Children with mental retardation and multiple handicaps can effectively participate in play activities and games, but the experience must be structured for them. Techniques for organizing play activities involving handicapped and nonhandicapped children are offered. Examples of singles play, rotation play, and associative play are described. (JDD)

A transdisciplinary staff of a preschool for multiply handicapped students worked with design students to develop learning boxes which include manipulable and tactile activities designed for stimulation and independent activity. (CL)

An orientation and mobility curriculum for multiply handicapped deaf students incorporates instruction in environmental awareness concepts, orientation reference systems, route planning, and auditory training. Instruction frequently includes a solo travel experience. The roles of the classroom teacher and of the mobility instructor are noted. (CL)

The interview with Beth Langley, an award winning teacher of students with profound visual and multiply handicapping conditions, examined her choice of special education as a career, her classroom management techniques, personal rewards she receives from teaching, and trends in special education she has observed. (DB)

The mercury switch is a simple device which allows severely handicapped students to easily turn on or off electrical devices. Directions and diagrams are given for construction of the switch, its uses, modification of toys to utilize the switch, and correcting problems with the switch or other adaptive equipment. (DB)

This interview with Muriel Drew Saunders, the 1991 recipient of the Clarissa Hug Teacher of the Year Award, explores Saunders' work with students with severe/multiple disabilities, changes in special education since the 1960s, her research on reward systems and chronic aberrant behavior, and her advice to new special education teachers. (JDD)

A case study is presented of a girl (age six) with multiple disabilities including moderate to severe mental retardation who was fully included in a regular first-grade classroom. The experience indicated that students with multiple disabilities can learn to follow classroom routines, follow directions, acquire new skills, and improve their…

Techniques are presented to teach students with severe and multiple handicaps to record their performance data using adapted mechanical or electronic counting devices such as calculators. Described are the purposes of self-recording, materials needed, training guidelines, and evaluation procedures. (JDD)

Two case studies involving preschool children with developmental learning disabilities (one with nystagmus and one with a hearing impairment) point to the need for appropriate ability as well as disability identification and assessment procedures (both had been diagnosed as mentally retarded) the potential of early diagnosis and intervention for…

This article reports the experiences of one school district as it moved from serving students with severe disabilities in segregated programs to a full inclusion model. Year one focused on getting started, planning, and beginning integration efforts and year two on implementation of a structured peer integration program. Applicability of the full…

Two educators describe the changes in a severely retarded, multiply disabled 12-year-old resulting from a functional curriculum approach. Assessment of his life needs and skills produced a new curriculum with emphasis on age appropriate interests. (CL)

A self-help skills instructional program used graduated guidance as a method of teaching independent dressing to an 11-year-old girl with profound mental retardation, seizure disorder, deafness, and blindness. Dressing skills improved with instruction and were maintained. Task analyses are presented for putting on socks, shorts, and shirts. (JDD)

The use of pictures in task analysis to teach complex tasks to students with multiple disabilities is detailed. The paper presents: benefits of picture task analysis as a receptive communication strategy, memory aid, and instructional efficiency; approaches to developing and implementing a picture task analysis; and a case study illustrating the…

This article describes challenges and solutions to the integration of children with multiple disabilities into supported regular elementary classes: (1) providing a functional curriculum in a regular class; (2) providing community-based instruction; (3) scheduling staff coverage; and (4) promoting social integration. Solutions are illustrated with…

This article reviews the use of transdisciplinary teaming and integrated therapy for young children with multiple disabilities. It presents examples and suggestions for implementation, in the areas of flexibility, Individualized Education Program development, and parent participation. (JDD)