questionnaire. (TD)

Cartnal, R. and P. F. Hagen (1999). Evaluation of the Early Alert Program, Spring 1999. California: 10.
This report evaluates the Early Alert program at Cuesta College (California). The report is divided into four main sections: services accessed, accessibility, actions taken as a result of receiving an Early Alert letter, and timing and utility of the Early Alert program. These are followed by the demography of the respondents, a brief background describing the Early Alert process, and the survey instrument employed. The Early Alert Program was designed to notify Cuesta College students of potential academic problems early in the semester. Whereas in 1999 a larger proportion of respondents indicated having met with their instructors than in 1998, smaller proportions of respondents in 1999 indicated having used the various tutorial services and labs available than did respondents in 1998. The percentage of respondents in 1999 who indicated that, as a result of receiving an Early Alert letter, they had withdrawn from the course for which the Early Alert was received rose 14.6 percentage points from 1998 to 1999. Similarly, as a result of receiving an Early Alert letter, a larger percentage of respondents "studied more" in 1999 than in 1998. However, in 1999 very few additional actions, such as seeking tutoring or joining study groups, were taken compared with 1998. Finally, respondents indicated significantly higher levels of satisfaction with both the timing of the receipt of the Early Alert letter and the overall utility of the program. (VWC)

Casanova, U. "A Conversation with the Assistant Secretary for OERI." Educational Researcher. v23 n6 p22-28 Aug-Sep 1994.
This interview with Assistant Secretary of Education for the Office of Educational Research and Improvement (OERI) Sharon Robinson describes the new organization of OERI and its new emphasis on accessibility and information dissemination. It outlines plans for the agency and goals for educational research. (SLD)

Casebeer, L., N. Bennett, et al. "Physician Internet Medical Information Seeking and On-line Continuing Education Use Patterns." Journal of Continuing Education in the Health Professions. v22 n1 p33-42 Win 2002.
Responses from 2,200 physicians indicated that nearly all have Internet access and use it primarily for medical information and professional development, not for communicating with patients. Credibility of source, speed, accessibility, and searching ease were most important. Barriers included information overload and too little information specific to the question. (Contains 15 references.) (SK)

Casey, C. (1999). Accessibility in the virtual library: Creating equal opportunity Web sites. Information Technology & Libraries, American Library Association. 18: 22.
Discusses the need for libraries in the United States to provide not only equal access for patrons to physical collections and equipment but to electronic resources in compliance with the Americans with Disabilities Act. Web Accessibility Initiative; Development of guidelines for building Web sites that are accessible to people with disabilities; Accessibility of a Web site.

Cashdan, A. E. and E. E. Grugeon (1972). Language in Education: A Source Book: 254.
This collection of essays is concerned with the relationships between language and education. It is intended to be used in an undergraduate course but may also be used by many others interested in language in an educational context. A variety of approaches to the subject are considered, including the philosophical, psychological, sociological, linguistic, and literary. The readings have been selected on the basis of their representativeness and accessibility in terms of the main disciplines involved, their relevance to education in general and their relevance to the students enrolled in this course. The book begins with two essays by philosophers on the topics of language and society and the problems of language usage. Subsequent parts of the book consider (1) language as system and as behavior; (2) language and social reality; (3) social relationships and language codes; (4) language in the classroom; (5) language acquisition; (6) language deprivation and its educational implications; (7) language and values; and (8) language and literature. (Author/DI)

Castro, C. d. M., A. Bernasconi, et al. (2001). Community Colleges: Is There a Lesson in Them for Latin America? Sustainable Development Department Technical Papers Series. District of Columbia: 27.
This paper explores the potential the North American community college model holds for Latin America as a means of responding to the expansion of secondary education in this region. The authors propose learning from, not imitating, experiences found in North America and Europe and discuss how these lessons may be of used to inform Latin American educational policy. The paper begins with a brief introduction to the origins of the community college in the United States and highlights a few of the defining characteristics of the community college model: accessibility, accountability, social mobility, and economic benefits for students. The second section of this paper provides a brief introduction to postsecondary education in Latin America and then discusses how insights gleaned from an analysis of the North American community college model might be useful in shaping Latin American educational policy and institutions. The authors conclude that the North American model of community colleges holds very real potential to inspire Latin America to create a similar system tailored to meet the unique demands and needs of the region. Appended is a summary of key descriptive statistics for American community colleges. (Contains 22 references.) (RC)

Castro, T. (1988). Child Care: Today's Challenge for Tomorrow. A Comprehensive Plan for the Growth and Development of Child Care in the State of New Jersey. New Jersey: 179.
New Jersey's first comprehensive plan for the development of child care services is presented in this report. Section I offers an overview of contemporary issues that are central to the provision of child care services. Issues include the status of child care in New Jersey and the concerns raised by parents, advocates, and providers in child care hearings and conferences, which began in 1984 and will continue to 2000. Contents focus on availability, affordability, and accessibility of services; quality of care; regulation and subsidization of the system; the profession of child care; parental role and responsibilities; and ways to meet the unique needs of families. Section II explains the seven findings and 43 recommendations which evolved from analysis of the material. Explicit strategies for implementation are outlined whenever possible. Discussion follows the sequence of issues presented in the first section. A child care plan fiscal summary for fiscal year 1989 is included. Section III offers conclusions. A total of 36 references are cited. The glossary includes definition of terms. Graphs and tables are appended. (RH)

Caudill Rowlett and Scott New York NY.[BBB01500] (1968). A Report on Six Seminars to Assist in Planning a High Rise, High Density Urban Campus for Manhattan Community College: 19.
The problem here was to create, on 4.5 acres of Lower Manhattan, a junior college to meet the needs of 11,000 full- and part-time students and the urban community. In 1968, educators, business leaders, politicians, architects, urban planners, et al. attended six seminars. The following were considered the most important aspects of the total problem. (1) There should be neither physical nor symbolic barriers between campus and community, this outreach to include pre-admission counseling, a search for both non-applicants and dropouts, continuing education courses, local business contacts, field trips, and reciprocal arrangements with neighborhood government agencies. (2) Programed instruction link-ups would make practical the decentralized campus and the high-rise building. (3) Participant sports (handball, swimming), rather than spectator, besides being healthful, would strengthen the outreach philosophy. (4) A 24-hour Learning Center to accommodate students' varied work and study hours would combine student union, library, cafeteria, classroom, and enhance educational accessibility. (5) Experiments in housing should be made to help sever the student's ties with his familiar ghetto, e.g., rest cubicles, fresh-up rooms, or compulsory dormitories for underachievers. (6) To become a part of the new "urban fabric," the college should take advantage of its situation in the newly developing surroundings of housing, commerce, parks, plazas, and parking and traffic patterns. (HH)

Cavanaugh, T. "The Need for Assistive Technology in Educational Technology." Educational Technology Review. v10 n1 2002.
Addresses assistive technology concepts as they relate to education. Provides an overview of the NCATE (National Council for Accreditation of Teacher Education) and ISTE (International Society for Technology in Education) guidelines concerning assistive technology and proposes a model for a course concerning assistive technology and universal design for instructional technology graduates. (Author/LRW)

Cavenaugh, D. N. (1977). Migrant Child Welfare: A State of the Field Study of Child Welfare Services for Migrant Children and Their Families Who Are In-Stream, Home Based, Or Settled-Out. Final Report, June 1977: 393.
The five parts of this report present the findings and recommendations of the Migrant Child Welfare study. Part I briefly summarizes the impact of the child welfare services and the family interview results, and reviews the organizational structure of program delivery at the state and local levels. Part II synthesizes the information obtained from 12 states according to public social service agencies, child care, personal and environmental health, and education; gives an overview of that service to migrant children; and describes Federal and state funding sources which are, or can be, used to support child welfare efforts in each service area. Also reported are an assessment of migrant children's needs and the extent to which they are being met, a description of existing services which address these needs, factors which affect service delivery (program implementation, administrative structure, support, service coordination), and barriers of acceptability, availability, and accessibility which impede service delivery. Part III discusses the results of interviews conducted with migrant families concerning their use and need for specific child welfare services. Presented in Part IV are detailed summaries of the findings, with a description and discussion of the services at the state and local levels. Part V includes discussions of the existence of undocumented workers in the migrant stream and the need for advocacy of migrant programs; the results of the survey on training farmworkers in service to migrants; and two case studies which represent the best day care program and the worst living conditions for migrant families. (NQ)

Caverly, D. C. and L. MacDonald "Techtalk: Access to Distance Education." Journal of Developmental Education. v26 n1 p38-39 Fall 2002.
Argues that access to technology can be defined in two ways: (1) what students don't have--the digital divide runs along ethnicity and income lines; and (2) what is available, such as assistive technology for those with cognitive or physical disabilities. Speculates on the future of accessibility. (Contains 25 references.) (AUTH/NB)

Cawley, J. F., T. E. Foley, et al. "Science and Students with Mild Disabilities: Principles of Universal Design." Intervention in School and Clinic. v38 n3 p160-71 Jan 2003.
This article proposes incorporating principles of universal design into elementary school science programming. Advantages include increasing access to the general education curriculum, enhancing student progress in science, and framing the general education curriculum to make it more appropriate for students with disabilities. Of five models of elementary school science reviewed, the multiple-option model best utilizes principles of universal design. (Contains references.) (Author/DB)

Centre for Studies on Inclusive Education Bristol (England).[BBB32621] (1996). Developing an Inclusive Policy for Your School. A CSIE Guide. United Kingdom England: 30.
This guide is intended to help schools in the United Kingdom move toward greater inclusion of students with disabilities or other special educational needs in regular programs, with appropriate support. Following an introduction, which encourages local education agencies (LEAs) to move towards "inclusive" policies and practices, the first section notes legal requirements for educating these students, including responsibilities of the LEAs, the governing body, and the head teacher. Requirements of the Disability Discrimination Act are summarized. The second section is an introduction to principles of inclusion, with arguments supporting inclusion, a discussion of characteristics of inclusion, and proposal of a social rather than medical model of disability. The third section offers a framework for reviewing and re-writing a school's required policy document on children with special educational needs and offers guidelines for determining the school's current status, setting up a working party, evaluating accessibility, and selecting language and terminology. The final section, on compiling the policy, addresses how inclusive policy can be incorporated into the 17 required components of the school's policy statement. Appendices summarize inclusion issues, offer extracts from some school policy documents, and list additional resources. (DB)

Century High School Rochester MN.[BBB35730] (1999). Century High School: Better Than Accessible. Minnesota: 0.
A 6-minute videotape shows ways that one newly-built high school (Century High School, Rochester, MN) accommodates the needs of people with disabilities. Various building and room designs are detailed showing both poor and good design provisions. The accessibility and usefulness of the auditorium control room, emergency exits, elevators, science labs, and toilets are addressed. The videotape, a student production, may serve as a starting place for discussions about how to design buildings that better meet the local needs of people with disabilities. (GR)

