This final report describes the Systematic Integrated Preschool Education Model (SIPE) project, which established classrooms to demonstrate an inclusion model for serving preschool children with severe disabilities. A total of 33 preschool children with identified developmental disabilities and their families in three Virginia school districts…

The project addressed the discrepancy between research (documenting the vocational potential of severely handicapped adults) and current services (which include an expanding national program of nonvocational day activity centers) with five coordinated components designed to improve, implement, and evaluate vocational services. The first component,…

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)

The newsletter describes the staff and training activities of the Teaching Research Infant and Child Center which consists of two national model centers--Early Education for the Handicapped Model and a Severely Handicapped Education Model. It is reported that staff training procedures developed at the Boulder (Montana) River School and Hospital…

The authors outline a number of problems that educators encounter in competency based teacher education development, including the issue of generic v cross categorical training, and time and cost-effectiveness. The Project SERVE training model for teachers of the multiply handicapped, visually impaired is summarized to illustrate the functionality…

Described are the conceptualization, implementation, and results to date of the George Peabody College for Teachers Model Center for Severely Handicapped Multi-impaired Children with Visual Impairment as a Primary Handicapping Condition. (Author/IM)

The handbook was developed by the 3-year Valley Transitional School Project, serving Augusta, Staunton, and Waynesboro schools, all located in Augusta County, Virginia. The purpose of the project was to develop and validate a model which would assist school youth with severe disabilities to make the transition from school to employment, in the…

The Utah Elementary Integration Model places students with severe disabilities in neighborhood schools that provide supported integration in age-appropriate grade-level homerooms, peer-referenced and community-referenced curriculum, a transdisciplinary team approach, and data-based training in natural settings. Twenty-seven participants achieved…

The Inclusive Education Project was a collaborative demonstration project between the Division of Special Education and Rehabilitation at Syracuse University and the Syracuse City School District, in New York. It was designed to meet special problems of children with severe handicaps in regular education settings. Project goals included: (1)…

The report describes the first 3 years of the Homecoming Project, which was designed to return disabled students in regional special education programs to regular classes in 26 local Vermont schools. Fifty-eight such students (of whom 45% were moderately or severely handicapped) were transitioned into regular classes and 19 other students at risk…

The federally funded project is intended to aid inservice training specific to the skills and needs of severely handicapped children and youth. Project goals include: development, implementation, and evaluation of training procedures and materials to change the attitude and knowledge of persons responsible for the education of learners with severe…

Responding to an article (EC 618 445) describing an individualized program for young children with severe disabilities, including autism, and their families, this article notes features of the program such as its individualized nature, its emphasis on building capacity in families and early intervention providers, and its integrative practices…

This paper reports on a qualitative ethnographic research study on the inclusion of children with severe disabilities into a Montessori preschool program in Lawrence, Kansas. The program has served 20 children with disabilities since its inception in 1986. The program's emergent model involves a split program (utilizing a special education…

This final report describes activities of the 3-year Generalized InService Training (GIST) Project to develop and field test an inservice training model for educators serving children with moderate, severe, and profound handicaps. Critical elements of the approach are identified, including: (1) training of educators and supervisors to work…

The report describes the development and implementation of a statewide (Vermont) service delivery system which employed and trained parents of children with severe handicaps to: (1) work with educators to facilitate their involvement with families, and (2) provide information and support services which addressed individual family needs. The family…