The Arts in Special Education Project of Pennsylvania, a program of the Pennsylvania Department of Education, provides assistance to educators in the development of appropriate quality arts programming for handicapped students. Activities of the Project include arts in-service workshops for teachers, administrators and parents; arts workshops, participatory arts festivals and professional performances for handicapped students; services and materials for arts curriculum development; and, a statewide communications network.

The following pages are intended to reinforce and increase knowledge of the people, places, and programs related to arts and disabled people. Six sections comprise this Guide. Section one describes the arts, the disabled, the National Committee (the history and purposes of this organization, as well as over 150 current NCAH programs), and a glossary of terms. Section two identifies national organizations and agencies involved in programs for the disabled (general, arts, recreation, education, therapy, and consumer organizations for the disabled). Section three focuses on agencies and

For too long the theatre community has gone along with the rest of society in ignoring a large group of our citizens. For the most part, this failure has not been intentional or out of malice, but simply from ignorance. How could we handle a blind group in our audience? What would we do with a deaf person? We don't have the money to build ramps or widen doors, or....what can we do? These are questions that come to mind. What are the barriers in your theatre? Usually the greatest barriers to the world of the disabled are those built by attitudes - not concrete or wood.

Proceedings of the conference, Access to cultural opportunities: museums and the handicapped, held at Gallaudet College, Washington, DC, February 22-24, 1979. The conference was held to acquaint the museum field with the new law and implementing regulations regarding museum accessibility to handicapped persons.

This is a book about beginnings. It is meant to help you take the first steps in: evaluating your buildings and programs; locating and making good use of advisors and consultants; training your staff to deal successfully with disabled visitors; taking advantage of the resources and expertise you already have; working with a wider range of disabilities than you previously thought possible; understanding various disabilities and their ranges.

This work deals in making museums and other historical organizations programs and facilities accessible to disabled persons. The American Association for State and Local History has been aware for some time of the anxiety among small museums and historical organizations concerning their responsibility for making their programs available to disabled persons. Although that became a legal as well as a moral obligation with the passage of the Rehabilitation Act of 1973, its practical implications were not spelled out until the issuance of guidelines for compliance with Section 504 of that act by

Today - on the local level - arts programs designed for older individuals can be organized through existing delivery systems similar to those operating in the days of WPA. A variety of such systems are available, namely, continuing education programs; county extension programs, recreation programs; community arts agencies, organizations, and centers; regional planning commissions; adult education offerings; museum education opportunities; mature-student programs; nutrition centers; and area agencies on aging. Each of these systems has been developed to enable its staff to reach particular

The project Museum Education for retarded Adults grew out of the conviction that museums should be a resource for the broadest possible range of people. This booklet is designed to share the experience we have gained at the Metropolitan with other museums who wish to focus on the mentally retarded audience. Like all how-to manuals; it runs the risk of being dogmatic as well as too simplified. Readers should use it as a point of departure, adjusting its guidelines to suit the particular needs of their own institutions and bearing in mind that, in this field of museum education, much remains to

At the time this survey project was undertaken, the Tacoma-Pierce County area had neither the comprehensive arts programs nor ongoing specific arts programs for special populations. The net result was that uncoordinated and sporadic programming efforts were and still are happening in the attempt to expand arts to non-traditional audiences. This attempt has been hindered by a lack of information on the special needs of the audiences and on the activities that most interested these Special Populations. In the interest of providing a means for responsible and comprehensive arts programming to

The National Theatre of the Deaf has two goals which have never been in conflict: to be a public relations vehicle for deaf people and to produce high quality drama. We have been very successful. Millions have seen us, sign language has been demystified, deaf relatives are out of the closet, new jobs are opening up for deaf people, and speech problems have been disassociated from mental retardation.