Chalasinski, J. (1976). The Young Rural Generation in the Polish People's Republic: Autobiographies, Personalities, Things and Events, Biography and History: 26.
Diaries of rural youth writing during the transformation period of the Polish Peoples Republic (1950-1960's) were analyzed in terms of: individual autonomization and historical processes; identification with the Polish Peoples Republic and self-awareness (direct experience and historical awareness); youth and the revolutionary spirit of romanticism; and occupation and ideology. Comparing the autobiographical data (representative samples derived from some 5,500 diaries), the effect of sociocultural development in the Polish Peoples Republic was analyzed. Among the major findings were: the greatest transformations took place among the rural poor where the people had advanced from the lowest of menial positions to a position of intellectual contribution wherein work was more integrated with the needs of the human personality; the events of the past (war and occupation) had been regarded adversely by the youth, accounting for a loss of faith in mankind, impatience re: social change, and preference for moral and romantic orientations; the quest for an ideological superstructure based on occupation was a pronounced feature in the diaries, but educational statistics indicated limitations still imposed upon rural youth in that the quality and range of schools of various types and their locations prevented full rural accessibility to educational and occupational mobility. (JC)

Chandler, A. (1998). Supporting the Public Benefits of Public Higher Education. Policy Statement. District of Columbia: 24.
This policy statement from the American Association of State Colleges and Universities addresses the benefits of public higher education. Along with introductory and concluding sections, the statement addresses access, academic quality, research and public service, accountability, public financial support, and balanced governance. The statement asserts that shifting the historic balance between public support and individual tuition payments will lead to individual elitism and economic divisiveness, while continuing public support will encourage the greater breadth and quality of public higher education, greater accessibility, and continued expansion of research and public service activities. (EV)

Chang, C.-K. (2002). Record Desktop Activity as Streaming Videos for Asynchronous, Video-Based Collaborative Learning. Taiwan: 7.
As Web-based courses using videos have become popular in recent years, the issue of managing audiovisual aids has become noteworthy. The contents of audiovisual aids may include a lecture, an interview, a featurette, an experiment, etc. The audiovisual aids of Web-based courses are transformed into the streaming format that can make the quality of Internet-based videos acceptable to learners using a limited bandwidth. Although streaming technique enables learners' accessibility of audiovisual aids over Internet, the usage of audiovisual aids still totally adheres to instructors' perspectives. In fact, distance learners can contribute ideas not only in text format, but also in audiovisual format. However, previous research has not considered the feasibility of audiovisual aids contributed from distance learners. This paper argues that the usage of audiovisual aids from distance learners' perspectives should be considered in designing Web-based courses. To demonstrate this concept, this paper first introduces a screen camcorder tool that enables learners to record screen activity as videos in standard format or streaming format. Then, a collaborative learning strategy called Jigsaw II is applied to encourage expertise group streaming videos for training other learners. Finally, a preliminary survey of technology acceptance is implemented on 37 learners. Results confirm the feasibility of audiovisual aids contributed from distance learners. (Contains 13 references, 2 figures, and 2 tables.) (Author)

Chang, S. K., T. Arndt, et al. (2000). Macro University: A Framework for a Federation of Virtual Universities. International Journal of Computer Processing of Oriental Languages, World Scientific Publishing Company. 13: 205.
This paper discusses the technical issues related to the Macro University framework. First we present the characteristics of the Macro University, from which the design principles are derived. Then we describe Macro University's software architecture and networking infrastructure. Since the Macro University is a federation of virtual universities, the format and protocol for open information exchange will be very important. Another often neglected issue is the technical tools to facilitate evaluation and assessment. A third issue is a universal interface for distance learning.ABSTRACT FROM AUTHOR

Charles, R. F. (1981). The De Anza Model: A Philosophy of Special Education. Position Paper. California: 9.
The handicapped student services model described in this paper provides students at De Anza College with a full, balanced range of services and instruction. After an introductory section, the paper describes the strategic planning process and identifies the three strategic decisions that influenced the development of De Anza's handicapped services program: (1) to provide a full range of services and programs; (2) to maintain a balance between service and instruction; and (3) to establish a Special Education Segment of the college. The next section enumerates the student needs addressed by De Anza's program. Next, the paper mentions some of the special aspects of the handicapped program, including the physical and psychological accessibility of the services and instruction and the special classes and services offered. After the paper examines the program's income formula, which provides flexibility and self-sufficiency by relying as much as possible on regular average daily attendance income, it lists areas in which De Anza provides special instruction. The next section begins by identifying the advantages of the Special Education Segment being one of De Anza's four major units and continues by describing the six components of De Anza's program: Physically Limited Services, Adaptive Remedial Physical Education, Educational Diagnosis Clinic, Hope-De Anza for developmentally disabled students, Adaptive Geriatric Education Program, and the Physiology Lab. In conclusion, the paper reviews the elements critical to the program's success. (AYC)

Charters, A. N. (1977). Accessibility to Resources for Educators of Adults. New York: 16.
A key factor in implementing an individual program for professional development among educators of adults is the availability and accessibility of the resources, about which there are specific issues and concerns. The numerous print and non-print resources, which are available through various organizations, often in different languages, fall into six general areas: social instruments, institutions, publications and other information sources, administrative supports, human expertise, and awards. The task is to provide access for adults sometimes through alternative means, to all of the learning resource opportunities and alternatives so that they may select the most appropriate at the particular time and place. As with all learning, the learner is the key, and accessibility, which includes identification and selection, should be viewed from the point of view of the user. In order to identify resources, it is of prime importance for the individual to define the problem to be resolved through a statement of clear and explicit objectives. Other factors affecting accessibility include physical limitations, psychological and intellectual factors, and the ability of the learner to use the resources. Basic documents developed at the Clearinghouse of Resources for Educators of Adults at Syracuse University provide a guide for accessibility to resources. (CWM)

Chatelain, L. J. (1966). Accent on access: 16.
Emphasis is given on accessibility to public buildings by the handicapped. attention is directed to this subject inasmuch as architects generally have overlooked the problem. hence, public buildings are not truly available to the total public. in recent years, however, legislation has become increasingly more common to correct the situation. the national commission on architectural barriers has been established to pursue the matter in depth. included among their activities are--(1) conducting hearings, (2) developing communication with schools of architecture, (3) holding conferences and seminars, and (4) developing materials. the commission has shown interest in such mechanical aids as walking wheelchairs, in information programs to arouse the public, and in remodeling projects. this document is a reprint from the rehabilitation record, november-december, 1966 issue, u.s. department of health, education and welfare. (rh)

Cheh, J. A., K. M. Ribisl, et al. (2003). An Assessment of the Quality and Usability of Smoking Cessation Information on the Internet. Health Promotion Practice. 4: 278-287.
Little is known about the quality and usability of on-line health information. This analysis evaluated smoking cessation Web sites' content quality and usability. Thirty sites were analyzed to determine their adherence to established tobacco cessation guidelines and their accessibility, usability, credibility, and currency. Most explained addiction (86.7%) and mentioned nicotine replacement therapy (NRT) (93.3%) and social support (93.3%). However, few explained potential side effects of NRT (33.3%) or which smokers should avoid using NRT (30.0%). Two sites advocated substituting smokeless tobacco or herbal cigarettes when quitting, and 16 (53.3%) provided information written at greater than an eighth-grade level. Few sites provided a search mechanism (40.0%) or offered text-only versions (30.0%), and most (83.3%) failed to indicate when content pages were last updated. Most sites adhered to established cessation guidelines. A small subset offered erroneous and potentially harmful information. Applying fundamental design principles would improve accessibility, usability, credibility, and currency.ABSTRACT FROM AUTHOR

Cherbo, J. M. and M. Peters (1995). American Participation in Opera and Musical Theater, 1992. Research Division Report #32. District of Columbia: 118.
Data gleaned from the 1982, 1985, and 1992 Surveys of Public Participation in the Arts (SPPAs) were used in this analysis of participation in opera and musical theater/operetta. Findings indicate that opera is the least popular of the fine arts, being the least frequented and the least selected as an activity respondents would like to attend more frequently. Opera attendees are more likely than other arts' attendee groups to attend all other fine arts activities, and show a significant interest in more types of music than any other arts attendee group. There is a strong relationship between early general arts education and adult opera attendance. Opera attendees are predominantly white, better educated, wealthier, and somewhat older than other art goers, but younger persons are attending in about the same proportions in 1992 as in 1982. More persons watch or listen to opera on the media than attend live performances. Findings of musical theater/operetta participation indicates that attendance of these forms of theater is second to attendance of art museums. Musical theater/operettas' primary appeal is live performance. Many more individuals indicated that they would attend musical theater performances if cost and accessibility were not issues. The report includes tables and appendices. (MM)

Chicago Public Schools IL.[JIM13950] Small Schools Coalition Chicago IL.[BBB34658] (2001). The Chicago Public Schools Design Competition, 2000-2001. Big Shoulders, Small Schools Competition Program. Illinois: 51.
This document describes the Big Shoulders, Small Schools Chicago Public Schools Design Competition; provides a description of the school communities and sites involved; presents the presentation requirements, procedures, and regulations; and examines the universal design and small schools concepts. The national design competition will produce two new public pre-k-8th grade schools designed to serve an integrated population of disabled and nondisabled students. Appendices provide the Big Shoulders, Small Schools entry form and maps, photos, and surveys of Chicago North and South side sites. (GR)

Chickering, A. W. (1976). Problems in the Postsecondary Education of Adults: 75.
Accessibility to postsecondary education for adults depends on solving problems of distance, scheduling, advising, and financial aid. Diverse motives and developmental differences in adults must be accommodated in order to provide accessibility. Educational quality also depends on standards that recognize wide-ranging differences among these students, and the approach to standards must both encourage learning and provide substantive evaluation. To do so required developing "standards banks" that define and illustrate: (1) criterion-referenced standards; (2) norm-referenced standards; and (3) learner-referenced standards. Major changes in the nature of work and in the roles and expectations of women have contributed to the growing need for adult postsecondary education. These trends will continue. Systems designed today must recognize current conditions and respond to future changes. A planning inventory is included that provides a checklist of questions for use in comparing existing alternatives and designing new ones. (Author/MSE)

Chickering, A. W. and Z. F. Gamson (1991). Applying the seven principles for good practice in undergraduate education. San Francisco, Calif., Jossey-Bass Inc.

Chickering, A. W., Z. F. Gamson, et al. (1990). Student inventory : 7 principles for good practice in undergraduate education. Winona, Minn., The Seven Principles Resource Center Winona State University.

