Posttraumatic stress disorder (PTSD) remains largely untreated among adults with severe mental illnesses (SMI). The treatment of psychotic symptoms usually takes precedence in the care of adults with SMI. Such oversight is problematic in that PTSD in SMI populations is common (19%-43%), contributes a significant illness burden, and hinders mental…

A respite care program in New Jersey provides 50 families of mentally alert severely disabled adults with periodic relief. The program, which featured recreational and social activities, promotes the mental health of parents and families. (CL)

A coordinated home and school planning process via a transdisciplinary model is designed to serve severely/profoundly handicapped students in functional curriculum areas. Planning begins with identification of needs, constraints, and resources, and formulation of student objectives. (CL)

The manual is intended to help school administrators regionalize special education services. The procedures described are modeled after those of a regional effort in Maine to address the needs of moderately and severely handicapped students. Four major steps are outlined: (1) establishing communication to clarify issues, gather information, and…

Project UPSTART, during this fourth year of outreach, offered assistance in replicating its developed Sequenced Neuro-Sensorimotor Program (SNSP) for severely multihandicapped infants, pre-schoolers, young adults and their families. Future replication sites were identified. Programs received outreach assistance in the areas of staff training,…

The "Making Special Friends Project" of the Burlington, Vermont public school system resulted in a series of six manuals: (1) A Review of the Literature; (2) Model Overview; (3) Implementation Guidelines and Inservice Training Manual; (4) Strategies for Implementing Model Components; (5) Developing Community Resource and Accessibility…

Project Mainstream, a regional program for adolescents with severe special needs, aimed for maximum integration through involving students in common activities. A peer tutoring program was implemented based on needs of high school students for involvement, information, instruction, independence, and interaction. Peer tutors were instructed…

A research and demonstration computer center for severely handicapped autistic children, STEPPE-Lab, which uses computers as an augmentative communication and instructional system, is described. The article first reviews the keyboard, joystick, mouse, and drawing tablet as augmentative devices for helping communication disordered children interact…

The paper describes the development and implications of Chapter 688 in Massachusetts which which provides for a 2-year transitional process to plan for habilitative services for severely disabled young adults who will lose their entitlement to special education upon graduating or reaching the age of 22. The law requires an individualized…

Connecticut has designed and implemented a model that includes emphases on systematic instruction in functional life skills, transdisciplinary related services, generalization, and specific behavior management skills to provide quality integrated public school programs for severely handicapped students. (CL)

Carisbrooke Day Centre was established in Scotland to provide full-time day care for 12 adults with profound and multiple impairments. This paper describes staff selection, admission criteria, student assessment, and the Carisbrooke Wheel, which outlines a coordinated strategy for the delivery of services. (Author/JDD)

Documentation of positive outcomes for severely handicapped learners as a function of their educational programs is receiving increased attention as the major focus of program development, monitoring, and evaluation efforts. At the same time, those strategies that have been used predominantly to determine program effectiveness--particularly…

The document describes development and implementation of a program offered by the Boston Children's Museum to facilitate museum visits for handicapped children and their families. An advisory council was formed with professionals who work with families and parents of severely disabled children. Among the original objectives were the provision of a…

Describes a severely disabled child's successful integration into a class of 22 first graders at a suburban Atlanta elementary school. Katie, who experienced visual impairment, multiple physical disabilities, and moderate intellectual disability, received two hours of support from a special-education teacher assistant and additional help from…

This paper provides information on: (1) nationally recognized masters programs to prepare teachers with expertise in severe disabilities and (2) areas of expertise considered essential for teachers who work with these students. Results are discussed according to the population of students, content courses, field experiences, credit hours, and…