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Direct linkKing, J. Freeman – Exceptional Parent, 2010
A majority of parents who have a child who is deaf are hearing and usually have had no experience with deafness. The impact on the parents can unequivocally alter their lives. The professional advice given to the parent regarding their child is often accepted as irrefutable fact, and can lead to the emotional, social, linguistic, and educational…
Descriptors: Siblings, Total Communication, Cued Speech, Residential Programs
Avery-Sterud, Barbara – ProQuest LLC, 2009
Significant numbers of children with emotional and behavioral disorders receive services in settings other than general education, but it is expected they will return to a less restrictive environment. Reintegrating these students once they have completed treatment is a significant problem. Students can demonstrate improved behavior and…
Descriptors: Public Schools, Focus Groups, Behavior Disorders, Special Education Teachers
Peer reviewedBraden, Jeffery P.; And Others – Journal of Special Education, 1993
Children with hearing impairments in three types of placements were evaluated three to four years after enrollment to determine whether changes had occurred in performance intelligence quotients. Results demonstrated significant gains for commuters and residents attending a residential school, in contrast to no change for children attending a…
Descriptors: Day Programs, Elementary Secondary Education, Hearing Impairments, Intelligence Quotient
James, Simon; And Others – 1987
The Basic Education Development Scheme (BEDS) was first proposed in 1983 as a way of extending adult basic education services to single homeless persons. Its overall objective was to explore through programs (not research) the most fruitful ways of helping homeless men and women improve their literacy skills and eventually enter the mainstream…
Descriptors: Adult Basic Education, Adult Literacy, Advocacy, Counseling Services
Download full textIndiana State Univ., Terre Haute. Blumberg Center for Interdisciplinary Studies in Special Education. – 1989
The survey was designed to describe and assess the types of services that Indiana agencies provide to learners with severe handicaps. The survey consisted of a section on general descriptive information and sections on daycare and transition services. Sixty-two surveys were distributed to service agencies, and 39 were returned, representing 97…
Descriptors: Agency Cooperation, Agency Role, Day Care, Day Programs
Chin-Perez, Gregg; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1986
A day program for 12 moderately/severely mentally retarded students is characterized by selective integration into academic and other regular education courses, with the intent of maximizing social interactions. Integration activities, peer tutors, social skills training, case outcomes, and a program evaluation survey are described. (Author/JW)
Descriptors: Adaptive Behavior (of Disabled), Adjustment (to Environment), Day Programs, High Schools
Kentucky Univ., Lexington. – 1983
This publication describes 12 outdoor education programs/centers serving persons with disabilities in their program curriculum. Each program is described in detail and each description includes an overview of purposes and goals, facility/site description, administration structure, program emphasis for disabled populations, and source of funding…
Descriptors: Administration, Adult Education, Budgets, Cooperative Planning