Chickering, A. W. and L. Reisser (1993). Education and identity. San Francisco, Jossey-Bass Publishers.

Chickering, A. W. and N. K. Schlossberg (1995). Getting the most out of college. Boston, Allyn and Bacon.

Chickering, Z. G. a. A. (1987). "Seven principles of good practice in undergraduate education." AAHE Bulletin 39(7): 3-7.

Chollet, D. J. (1979). A Cost-Benefit Analysis of Accessibility. New York: 92.
The report presents a cost-benefit analysis on the removal of architectural barriers from residential and nonresidential buildings according to specifications being developed for approval by the American National Standards Institute. Economic benefits and costs are discussed for the following types of buildings: residential housing (highrise facility for the elderly and a single family, detached unit); educational and associated facilities (a college classroom building and a college dormitory); recreational/municipal facilities (a convention/exhibition center); and an extended commercial facility (a retail shopping center). An introductory section contains a summary of information on handicapped individuals in the United States and their general characteristics. (CL)

Christ, F. (1966). Some university students and their ideal study environment...as they see it: 8.
A doctoral study of the opinions of 700 students in six california community colleges concerning the ideal study environment was replicated by the study skills center of loyola university of los angeles in 1966-67 as part of an evaluation of student study habits and attitudes. in this interim report, the responses of 109 nonresident and 105 resident male freshmen to the 27 items of the 100-item opinionnaire (used in both studies), dealing with seven study space problems, were analyzed. student preferences for the following items were discussed--(1) decor in study area, (2) type of furniture most suitable for studying, (3) accessibility of study materials, (4) smoking privileges, (5) size of room or study area, (6) amount of privacy needed, and (7) best time of day for studying. five tentative recommendations for the university administration, based on the freshman data, are listed. complete data for all four undergraduate classes and final recommendations will be published at a later date. references are given. (ls)

Christensen, E. W., U. P. Anakwe, et al. "Receptivity to Distance Learning: The Effect of Technology, Reputation, Constraints, and Learning Preferences." Journal of Research on Computing in Education. v33 n3 p263-79 Spr 2001.
Discusses distance learning research and describes a study of 399 students at two universities that investigated the role of perceived technology usefulness, technological familiarity and accessibility, reputation, constraints, learning preferences, and demographic factors on prospective receptivity toward distance learning. Considers implications of the findings for educators. (Author/LRW)

Chu, L. (1979). Toward A Humanistic Behaviorism: Self-Efficacy in Multicultural Education. A Presentation in the College of Education Dialogue Series, New Mexico State University. New Mexico: 49.
The paper approaches the issue of educational equity from the perspective of individuals' perceptions of the opportunity available to them and their ability to interact with their world effectively. The proposed model of humanistic behaviorism, with its emphasis on self-efficacy, has special implications for multicultural education. The changing social, environmental conditions with intention to provide more opportunity for those who are traditionally disadvantaged may not result in corresponding equal participation, if the subjective expectancy concerning the personal accessibility to this opportunity is not fostered at the same time. The teacher's role in multicultural settings is a key factor toward the development of students' attitudes about themselves in schools. Goodwill toward students alone may not be sufficient to bring about humane and efficacious interactions, but must be accompanied by responsible, thoughtful strategies, by allowing the student the chance to make the quest for personal control. There exists a reciprocal interactive relationship between teachers' sense of self-efficacy in teaching and motivating the students, students' sense of self-efficacy in their ability to learn, and the general multicultural environmental variable. The development of self-efficacy is contingent upon one's taking personal responsibility for one's teaching or learning. (Author/NEC)

Chud, G. ""Include Me Too! Human Diversity in Early Childhood," edited by Kenise Murphy Kilbride. Book Review." Canadian Journal of Research in Early Childhood Education. v7 n1 p91-93 Jun 1988.
Reviews Kilbride's book on diversity and its consequences for young children, families, and caregivers; meeting children's needs; and practicing diversity in and shaping the future of early childhood education. Notes that the book's strengths include its standardized and consistent chapter format, its substance, and comprehensive scope. Suggests that further editing could have improved accessibility. (KB)

Citizens' Committee for Children of New York NY.[BBB19824] (1993). Keeping Track of New York City's Children. New York: 197.
This report is a comprehensive study of the status of children and their families in New York City. It measures how well children are doing by using widely recognized indicators of well-being, and it measures the need, use, and accessibility of services to help children. "Keeping Track" focuses on community-level data, examining the 59 community districts in New York for different racial and ethnic groups. Data are also supplied to show how children in New York are faring in relation to those of the state and the country as a whole. Chapters consider economic factors, housing, nutrition, health and the environment, safety, and child care issues. Chapter 9 focuses on the education of the city's children. The city school system is the largest in the country, with 972,000 students and an annual budget of nearly $7 billion. Only 47 percent of students read at or above their grade level, and only 58 percent test at or above their grade level in mathematics. Only approximately 39 percent graduate from high school in 4 years. The New York schools educate a tremendous diversity of students, with diverse racial and ethnic backgrounds and a variety of educational and social needs. The information in this report clarifies the needs of New York's children as a step toward providing the best childhood and education for each. Data are presented in 150 figures. Appendix 1 discusses data constraints, and Appendix 2 contains four tables of summary data. (SLD)

Citizens' Committee for Children of New York NY.[BBB19824] (2002). Promoting Teen Health and Reducing Risks: A Look at Adolescent Health Services in New York City. New York: 56.
This study examined data from focus groups with New York City adolescents and interviews with health care providers serving New York City adolescents (hospital based clinics, school based health centers, child health clinics, community health centers, and a multi-service adolescent center) in order to determine how to promote health and reduce risk. Results indicated that the breadth, cost, and accessibility of health services provided to adolescents depended on the setting they selected to obtain care. The results highlighted five areas of concern in adolescent health: ensuring confidential treatment for adolescents, fragmentation of services, limited resources for health education and outreach, the health practitioner/adolescent relationship, and physical and structural barriers that make many health clinics less than adolescent-friendly. Recommendations are provided regarding the most common ways adolescents learn about health services; clinic environments; preferred appointment policy; health education; parental involvement in teen health decisions or treatment; relationships with primary care providers; and confidentiality. Three appendices present the site visit questionnaire, data questionnaire, and questions presented to teen focus groups. (SM)

Clark, C. B. (1997). The Americans with Disabilities Act (ADA) and Technology Education. Connecticut: 24.
Since the Americans with Disabilities Act (ADA) Title II applies to schools, each school district should have a coordinator to develop an action plan covering the school system. Requirements fall into four areas: general nondiscrimination, equally effective communication, program accessibility, and employment. Compliance with the law is the responsibility of the administration and the coordinator, but all staff can be involved. The major goal is to provide access to the school and programs to all students and school visitors regardless of their disability. All buildings do not have to be accessible, but all programs, course offerings, cafeteria, hallways, lavatories, phones, and anything open to the persons in the facility must be. ADA requires a self-evaluation of the school to see what problems must be addressed. Examples of school projects incorporating ADA content include the following: students in an architectural class selected a part of the school facility and did a study to determine its accessibility; a tech prep class viewed a playscape to see how it is accessible to all children. Connections with other curriculum areas include the following: discussion of civil rights and law enforcement in social studies; learning about diseases and disabilities in health; and ramp design in mathematics and science. Technology education offers opportunities for students with disabilities to learn self-reliance. Teachers can avoid incorrect, stereotypical, demeaning, or insensitive terms and use proper language when talking to a person with a disability. (Contains 20 references.) (YLB)

Clark, C. B. (1998). Inclusion in the Technology Education Classroom. Connecticut: 14.
For several years, Weaver High School (Hartford, Connecticut) has used a grant to fund the services of a consultant to provide information and training on the Americans with Disabilities Act (ADA). Weaver has a program that allows students with multiple disabilities to be part of the school program and all activities. Activities have provided learning experiences that have made students more aware of ADA and how it applies to them all. One activity that has worked well with technology education students is conducting accessibility surveys around the school facility. One example of a problem with simple and inexpensive solutions is a wall phone hung too high that could be lowered or replaced by a desk phone. Teachers stress to students the proper terms and language etiquette to use when talking to or about persons with disabilities. The interdisciplinary connections with activities involving ADA are many. The technology teacher has been actively involved with the social studies and current issues classes, where projects are related to civil rights. The mathematics connection is made in surveys and architectural design work. The technology teacher's work with health and physical education teachers has helped his students be more aware of various physical disabilities. Other success with inclusion has occurred in the art department, health education classes, and physical education. (YLB)

Clark, D. (1998). W3C pushes net access for the disabled. Computer. 31: 17.
Discusses the working draft of page-authoring guidelines released by World Wide Web Consortium (W3C) designed to make web sites more accessible to the disabled. Benefits of the disabled ton the proposed guidelines; Features supported by the specification of Hypertext Markup Language (HTML) 4.0; Work of Web Accessibility Initiative (WAI) with W3C.

Clark, J. L. D. (1987). Developments in Language Education. District of Columbia: 15.
This report discusses three recent developments in foreign and second language education. The first is the "proficiency movement," which is leading teachers and curriculum planners to find effective ways of measuring functional language proficiency and of bringing students to pragmatically useful levels of speaking, listening, reading, and writing ability. The goal of foreign language teaching is now the effective use of the language in real-life communication settings. The second development is the introduction of the microcomputer to the language classroom. The following aspects of computer-assisted language learning (CALL) are discussed: (1) accessibility; (2) guidelines for CALL software development and review; (3) adoption of a systems analysis view of the instructional process; and (4) evaluation of CALL results. The third development is content-based language instruction--the simultaneous teaching of English and subject matter areas such as history or social studies to nonnative speakers of English. Guidelines are listed for developing effective programs of content-based language instruction. Future trends are covered and a list of references is included. (PS)

Clark, M. J., M. Kendrick, et al. (1997). Before You Decide: What Families Would Like Policy Makers to Know. Maine: 38.
This booklet, developed by parents of children with developmental disabilities, is intended to help policy makers understand major parental concerns about raising a child with a disability. The specific issues addressed are: (1) the special needs of families with a disabled child; (2) the right to community integration; (3) the continuing difficulties in obtaining appropriate care; (4) the continuing difficulty of obtaining an appropriate public education in the least restricted educational environment, as required by law; (5) the need for better integration of available services; (6) the continuing obstacles despite accessibility requirements under the law; (7) special medical care problems; (8) the continuing problems with employers despite relief offered by the Family and Medical Leave Act of 1993; (9) finances, a constant source of stress to these families; (10) the continuing lack of accessible transportation services; and (11) the future, the dream of a future where every child is happy, loved, and successful. Each section contains factual information about the issue, an analysis of how families are typically affected, and quotations by family members describing their specific experiences. The booklet concludes with suggestions for both policymakers and parents. (DB)

Clark, R. C. and C. Lyons "Using Web-Based Training Wisely." Training. v36 n7 p51-56 Jul 1999.
Web-based training will probably become the medium of choice for most technology-delivered training because of its worldwide accessibility and the ease with which it can be updated. The effect it will have on learning will depend on how well principles of learning and instruction are applied. (JOW)

Clark, R. C. and R. E. Mayer (2003). E-Learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning. San Francisco, CA, Jossey-Bass/Pfeiffer.

