THE ANNUAL VOLUME AND REGIONAL DISTRIBUTION OF THE BRITISH SLAVE TRADE, 1780–1807

In a recent article David Richardson revised estimates of the volume and African regional distribution of the eighteenth-century British slave trade. Richardson calculated that British slave vessels sailing between 1698 and 1807 – to the year of Abolition – embarked 3,052,509 slaves on the African coast. This figure falls at the midpoint between lower-bound estimates made by Curtin in 1969 and upper-bound estimates published by Inikori seven years later. Further, Richardson provided historians with the first extended year-by-year series of British slave exports; and he separated the trading data of the three principal British slaving ports of Liverpool, London and Bristol, which comprised 50, 28 and 18 per cent of the trade, respectively.

Extended School Year Services for Students with Severe Handicaps: A National Survey

A national survey was conducted in order to examine extended school year services for students with severe handicaps. A six-item questionnaire was mailed to all 50 State Directors of Special Education in order to ascertain the number of states currently providing extended year services, eligibility criteria, and information on duration and funding. This article examines legal and educational bases in support of extended school year programming and presents the results of a survey that showed wide discrepancies between states in how these services are provided. These results are discussed relative to the need for empirically based guidelines to determine student eligibility, optimal program length, and cost-efficient funding patterns.

An Evaluation of the Effectiveness of an Extended Year Program

This study evaluates the effects of extended year programming for individuals with severe handicapping conditions. Over a 2-year period, summer educational programs were provided for a portion of the available population in a large Canadian city. Data were gathered before the beginning of the educational program, at the end, and at times within the subsequent academic school year. These data suggest that students enrolled in summer programming gain an equivalent or greater amount of skills per amount of time as that gained during the regular school year. In addition, these skills are additive to those gained during the regular academic year.