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I Can Identify Saturn but I Can't Brush My Teeth: What Happens when the Curricular Focus for Students with Severe Disabilities Shifts
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Ayres, Kevin M.; Douglas, Karen H.; Lowrey, K. Alisa; Sievers, Courtney – Education and Training in Autism and Developmental Disabilities, 2011
Determining the most effective curricula for students with severe disabilities requires increased attention as legislation and curricular changes are being made in the field of special education. This article a) reviews the legislation mandates from the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) and the 2001 No Child Left…
Descriptors: Federal Legislation, Severe Disabilities, Curriculum Development, Special Education
Determining Alertness in Individuals with Profound Intellectual and Multiple Disabilities: The Reliability of an Observation List
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Munde, Vera; Vlaskamp, Carla; Ruijssenaars, Wied; Nakken, Han – Education and Training in Autism and Developmental Disabilities, 2011
In the support of individuals with profound intellectual and multiple disabilities (PIMD), assessing the level of alertness is a recurring issue for parents and other direct support persons. Although observations show clear advantages above and beyond other assessment methods, there are problems related to this method as well. Subjectivity of…
Descriptors: Multiple Disabilities, Observation, Severe Disabilities, Cognitive Ability
Effects of the "TOUCHMATH" Program Compared to a Number Line Strategy to Teach Addition Facts to Middle School Students with Moderate Intellectual Disabilities
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Fletcher, Dale; Boon, Richard T.; Cihak, David F. – Education and Training in Autism and Developmental Disabilities, 2010
The purpose of this study was to systematically replicate and extend previous studies of the TOUCHMATH program, a multi-sensory mathematics program (Bullock, Pierce, & McClellan, 1989). Three middle school students with moderate and multiple disabilities (e.g., autism and moderate intellectual disabilities) participated. Students were taught how…
Descriptors: Middle School Students, Moderate Mental Retardation, Mathematics Instruction, Multiple Disabilities