Clarke, G. G. "The Effects of Financial Restraint on Canadian Universities: The Ontario Case." International Journal of Institutional Management in Higher Education. v10 n3 p219-29 Nov 1986.
The effects of Ontario's gradual reduction in university funding since the early 1970s on government-school relationships, accessibility, operating expenditures, interinstitutional cooperation, administrative functioning, and program development are examined and contrasted with the more abrupt financial declines of most other countries' university systems. (MSE)

Clarkson, J. (2003). Inclusive design : design for the whole population. London ; New York, Springer.

Clay, K. "ERIC: How It Has Improved." Phi Delta Kappan. v64 n3 p198-200 Nov 1982.
Outlines the expansion since 1966 in the size, accessibility, and utilization of the Educational Resources Information Center (ERIC), a national, computerized educational database. Describes four typical cases in which ERIC searches proved useful to clients of the San Mateo (California) Educational Resources Center, an agency offering ERIC search services. (PGD)

Clelland, R. (1978). Section 504: Civil Rights for the Handicapped. Virginia: 135.
Section 504 of the Rehabilitation Act of 1973 is the first major statutory civil rights enactment that protects handicapped individuals from discriminatory practices in employment and educational opportunities and in accessibility to federally supported programs and activities. The purpose of this handbook is to examine the statutory and regulatory requirements of Title V, Section 504, and to outline the administrative responsibilities of local educational agencies relative to its successful implementation. The goals of this handbook are similar to those of "Public Law 94-142: Special Education in Transition," a companion document. To achieve these goals, the handbook is divided into five chapters covering substantive and procedural issues, employment practices, and program accessibility. Two final chapters offer a comparison of Section 504 and P.L. 94-142 and identify future trends. The book concludes that the Section 504 regulation, in concert with P.L. 94-142, can provide much needed relief to handicapped individuals. A checklist provided at the end helps determine the accessibility of buildings to the physically handicapped. (Author/LD)

Clemson, R. L. (1989). Teachers as Researchers and Researchers as Teachers: Lessons Learned from Three Post Baccalaureate Teacher Certification Programs. Maryland: 28.
Despite the scope and accessibility of the current knowledge base in teaching, teachers rarely refer to research findings as a primary information source to guide their practice. If teacher education is to survive the onslaught of politically inspired alternative certification routes now operating in 20 states, it is critical that teacher education characteristics be not only research-based, but also the subject of research. Some emerging postbaccalaureate alternative teacher preparation programs offer timely possibilities for strengthening preservice teachers' awareness of research as a resource for problem-solving in the classroom. This paper describes findings from a preliminary study examining teacher candidates in several alternative postbaccalaureate programs in the Mid-Atlantic states. The study explores whether alternative program graduates are more or less apt to value research and its implications for improving practice. The study also examines how well these programs support teacher candidates' needs and learning dispositions. The first phase piloted a questionnaire to be administered to teacher candidates in different programs and at different stages of program completion. The questionnaire was completed by student teachers in traditional programs and by interns in alternative programs, either immediately before the teaching experience or during the first 2 weeks. Results were somewhat mixed but, generally, students in alternative programs stressing research tend to value research's contribution to practice more highly than students in traditional or alternative programs lacking a research emphasis. Other results, study limitations, and implications are discussed. Included are 2 appendices and 10 references. (MLH)

Clinton, J. S. (1987). Instructional Technology Adaptive/Assistive Devices. Florida: 277.
This training module was developed in order to help teachers, parents, administrators, and other educational personnel to understand the problems and difficulties encountered by learners with disabilities trying to access microcomputers. The main body of the module describes hardware considerations and strategies for increasing microcomputer access, focusing on specific impairments (including autism, emotional handicaps, hearing impairments, mental handicaps, physical impairments, and learning disabilities), and utilizing a variety of adaptive devices. Activities are provided on such topics as modifying input/output accessibility and the utilization of speech output, touch-sensitive devices, speech input (as an alternative to the keyboard), and adaptive firmware cards and switch controls. Objectives, materials specifications, preparation guidelines, detailed procedures, and lists of recommended resources are included for each activity. Also included are a variety of supplementary handouts and overhead transparencies. (GL)

Clinton, W. (1996). Remarks by the President at Princeton University Commencement Address. District of Columbia: 12.
This speech by President William Clinton addresses the 1996 graduating class of Princeton University on the occasion of Princeton's 250th anniversary. After his opening remarks, the President touches on the importance of the graduating seniors' education as well as the importance of education in general to the nation's future. He compares the current year to a century ago and mentions the advent of a new millennium, calling it the Age of Possibility. He goes on to such topics as economic reform, investment in new technologies and environmental protection, long-term growth and opportunities, and international trade. He then focuses on educational issues and his Administration's proposals including the need for Americans to have a college education to succeed in the future, the role of the Internet, the goal of making the 13th and 14th years of education as available to Americans as the first 12 years are now, improved accessibility of student loans from the Federal government, federal tax policy to encourage college attendance, and more public scholarships to help academically successful students to attend college. (CK)

Clinton, W. J. (1996). Tribal Colleges and Universities. Executive Order. District of Columbia: 6.
This presidential executive order was issued to: (1) ensure that tribal colleges and universities are more fully recognized as accredited institutions of higher education, have access to opportunities afforded other such institutions, and have federal resources committed on a continuing basis; (2) establish a mechanism to increase accessibility of Federal resources in tribal communities; (3) promote access to educational opportunities for economically disadvantaged students; (4) promote preservation and revitalization of American Indian and Alaska native languages and cultural traditions; (5) seek innovative approaches to link tribal colleges with early childhood, elementary, and secondary education programs; (6) and support National Education Goals. The Order defines tribal colleges and universities as those institutions cited in Section 532 of the Equity in Education Land-Grant Status Act of 1994, plus those that qualify for funding under the Tribally Controlled Community College Assistance Act of 1978 and the Navajo Community College, authorized in the Navajo Community College Assistance Act of 1978. It establishes a Board of Advisors and delineates its role and establishes an Office of House Initiative to provide staff support for the Board and provide liaison between the tribal college and the executive branch. The Order also defines department and agency participation and establishes a 5-year federal plan to fulfill the purpose of the Order. (CH)

Cloutier, L. R. (1985). Adult and Continuing Education Unit Self-Evaluation: Annual Report, 1984-1985. Wisconsin: 36.
For the 1984-85 annual evaluation of the Adult and Continuing Education (ACE) Program, Gateway Technical Institute (GTI) elected to use the self-evaluation model developed by the Wisconsin state ACE Task Force. Students, instructors, administrators, program coordinators, and advisory committee members were surveyed to identify program strengths and the concerns of each group. Study findings, based on responses from 45.4% of the students (N=303), 69.9% of the instructors (N=51), 93.3% of the administrators (N=28), and 60.9% of the advisory committee members (N=28), included the following: (1) strengths identified by students and instructors were found among instruction and curriculum indicators; (2) administrators cited the sexual fairness of district publications, accessibility of programs and courses, and the ability to reach special groups as program strengths; (3) student concerns were concentrated on facilities, the registration process, and the adequacy of course selection; (4) instructors indicated emergency preparation, course content consultation, and supervisor evaluation as their concerns; and (5) administrators were concerned primarily with the lack of an ACE marketing plan. In addition to the self-study, the ACE's annual evaluation looked at economic development activities and direct services to business and industry, as well as at traditional evaluation criteria of student demographics, course offerings, and enrollments. Data tables and the survey instruments are included. (EJV)

Cloutier, R. (1984). Access of Women and Minorities to Higher Education: Changes in Taste and Colour without Chemical Changes: Part 1. Canada Quebec: 68.
The accessibility of higher education to women and minorities was studied, with a focus on the University of California, Berkeley. Information was also obtained on the University of California system, the California State University system, and the community college system. In order to provide comparative information for Quebec, Canada, access of women to the Universite Laval was also assessed. Research questions included: Which minority groups have gained the most from higher education? Have women belonging to minority ethnic groups made the same gains as their male counterparts? Have white women made higher gains than white men? Have women of other minority ethnic groups made higher gains than minority ethnic men? To which socioeconomic strata do minority ethnic groups belong? Additional information on the access of women and minorities to higher education included: the types of institutions attended, the levels of study being pursued, and degrees conferred. The following ethnic groups were considered: American Indian, Asian, Filipino, Black, Hispanic, and White. Institutional factors that appear to restrict access to higher education for women and minority ethnic groups are identified. (SW)

Clyde, A. (2001). Bobby Approves--Web Accessibility For the Print Disabled. Teacher Librarian, Rockland Press. 28: 40.
Discusses the controversy of the accessibility to non-print information via the Internet. Information on the MP3 format, developed in Germany; Information on file-sharing used by Napster; Concerns of some universities in banning Napster.

