The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing…

The purpose of this embedded, multiple-case study was to conduct an international exploration of two teacher preparation programs for preservice teachers seeking licensure and specialism to teach students with severe, profound, and multiple disabilities. The study sought to learn about special education teacher preparation practices and structures…

This dissertation seeks to explore the ways in which teachers in substantially separate classroom spaces make meaning of their work with students who have severe, multiple disabilities. In American urban public schools, a binary-laden culture perpetuates and reinscribes a dominant ideology that prizes inclusive settings and a meritocratic ethos…

The article is a position paper on inclusive practice in education with respect to students with severe or profound and multiple learning difficulties (sld/pmld). It asks if children and young people with sld/pmld have been excluded from the policy and the practice of inclusive education. A review of the literature found that there is a research…

Surveying 15 states and 39,837 students, this study examined the extent to which students who took an alternate assessment based on alternate achievement standards in the 2010--2011 school year had access to regular education settings and the extent to which that access correlated with expressive communication, use of an augmentative or…

Described is a hospital school program for multiply handicapped children aged 6 to 18 years. (DB)

The book is an annotated directory of 84 curriculum materials available for use with severely/profoundly handicapped and multiply handicapped students. Each annotation provides the title, author or developer, publisher and address, format, developmental level, content areas, goal, description, and price, along with any necessary or suggested…

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)

Approximately 85 citations (1972-1976) on programs, teaching methods, and curricula for the severely and multiply handicapped are included in the annotated bibliography. Entries are arranged according to accession number and usually provide information on author, title, source, date, pagination, availability (including ERIC-Educational Resources…

Ten multihandicapped high-school students in the Dayton (Ohio) Public Schools were trained using a curriculum of independent community social skills, focusing specifically on restaurant skills, travel skills, shopping skills, self-care skills, and skills for visiting a business or government agency. The students made weekly trips into the…

The two Desiderata programs which each serve 36 severely emotionally handicapped and emotionally handicapped/educationally mentally handicapped students as part of the Phoenix (Arizona) High School program are described. Results of the evaluation concluded that the two programs should be merged for consistency of programing, cost effectiveness,…

Background: This study analysed goals formulated in a functionally focused curriculum called Mobility Opportunities Via Education[TM] (MOVE). Method: The subjects were 49 children with profound multiple disabilities (PMD) who attended a centre for special education where the MOVE curriculum was implemented. Each goal was analysed to see whether or…

A nationwide search to locate noncommercial instructional software appropriate for students with severe, multiple handicaps found 46 Apple II programs. Common curriculum areas were cause-and-effect training, language and communication, and cognitive development. Authoring programs were common, whereas academic programs were rare. The most typical…

Presented is a curriculum designed to provide the teacher of the young deaf child with learning disabilities with a description of developmental objectives and methods for fulfilling these objectives in the areas of gross motor development, sensory motor integration, visual analysis, attention and memory, and conceptualization. The objectives are…

Developed for an occupational training program in bicycle repair for the multiply-handicapped deaf student, this curriculum guide is organized around three levels of achievement each having a specific terminal objective and corresponding to a predetermined employment entry-level skill. Level I is a general service level; Level II, advanced service…