Clymer, E. S. (1996). A Model Master of Science Curriculum for Educators of Health Professionals: Instructional Alternatives, Implementation and Evaluation Plan. California: 188.
The purpose of this applied research project at the College of Osteopathic Medicine of the Pacific (California) was to develop a new curriculum for the Master of Science in Education for Health Professionals program. Seven areas were explored in this study: (1) the learning needs of educators of health professionals; (2) proposed curriculum components; (3) barriers to pursuit of a graduate degree in education; (4) instructional alternatives; (5) available delivery systems to increase program accessibility; (6) an implementation plan; and (7) an evaluation plan. A review of the literature provided a foundation for the study. Methodology included telephone interviews, focus groups, reviews of course offerings and degree requirements, and use of external and internal expert information. The final product, a model curriculum for the Master of Science in Education, was developed following the validation process. Included in the appendixes are the criteria for the study and the model curriculum. (Contains approximately 150 references.) (CH)

Cohen, A. C. (1970). Human Service Institutes. An Alternative for PROFESSIONAL Higher Education: 23.
This paper proposes a new kind of educational institution, the Human Services Institute (HSI), which would offer an action oriented work-study program of flexible duration to prepare young people for professions in the human services such as health, education, welfare, law, guidance, social work, therapy, urban planning, and public service. Such institutions would provide a solution to many of the problems facing higher education today--problems of accessibility, effectiveness, homogeneity, rigidity, credentials, and social isolation--and become catalysts for social change. The HSI is based on the belief that traditional professional training fails to foster an interest in human service, to relate courses to practical work, or to involve students in academic decision making regarding their own careers. The work-study program of the HSI would offer an intensive field experience complementary to academic studies, make a BA available in 2 years, and provide a broad curriculum. The paper discusses the HSI's program, objectives, prospective students and faculty, evaluation and certification procedures, and relationship with traditional graduate schools. (JS)

Cohen, J. A. "The Electronic Library in Higher Education: An Overview and Status Report." Interpersonal Computing and Technology Journal. v1 n1 Jan 1993.
Discusses the use of electronic technologies in scholarly publication. Highlights include problems with traditional media in libraries, including cost and timeliness; benefits of electronic publishing, including ease of searching and accessibility; problems with electronic publishing, including copyright, graphics, and standardization; organizational issues; and case studies from higher education. (Contains 36 references.) (LRW)

Cohen, M. D. (1994). Overcoming Barriers to Inclusion of Children with Disabilities in the Local Schools--A Blueprint for Change. Illinois: 137.
Results of studying inclusion of Illinois students with disabilities in regular education are presented. The moral, educational, and legal bases for inclusion in public school general education were reviewed. Differences regarding planning and decision making for children with disabilities were investigated in three schools that were relatively more inclusive and three schools that were relatively less inclusive. Illinois practices were also compared to inclusive educational practices in Vermont and Colorado, two states identified as significantly further along than Illinois in implementing inclusive practices. Focus group interviews were conducted with about 80 parents and educators in Illinois, and due process decisions over 4 years were examined. Barriers to inclusion are discussed in the areas of information, attitudes, instruction/technology, leadership, accessibility, organization, operational and implementation problems, financial issues, regulatory barriers, and legal barriers. Ten recommendations to remove barriers to inclusion are offered. Ten case law citations and six statutory and regulatory citations are included. (Contains 27 references.) (SW)

Cohen, U. (1979). Mainstreaming Handicapped Children: Beyond Barrier-Free Design. Wisconsin: 11.
The authors describe many current school design responses to mainstreaming as limited in scope, focusing mainly on barrier free environments. This approach, they suggest, is an incomplete one to a wide range of problems in mainstreaming. An analysis of the literature is seen to demonstrate that barrier free design is casually substituted for the broader concept of mainstreaming. The authors discuss physical solutions to provide environments which promote children's interaction, positive self image, confidence, and accessibility, while allowing for learning and development. (CL)

Cole, R. A. (2000). Issues in Web-based pedagogy : a critical primer. Westport, Conn., Greenwood Press.

Coleman, J. H. and D. L. Williams, Jr. (1976). Identification of Research and Product Needs in Early Childhood: 18.
This paper is an assessment of research needs that attempts (1) to identify areas of current needs in early childhood education, (2) to determine which of the areas would be most appropriate for the research and development of educational materials, and (3) to propose solution strategies for those areas identified. Data sources included responses from personal interviews with 11 prominent early childhood theorists (each of the interviews was structured according to a list of 19 questions in five areas), results from reviews of the literature in early childhood education, recommendations made by 13 participants representing regional and state agencies, school districts, etc., at a regional conference in Austin, Texas, and responses from brief telephone interviews with 10 people currently working in the area of research and development for carepersons. Identified needs and recommendations from each data source are reviewed. In general, the results indicate a need in five major areas: (1) more effective education of parents, paraprofessionals, and other adults involved in caring for children; (2) more research directed toward the development of effective training materials for parents and paraprofessionals--research which utilizes an exportable, modular design, flexible training strategies, and multimedia materials; (3) more accessibility to parenting materials already developed, (4) more research concerning what effective parenting is; and (5) more effective strategies for utilizing information obtained from screening instruments used with young children in program development. (Author/SB)

Collard, W. and R. Huff (1974). Exploring Cost Exchange at Colleges and Universities. A Report on the 1973 Field Test of NCHEMS' Preliminary Information Exchange and Reporting Procedures at 70 Institutions: 34.
The Preliminary Information Exchange Procedures (IEP) cost study project was undertaken as a joint venture by a group of colleges and universities and the National Center for Higher Education Management Systems (NCHEMS). The project was initiated and sponsored by NCHEMS to accomplish six objectives that would benefit both the institutions and NCHEMS. The project objectives were as follows: (1) Exchange Procedures Manual" to provide data for evaluating the utility and feasibility of those procedures and definitions. (2) To implement and test the NCHEMS planning and management software tools on available computers at colleges and universities participating in the preliminary IEP project. (3) To develop institutional expertise in using NCHEMS management tools. (4) To evaluate the IEP cost study implementation effort in terms of institutional benefits and required compatible information with similar institutions. (6) To determine the availability and accessibility of institutional historical data required for completion of the preliminary IEP cost study. (Author)

Collins, D. (1999). Women Youth Workers and Outdoor Education. United Kingdom England: 8.
A study examined personal and professional development experienced by women youth workers participating in five 5-day, residential, single-sex, outdoor education courses in England. Analysis of diaries and poetry at the end of the courses and questionnaires completed 1 year later by participants and their managers yielded findings in the areas of constraints on the participation of women in outdoor activities, individual learning from the outdoor experience, and benefits to the women's work in the youth service. Constraints on women's participation in outdoor activities included the need to service the maintenance and leisure needs of others, blind prejudice, dominant attitudes about respectability, financial considerations, fear of the unknown, concerns about their physical fitness, and for some, the all-women environment. Positive outcomes in the area of individual learning included the opportunity to step down from the role of mother and be oneself, the development of confidence in physical skills, the development of new strengths, and the opportunity to reassess life paths. Benefits to the women's work in the youth service included increased knowledge about group processes, role changing, and leadership roles, and an increase in confidence, motivation, and environmental awareness. It was important to value the knowledge, skills, and experience that the women brought to the group. A more flexible approach to the processes of outdoor education courses might increase their accessibility to women. (TD)

Colon, E. S., J. Wells, et al. (2001). The Relationship between Alcohol Use and Sexual Assault Incidents in Educational Settings. Pennsylvania: 39.
A comparative study was conducted on the relationship between the frequency of sexual assault incidents and the relative accessibility of alcohol on two small liberal arts colleges and one larger public university. The alcohol policy varied among the colleges in that one was an alcohol free campus and another permitted drinking for students who were at least 21 years old. Three hypotheses were proposed: (1) campuses with liberal alcohol policies were expected to have a higher rate of sexual assault than campuses with conservative alcohol policies; (2) drinkers were expected to have experienced more sexual assault incidents; and (3) freshman were expected to report a higher incidence of unwanted intercourse. Counter to expectation, the results indicated that the small liberal arts college with a conservative alcohol policy had the highest rate of alcohol use, followed closely by the small liberal arts college with a liberal alcohol policy. The medium-size public university with a conservative alcohol policy was found to have the lowest rate of alcohol use. No significant differences in reports of sexual incidents were found among the campuses. Drinkers experienced more sexual incidents than nondrinkers. Contrary to the data analysis, juniors and seniors reported higher rates of experiencing unwanted intercourse than freshman and sophomores. (Contains 47 references.) (JDM)

Comerford, R. (1997). The media event: Disentangling the truth about the web. IEEE Spectrum. 34: 26.
Provides information about the World Wide Web. Accessibility of the web; Description of the web; Stage of development of the web and Internet application.

Commission on Education of the Deaf Washington DC.[BBB26520] (1988). Toward Equality: Education of the Deaf. A Report to the President and the Congress of the United States. District of Columbia: 171.
The report concludes that education of persons who are deaf in the United States is characterized by inappropriate priorities and inadequate resources. Among deficiencies identified are the failure to implement available preventive and early identification procedures, monitor educational programs, and use tools of advancing technology. Specific recommendations are made for the following areas of need: (1) prevention and early identification; (2) elementary and secondary education including language acquisition, appropriate education, least restrictive environment, parents' rights, evaluation and assessment, program standards, quality education, American Sign Language, Gallaudet University's pre-college programs; (3) federal postsecondary education systems including regional programs, adult and continuing education, comprehensive service centers, evaluation and oversight, admission policies, affirmative action, governing bodies; (4) research, evaluation, and outreach including the National Center on Deafness Research, and development of research plans; (5) professional standards and training including early childhood, state councils, preservice and inservice training, elementary and secondary teacher training, competency requirements, training for teachers in regular education settings, federal support for teacher preparation, educational interpreters, rehabilitation interpreters, traineeships; (6) technology including mandatory captioning, distribution of federal funds, built-in decoders, accessibility of the federal government, funding for technology, accessible equipment, assistive devices centers, national symposia, media services and captioned film program; and (7) clearinghouses and the Committee on Deaf/Blindness. (DB)

Committee of Presidents of Universities of Ontario Toronto.[BBB03053] (1970). Undergraduate Student Aid and Accessibility in the Universities of Ontario: 166.
This document presents reports from the individual universities of Ontario on policies of undergraduate student aid and accessibility to the universities during the academic year 1969-70. In addition, it presents recommendations from the universities as to how student aid policies might be improved to increase equality of access. (HS)

Community Colleges of Colorado Denver.[BBB36219] (1999). The Colorado Five-Year State Plan for Career and Technical Education under the Carl D. Perkins Vocational and Technical Education Act of 1998. Colorado: 71.
With the passage of the Carl D. Perkins Vocational and Technical Education Act of 1998, career and technical education in Colorado entered a new era. This monograph presents the five-year plan for the use of federal vocational funds during fiscal years 2000-2005. As one of a series of plans that interrelate and establish a vision for the Colorado Community College and Occupational Education System (CCCOES), this plan is driven by the Board's Cornerstones. To ensure effectiveness, this plan and those eligible recipients receiving resources under this plan must adhere to the Cornerstones which mark the CCCOES: Accessibility, Learning and Learning-Centered, Community Connectedness, and Market Alignment. This report contains the following sections: Introduction to the Plan, which includes an overview and a discussion of the system cornerstones, regional work teams, and research; Planning, Coordination, and Collaboration, which includes information on public hearings and consultation and activities to allow participation in the state planning process; Program Administration, which looks at activities designed to meet or exceed state adjusted levels of performance and how students' academic and technical skills will be improved; Accountability and Evaluation; Special Populations and Other Groups; Tech Prep; and Financial Requirements, which discusses such items as assurances, compliance, and fund allocation. (Contains 12 appendices.) (VWC)

Conger, G. R. (1968). Select council on post-high-school education conference (tallahassee, january 26-27, 1968). summary report: 40.
In 1967, the florida legislature appointed a select council on post-high school education to prepare a comprehensive plan for the state's offerings at this level. former consultants who had studied the florida educational system participated in a january 1968 conference. reports of the discussion groups were summarized--(1) human resources, (2) democratization of florida post-high school education, (3) innovation, and (4) educational technology. groups gave attention to questions of quality, accessibility of opportunity, student transition from one level to another, the need for change, evaluation, media, human factors in technology, and research. (wo)

Congress of the U.S. Washington DC. House Committee on Education and Labor.[BBB01024] (1985). Oversight Hearing on Interagency Cooperation. Hearing before the Subcommittee on Select Education of the Committee on Education and Labor. House of Representatives, Ninety-Eighth Congress, Second Session, (Aliquippa, PA, March 23, 1984). District of Columbia: 72.
The transcript is provided of an oversight hearing on interagency cooperation in special education. Programs, problems, and achievements in the state of Pennsylvania are reported by professionals representing community mental health, public education, community agencies and associations, and child care institutions. Problem areas cited include program funding costs and sources, the role of the federal government, duplication of services by agencies, inconsistencies in interagency agreements and definitions, and uneven compliance with state plans. Accomplishments include a child count, establishment of a statewide parent network, and identification of gaps in services and ways of sharing services to address unmet needs. Among a number of recommendations are the following: (1) review present interagency agreements to reduce inconsistencies; (2) encourage agencies to agree to accept existing documentation of handicaps; (3) retain the public school intermediate unit as coordinator of special education services and expand its role in inservice training; (4) provide state grant money to school districts wishing to increase building accessibility; (5) include all related agencies in Individualized Education Program conferences attended by parents. (JW)

Congress of the U.S. Washington DC. House Committee on Education and Labor.[BBB01024] (1985). Reauthorization of the Higher Education Act, Nontraditional Students, Volume 3. Hearings before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, Ninety-Ninth Congress, First Session (July 9-10, 1985). District of Columbia: 203.
Hearins on reauthorization of the Higher Education Act of 1965 consider the needs of the nontraditional student in higher education. Consideration is given to ways that student financial aid programs could better serve this student population (i.e., students may be over ages 18 to 22, may be minority group members or immigrants, part-timers, out of high school a while, possibly experienced in the world of work, and not necessarily seeking an educational credential). Recommendations include: increasing maximum awards for Pell grants; providing nontraditional students access first to grants and then to loans; targeting Supplemental Educational Opportunity Grants to students with exceptional financial need; expanding State Student Incentive Grants to provide special aid to adult learners over age 25; expanding the repayment period on student loans; and acknowledging the importance of child care in student grant and loan programs. H.R. 2111, a bill to amend the Higher Education Act of 1965, would increase accessibility for lower-income, nontraditional students by expanding the amount of affordable child care available to low-income college students. The bill would also provide stipends to students studying child care by arranging part-time employment in child care programs. The text of this bill is included. (SW)

Congress of the U.S. Washington DC. House Committee on Education and Labor.[BBB01024] (1989). Hearings on Child Care. Hearings before the Committee on Education and Labor. House of Representatives, One Hundred First Congress, First Session (February 9, March 6, and April 5, 1989). District of Columbia: 510.
Hearings were held to begin the process of developing legislation to address the child care crisis. Testimony concerns: (1) the Child Development and Education Act of 1989 (H.R. 3) and the 21st Century School program; (2) the use of tax credits to support child care, H.R. 3, and H.R. 30, the Act for Better Child Care (ABC); (3) federal standards and quality of care, salaries, child care staffing, care for infants and toddlers, partnerships, service supply and demand, expenditures on care, and parental preferences; (4) the Child Care and Education 2000 Act; (5) the structure of H.R. 3, the leadership role of public schools, and the interagency approach to service delivery; (6) the need to expand Head Start services, state options, diversity, the process of building capacity for program development, accessibility, affordability, and reliability; (7) the need for a comprehensive national policy on child care and early childhood education, and views of the National Education Association and the National Parent Teacher Association; (8) the experiences of the National Child Day Care Association, findings of a 3-year national study of public school programs for children under 5 years of age, and the importance of resource and referral services; and (9) the American Civil Liberties Union's view of inadequacies in the ABC bill, and the needs of low-income children and small business child care providers. Numerous statements, letters, and supplemental materials are included. (RH)

Congress of the U.S. Washington DC. House Committee on Energy and Commerce.[BBB20507] (1984). Infant Mortality Rates: Failure to Close the Black-White Gap. Hearing before the Subcommittee on Oversight and Investigations and the Subcommittee on Health and the Environment of the Committee on Energy and Commerce. House of Representatives, Ninety-Eighth Congress, Second Session (March 16, 1984). District of Columbia: 367.
This hearing was held in response to a request from the Congressional Black Caucus, which asked the subcommittees to find out if the Department of Health and Human Services (HHS) was doing everything possible to reduce infant mortality, especially the high death rate experienced by Blacks. The hearing opened with statements by both subcommittee chairmen, after which congressional Representatives and the chief of Maternal and Child Health, Michigan Department of Public Health testified to the benefits of various maternal and child programs and the effects of federal and state funding cuts on these programs. The assistant secretary for HHS discussed current programs and stated that more research was necessary to find out the causes of the discrepancy between Black and White mortality rates. Questions to him focused on planned merging of existing programs into block grants and subsequent loss of funds, the possibilities for increasing the accessibility of health services and nutrition programs, coordinating research efforts with the Public Health Service, and problems in receiving information from his agency. Representatives from the Children's Defense Fund, the Food Research and Action Center, Public Advocates, Inc., and Satellite Clinic, Harlem Hospital also testified. Material submitted for the record was from organizations which gave oral testimony and from the American College of Nurse-Midwives, the Harvard School of Public Health, and the Mexican American Legal Defence and Educational Fund. (CB)

Congress of the U.S. Washington DC. House Select Committee on Children Youth and Families.[BBB21362] (1984). Children, Youth, and Families: Beginning the Assessment. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, Ninety-Eighth Congress, First Session. District of Columbia: 207.
The text of this hearing begins with statements about the scope of interest, functions, and goals of the newly formed Select Committee on Children, Youth, and Families. Testimony then focuses on demographic and economic trends influencing family composition and incomes in the recent past, trends in federal spending for children and their families, and the future outlook. Subsequent statements by Dr. T. Berry Brazelton stress the need for preventive interventions, as opposed to therapeutic efforts, in the area of infant development. These remarks are followed by testimony concerning the role of education in a learning society, problems faced by American families, and recommendations to the committee. The testimony of children brought to Washington, D.C., by Save the Children is next included. Additionally presented are an examination of economic consequences of the change in the composition of the American family; a discussion of research indicating the importance of parents' physical and emotional accessibility for the emotional health of children; personal reflections on the importance of the traditional family in producing offspring with right character, on distortions of the ideal of equality, and on implications for public policy; and a brief overview of problems associated with government interventions. Included in the report are 25 tables and figures concerning economic and family conditions and an article examining marriage and divorce statistics. Letters written by children to the President are appended. (RH)

Congress of the U.S. Washington DC. Senate Committee on Appropriations.[BBB09047] (2002). Education Technology. Hearing before a Subcommittee of the Committee on Appropriations. United States Senate, One Hundred Seventh Congress, First Session, Special Hearing (July 25, 2001). District of Columbia: 47.
This hearing before the Subcommittee on Labor, Health, Human Services, Education and Related Agencies is about what will be done in the 21st century to improve the learning skills for children from the earliest age through all their education. Senator Tom Harkin (Iowa) presided. Opening statements were given by Senator Harkin and Senator Arlen Spector (Pennsylvania). The opening statements are followed by the statement of Dr. Margaret Honey, Vice President and Director, Education Development Center, Center for Children and Technology, with highlights including: the benefits of educational technology, effective software design, and the role of the Federal Government. The statement of Cheryl Williams, President, International Society for Technology in Education (ISTE) is then given, followed by the statement of Thomas Gann, Director, Strategic Alliances for Global Education Research, Sun Microsystems, Incorporated, with highlights including: the need for networking, progress in e-learning, the Federal role, and recommendations. The last statement is given by Dr. David H. Rose, Ed.D., Co-Executive Director, CAST, with highlights including: assistive technologies and the present, the power of digital content for students with disabilities, and the universal design of learning technologies. A discussion follows. (AEF)

Congress of the U.S. Washington DC. Senate Committee on Labor and Human Resources.[BBB17813] (1980). Oversight on Programs for the Deaf and Hearing Impaired, 1980. Hearing Before the Subcommittee on the Handicapped of the Committee on Labor and Human Resources, United States Senate, Ninety-Sixth Congress, Second Session on to Examine Current Problems and Programs of the Deaf and Hearing Impaired, and to Explore Future Technological Developments Designed to Handle Their Problems. District of Columbia: 243.
The 1980 Senate hearing focuses on federal programs for deaf and hearing impaired students. Thirteen prepared statements are presented from representatives of federal agencies (National Institute of Handicapped Research, Department of Education, and National Institute of Health); private associations (the Convention of American Instructors of the Deaf, American Speech-Language-Hearing Association, Alexander Graham Bell Association of the Deaf, Consumers Organization for the Hearing Impaired, Inc., and National Information Center for Quiet); and Gallaudet College. Statements touch on such issues as technology; hearing aid improvement; programs for the research and training centers; interpreter training; federal expenditures; vocational training; independent living; captioning; the impact of P.L. 94-142 (the Education for All Handicapped Children Act); multihandicapped hearing impaired students; accessibility; oral interpreting; and directions for future research. (CL)

Connecticut Commission for Higher Education Hartford.[BBB04827] (1970). Needs: Socio-Economic, Manpower, Regional; Report of Task Force I to the Connecticut Commission for Higher Education: 92.
The report of Task Force I deals with the needs for higher education in Connecticut arising out of current and projected socioeconomic conditions. The orientation of the Task Force was that some form of post-secondary education should be available to all students to the extent that they might benefit from such education, and that economic and geographic factors should not inhibit a student's entry into an institution of higher education. The recommendations reflect this orientation. Section I of the report discusses the problems facing higher education, particularly student unrest and the causes of student frustration. Section II deals with the socioeconomic factors that determine how current needs are being served and what new demands may develop during the next decade. The factors considered are: (1) population, including numbers, density, age, ethnic and racial characteristics, education and personal income; (2) economy, including projected manpower needs; and (3) accessibility to the state's institutions of higher education. Section III deals with enrollment trends in the different types of institutions of higher education, and Section IV discusses the 22 recommendations. The last section reviews the causes of student unrest and suggests appropriate responses. (AF)

Connolly, K., L. McDermid, et al. (1996). From Classroom to Cell Blocks: How Prison Building Affects Higher Education and African American Enrollment in California. California: 16.
From 1984 to 1994, the state of California constructed 19 prisons and only one state university, according to this report presented by the Justice Policy Institute. The report suggests on the basis of that data and other findings that the state of California has made financial and budget policy decisions which work against African Americans, and that prison building has become a priority while higher education has lost ground in the areas of state budget, number of jobs, affordability, construction of new institutions, population increases, and salaries for professionals. It is argued that African American communities have suffered as a result. Compounding the problem, a public university education is becoming less affordable. Grants have decreased, and tax dollars spent on various budget items reflect increasingly higher proportions spent on corrections. The trend is expected to continue in the next decade. The report suggests implementing policies that will limit growth of the prison population, and shifting budget priorities to promote affordability and accessibility of higher education, particularly for African Americans. (HB)

Conrad, B. and P. Nordstrom (1997). From On-Site to Distance Education: A High Wire Act in Innovation and Leadership. Canada Alberta: 8.
In response to demands to incorporate distance delivery and technology into education to increase access and decrease costs, Mount Royal College in Alberta, Canada, has developed a multi-modal model of distance delivery to enhance learning. The model includes eight modes of distance instruction, each with its benefits and challenges to implementation. Paper-based distance education material is flexible, inexpensive to produce, and user friendly, but dependence on surface mail for distribution can be expensive and complex. Audio and videotapes are also produced and purchased by the college, while these methods also face problems related to delayed booking by students, slow surface mail, and late returns. Audio-teleconferencing represents a highly effective method of increasing interaction among learners and instructors, but may involve high long distance charges for telephone lines, while video-conferencing also increases interaction but may also be limited by high costs. Telephone teaching involves student-teacher interaction on a one-to-one personal level, with specific instructor hours devoted to telephone contact. Digital technology eliminates surface mail and increases accessibility for some students but also requires experts and student access to the technology. In implementing these innovative programs, college leaders have had to manage daily operations, as well as understand the impact of innovations on programs. Leaders have also been called upon to act as pioneers, problem-solvers, consultants, cheerleaders, role models, mentors, and coaches. (TGI)

Conseil des Colleges Quebec (Quebec).[BBB29058] (1990). Vers l'an 2000: Les priorites de developpement de l'enseignement collegial. Document de consultation (Towards the Year 2000: Priorities for the Development of College Instruction. Consultation Document). Canada Quebec: 79.
Designed to open debate about the future of Quebec's community college system, Colleges of General and Professional Education (CEGEP), this report offers projections about the characteristics of Quebec society in the year 2000, explores the mission of the community college system, and considers issues related to the administration of the CEGEP. Part 1 describes Quebec in the year 2000, providing facts, data, and hypotheses related to the anticipated demographic and economic situation, social and cultural characteristics, and scientific and technological developments. In part 2, the mission of the community colleges and ways of achieving that mission are discussed. The educational mission is considered in terms of current educational and training needs, college clientele, traditional college-age and adult enrollments, student characteristics, accessibility, college instruction, diverse types of programs, transfer and vocational education, and college outcomes. This section also briefly discusses two other college missions: community service and research. Part 3 focuses on management issues, including: (1) the legal foundations of the governance system; (2) the distribution of the colleges throughout the province; (3) program administration; (4) college administrative structures; (5) human resource management; (6) financial resource management; and (7) private colleges. Throughout the report, each major section concludes with a series of questions posed by the CEGEP's Council of Colleges for further discussion. (AC)

Conseil des Colleges Quebec (Quebec).[BBB29058] (1993). La creation du CEGEP Marie-Victorin. Avis a la ministre de l'enseignement superieur et de la Science (The Creation of CEGEP Marie-Victorin. Advisory to the Minister of Higher Education and Science). Canada Quebec: 34.
A rationale is provided by the Council of Colleges for transforming Marie-Victorin College from a private institution into a public college of general and professional education (CEGEP). The council's analysis covers four areas: (1) access to postsecondary education, examined in light of demographic trends, geographic accessibility, adult education, and gender equity; (2) Marie-Victorin College, including a history of college since its formation in 1965 by six religious communities, an overview of the financial difficulties of the college, and data on enrollments and financial problems of other private colleges in Quebec; (3) instructional programs to be offered at CEGEP Marie-Victorin, including information on technical programs already available, enrollment projections, and new programs planned; and (4) anticipated costs. Observations about the availability of and demand for particular social technology programs, the first implementation of a fashion program in a public CEGEP, and the need for the college and ministry of education to develop a position on Marie-Victorin College's existing dietitian and computer science programs are also included. The report concludes with a series of recommendations underscoring the need for additional demographic and needs assessment studies, the need to improve the college-going rates of high school students, the need to increase enrollments in technical programs and coordinate the curricula of Montreal's CEGEP's, and the difficulty of implementing seven new programs in one year. (AC)

Cook, T. M. and F. J. Laski "Beyond Davis: Equality of Opportunity for Higher Education for Disabled Students under the Rehabilitation Act of 1973." Harvard Civil Rights-Civil Liberties Law Review. v15 n2 p415-73 Fall 1981.
Effects of Section 504 on college applicants and students are considered: recruitment and admission policies, integration of disabled students, provision of effective and meaningful services, physical accessibility. Regulation supporting the legislation is found essentially correct in interpretation. Journal availability: Wm. S. Hein & Co., 1285 Main St., Buffalo, NY 14209, $5.00. (MSE)

Coombs, N. "The Computer as the Great Communicator." Technological Horizons in Education. v17 n1 p57-58 Aug 1989.
Discussed is the use of microcomputers, networks, speech synthesizers, and electronic mail to help impaired students and faculty communicate. A telecourse is described. Accessibility is emphasized. (CW)

Coonin, B. "Establishing Accessibility for E-Journals: A Suggested Approach." Library Hi Tech. v20 n2 p207-20 2002.
Examines 11 electronic research journals for accessibility to users with visual or mobility impairments and suggests that librarians need to consider accessibility issues. Discusses the Americans with Disabilities Act and the Rehabilitation Act (1998); usability and universal design; accessibility errors; following links; browser compatibility; and output formats. (LRW)

Coons, M. E. and M. E. Milner (1978). Creating an Accessible Campus. District of Columbia: 151.
This book was developed to help administrators meet the challenge of compliance with the regulations implementing Section 504 of the Rehabilitation Act of 1973. All colleges, universities, and other organizations that are funded by the Department of Health, Education, and Welfare (HEW) have until June 3, 1980, to make structural modifications necessary to make their programs fully accessible to handicapped persons. Programs are to be accessible now in all cases in which structural modifications are not necessary. Nine chapters and an introduction trace the steps in developing a program for accessibility, from understanding what constitutes a barrier in the built environment to specific recommendations on site and building design and design of science laboratories. The functional relationships between various disabilities and the use of the environment are described. Design requirements associated with these functional relationships are described and illustrated. State of the art information about instructional aids is broken down into three groups: instructional aids for the mobility impaired, aids for students with sight disabilities, and aids for students with hearing disabilities. The final chapter discusses resource and funding sources. (Author/MLF)

Corbett, H. D. "School Context, the Field Researcher Role, and Achieving Data Comparability in Multisite Research." Anthropology and Education Quarterly. v15 n3 p202-10 Fall 1984.
School context constrains and supports field researchers' data collection activities, just as it can influence the educational change processes being studied. For outsiders, the accessibility of a school is affected by a number of factors. These influence findings and have implications for achieving data comparability across several sites. (Author/KH)

Corcoran, C. K. and S. D. Corcoran (2002). ACCESSIBLE WEB SITES: WHY THEY'RE IMPORTANT AND WHERE TO BEGIN. About Campus, Jossey-Bass, A Registered Trademark of Wiley Periodicals, Inc., A Wiley Company. 7: 21.
Discusses factors needed to make Web sites accessible to each and every user in higher education institutions. Choices in Web site design that will assist all users; Influence of software and design on accessibility; Accessibility software features that have been added to commonly used development and Web-based programs; World Wide Web Consortium's (W3C) comprehensive set of accessibility guidelines for Web designers.

Corporation for Public Broadcasting Washington DC.[BBB03351] (1993). Lifelines of Learning: Distance Education and America's Rural Schools. A Report to the 103rd Congress and the American People Pursuant to Pub. L. 102-356. District of Columbia: 108.
This document responds to the Public Telecommunications Act of 1992 directing the Corporation for Public Broadcasting (CPB) to report on prospects for distance learning projects to assist rural schools. Based on a literature review, case studies, and two audio conferences with leading educators and distance learning providers, the report focuses on the most effective use of existing public telecommunication facilities to establish and implement distance learning projects in rural areas. Chapters cover: (1) the predicament of rural schools in providing quality educational programs; (2) the state of distance education today in relation to accessibility, distribution, interactivity, curriculum, teacher training, attitudes, effectiveness, and funding; (3) what distance education can offer rural areas; (4) overcoming financial and pedagogical barriers to serving rural schools with distance education; (5) six case studies of rural distance education programs highlighting the important roles of the Public Broadcasting Service and public television stations; (6) an overview of technologies that serve as integral components of proposed distance education programs; and (7) recommendations on distance learning services tailored to the needs of rural schools and on greater use of public broadcasting facilities in the provision of those services. This report contains 220 references, a listing of audio conference participants, and nationwide services in distance education. (LP)

Corrado, T. and M. E. Colfer (1982). Sourcebook: Disabled Student Services. New York: 159.
Designed for use by coordinators of disabled student services at New York State two-year colleges, this sourcebook represents a compendium of ideas, recommendations, facts, problems, and solutions related to serving disabled two-year college students. Introductory remarks describing the sourcebook's purpose and New York's Disabled Student Project are followed by background information regarding concerns and resources, trends and projections, and barriers to working with disabled students. Subsequent sections cover: (1) the legal rights of disabled students as stated by Section 504 of the Rehabilitation Act of 1973; (2) identification of disabled students; (3) attitudes of and toward disabled individuals; (4) access and safety concerns, such as program accessibility, barrier-free design, adapted equipment and techniques, laboratory safety practices, evacuation of disabled persons, first aid, and access to vocational education; (5) instructional accommodations for disabled students including those with mobility, emotional, learning, visual, speech, and hearing impairments; (6) career planning issues, including affirmative action, equal employment rights, job training, employer concerns, and tips for job seekers; (7) selected programs, projects, and publications of specific community colleges in the state; and (8) information resources, including organizations and associations, periodicals and newsletters, audiovisual materials, media distribution centers, funding sources, and resource centers. (LL)

Correa, V. I. "Cultural Accessibility of Services for Culturally Diverse Clients with Disabilities and Their Families." Rural Special Education Quarterly. v11 n2 p6-12 1992.
Dissonance and conflict occur when the culture of a service delivery system differs greatly from a disabled client's culture. Strategies are outlined for adapting services to match culturally diverse client needs. Examples focus on rehabilitation services and special education for visually impaired Hispanic Americans. Contains 20 references. (SV)

Corson, P. and S. Martin (2000). Quality: Canadian Style. Canada Ontario: 14.
This paper offers a brief outline of current Canadian research contributing to the understanding of quality in early child care and education, and highlights, as a means of demonstrating elements of high quality, a range of early childhood care and education programs, policies, and practices offered in Canada. Three separate components of Canadian practice are described: (1) the comprehensive new family policy in Quebec, which increases the accessibility of child care; (2) the provision of multi-age groupings that include infants and toddlers in Ontario; and (3) the creation of a Family Development Centre in downtown Toronto designed to meet the diverse needs of parents and children. The paper notes that all three of these components reveal a research-based approach to ensuring that the concepts of quality are evolving. (Author/EV)

Costick, R. M. C. (1978). Nonsexist Career Counseling for Women: Annotated Selected References and Resources. Part I: 31.
This two-part bibliography on nonsexist career counseling for women is designed to provide resources for counselors, counselor educators, teachers, and others desiring to facilitate positive, nonstereotyped career awareness and development of women at secondary and postsecondary educational levels. Adolescent and adult women seeking career counseling resources should also find specific sections useful. The materials were selected primarily for their direct relevance to women's educational equity in the realm of career counseling, for their recency, and for their accessibility to potential users. The first part, presented here, contains information on counselor training and professional development, counseling resources, career interest measurements, and minority women. The section on minority women is primarily a compilation of the entries related to minority women found in other sections throughout the two-part bibliography on career counseling. (Author)

Costick, R. M. C. (1978). Nonsexist Career Counseling for Women: Annotated Selected References and Resources. Part II: 36.
This two-part bibliography on nonsexist career counseling for women is designed to provide resources for counselors, counselor educators, teachers, and others desiring to facilitate positive, nonstereotyped career awareness and development of women at secondary and postsecondary educational levels. Adolescent and adult women seeking career counseling resources should also find specific sections useful. Materials were selected primarily for their direct relevance to women's educational equity in the realm of career counseling, for their recency, and for their accessibility to potential users. The second part, presented here, provided resources on women and work, women in specific occupations and professions, and programs related to women's career preparation/training. (Author)

Cotler, S. R. (1981). Construction Guidelines and Specifications. Modifying the Existing Campus Building for Accessibility. District of Columbia: 103.
To address problems that the campus faces when attempting to make facility modifications that meet federal handicap accessibility requirements, this guidebook gives guidance on requirements and methods of "retrofitting" that meet the mobility needs of the disabled. Seven chapters discuss modifications to site, entrance, doors, interior circulation, restrooms, drinking fountains, and special spaces. Each chapter is further divided into three sections. The first section uses a mandatory evaluation requirements checklist, drawings, and text to aid in evaluation of existing facilities to see if they provide accessibility for the disabled. The second section presents architectural construction drawings as solutions to common problems found in existing facilities. The drawings can also be used in new construction. The third section includes architectural specifications. An appendix discusses useful tools and procedures for the facility survey. (DCS)

Cotler, S. R. (1981). Modifying the Existing Campus Building for Accessibility: Accessible Products Catalog. District of Columbia: 127.
This catalog is intended to assist architects and college administrators to select products that help physically handicapped people lead lives free of architectural barriers. The product information, obtained directly from the manufacturers, is listed on comparative matrix sheets, that can be used to achieve the design recommendations. Products of a proprietary nature are listed towards the end of the catalog and are referenced to their appropriate categories. The catalog layout generally follows the major divisions of the Construction Specifications Institute design criteria. A list of manufacturers is provided. Products include: handrails, exterior doors/entrances, accessible thresholds, power operators for doors, power assists for doors, manual door closers, door handles and panic devices, anti-slip floor coverings, kitchen appliances, kitchen sinks, lavatories, toilet seat risers, towel dispensers, lever or blade faucets, mirrors, prefab shower compartments, shower fixtures, shower and bathtub seats, signage, laboratory equipment, classroom equipment, swimming pool lifts, telephone enclosures, furniture, elevators, vertical wheelchair lifts, inclined wheelchair lifts, water coolers and fountains, van modification, accessible buses with lifts, and telephone typewriters. (GLR)

Cotler, S. R. (1991). Removing the Barriers: Accessibility Guidelines and Specifications. Virginia.
This guide provides guidelines for meeting the accessibility requirements of the Americans with Disabilities (ADA) Act in college and university buildings. The publication is divided into 10 chapters, the first 7 of which present construction drawings, evaluation criteria, and specifications for: (1) site accessibility (external path of travel, curbing, parking); (2) the building entrance; (3) doors, (4) interior circulation, (5) restrooms and bathing facilities, (6) drinking fountains and pay telephones, and (7) special spaces and equipment (such as dormitories, kitchens, dining halls, libraries). Mandatory evaluation requirements are noted at the beginning of each chapter. The eighth chapter provides guidance for facilities inventory and evaluation. It discusses surveying for barriers and includes a detailed facilities survey instrument. Chapter 9 discusses other accessibility issues including cost effectiveness, communication, construction supervision, and program implementation. Chapter 10 lists additional resources including 57 organizations that can provide information about accessibility. There are also 105 construction detail line drawings (e.g., typical curb range details, accessible door handles, typical sleep/study room for two persons) and a glossary of definitions taken from the Americans with Disabilities Act. (Contains 59 references.) (JLS)

Cottingham, T. and L. Cooper "Southern Appalachia: A Special Challenge." New Directions for Community Colleges. 3, 2, 19-26, Sum 75.
An informal survey of administrative personnel at six community colleges in North Carolina elicited perceptions of the characteristics of the Southern Appalachian people, their socioeconomic condition, their cultural influences, and the importance of community college accessibility and transportation. Implications for community college governance are reviewed. (DC)

Council for Exceptional Children Reston VA. Center for Special Education Technology.[BBB23831] (1989). Selecting Software. Tech Use Guide: Using Computer Technology. Virginia: 4.
One of nine brief guides for special educators on using computer technology, this guide focuses on the selection of software for use in the special education classroom. Four types of software used for computer assisted instruction are briefly described: tutorials; drill and practice; educational games; and simulations. The increasing use of tool software systems (word processing, spreadsheet, and database systems) in educational settings is noted. An educational value is also seen in arcade and adventure games, which may be modified if necessary to increase their accessibility to students with disabilities. Specific criteria for evaluating software are offered in the areas of content, demands on the learner, instructional presentation, technical features, and documentation and management features. Four periodicals which regularly review software, six resources for public domain software, and six directories of software are listed. (DB)

Council for Exceptional Children Reston VA. Policy Research Center.[BBB18282] (1980). Policy Issues for Assuring the Delivery of Continuing Education Programs for Handicapped Persons. Virginia: 12.
Policy issues concerned with the provision of continuing education programs to adult handicapped persons are examined. The current availability of only a few continuing education programs is noted, and a definition of continuing education is offered. Specific policy considerations are listed for the three areas of commonality in programing: accessibility, specially designed instruction, and cooperative community planning. Five guiding principles for policy development include: the factor that most differentiates continuing education from elementary and secondary education is the power of the individual to have decision making authority; it is important that handicapped individuals have available to them the wide range of programmatic options that are available to nonhandicapped individuals; and an administrative unit should be created at all levels to advocate and guide the development of a comprehensive program. A model of continuing education charting curricular areas against service progression is offered. (DB)

Council for Exceptional Children Reston VA. Teacher Education Div.[BBB22727] (1987). Roundtable on Special Education Technology in the Higher Education Curriculum. Virginia: 403.
This compilation of materials addresses the use of computers as a tool for instruction, management, communication, and personal productivity in special education. Recommendations are presented for establishing or revising special education technology training programs; recommendations deal with educational need, assumptions, goals, program model, content, support systems, finances, resources, materials, integration, personnel, evaluation, and accessibility. Then, descriptions of special education technology training programs are presented from 23 colleges and universities. Each program description is accompanied by samples of course materials, such as course descriptions, course objectives, course syllabi, student/teacher contracts, workshop materials on cooperative learning and computers, educational program competencies, a training model for higher education in special education technology, information on a switch-building workshop, and a paper by Ted Hasselbring titled "Effective Microcomputer Training and Implementation." A prototype training module is presented for integrating technology into special education teacher preparation courses. The module, which focuses on teaching with crossword puzzles, describes formats of crossword puzzles, their uses in several content areas, and their creation through use of computer software. Also included are the "Code of Ethical Conduct for Computer-Using Educators," developed by the International Council for Computers in Education, and a "Microcomputing Competency Self-Assessment for Special Education Professors." (JDD)

Council of Europe Strasbourg (France).[BBB03201] (1990). Nature Museums: Tools for Learning about, Promoting, and Protecting the Natural Heritage of Europe. Proceedings of the Seminar Organised by the Council of Europe in Collaboration with The International Council of Museums (Strasbourg, September 27-29, 1989). Environmental Encounters Series, No. 9. France: 74.
The history of museology over the last century suggests that, in general, the founding of a new natural history museum is rarely the result of planning within the cultural policy field, a situation contrary to what occurs in the history of art museums. This lack of planning with respect to natural history museums has several causes, particularly in Europe, including: a narrow cultural view of science; a lack of importance being attached to the role of these museums in promoting environmental awareness and proper land-use; and lack of capital investment since natural history museums are most often not tourist attractions. Reported here are the activities surrounding the Seminar on Natural Museums in Strasbourg during September, 1989. The main theme of this seminar was spotlighting the current museological revolution in terms of public accessibility, of techniques to stimulate and connect community action, of the recognition of an expanding social role, about new career opportunities, and about the creation of partnerships with environmental management agencies. Included in this document are: (1) an introduction detailing the rationale and purpose of the seminar; and (2) a summary of the speaker presentations and group discussions outlined by preamble and major themes, sub-themes and discussions, and proposals for follow-up activities including the conclusions and final declarations. Appendices, which make up the bulk of the document, include: a list of seminar participants with contact information; the official seminar program; the draft of recommendations to member common market states on the role of museums in environmental education, information, and training; texts of speeches, presentations, and reports; and photocopies of several reviews from the print media in Europe. (JJK)

Council of Ontario Universities Toronto.[BBB06876] (1971). Accessibility and Student Aid: 163.
This document presents a comprehensive review of undergraduate student aid programs at provincially assisted universities in Ontario, with emphasis on accessibility to higher education. It was the purpose of the Subcommittee on Student Aid to determine the bes