Background: Families with a child with profound intellectual and multiple disabilities have to manage the pervasive support needs of their child, which is a complex task. By properly supporting them, we can ensure these families live a positive and meaningful life. Method: A product to support these families was developed using the method of…

The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils--most of whom have profound intellectual and multiple disabilities (PIMD)--who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting…

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…

The article discusses procedures for development and implementation of a curriculum to shape functional skills for severely multiply or severely profoundly disabled preschoolers. Five response levels of increasing complexity are suggested. Teachers urged to be sensitive to child-determined instructional occasions in early assessment and…

The paper addresses the assessment of sensorimotor and communication skills in profoundly/multiply handicapped children. The problems inherent in assessing this population are described, including lack of validity of developmental norms established on children with intact sensory systems. Factors affecting sensory organization are reviewed,…

Two introductory manuals, written as part of a practicum to meet the staff needs in the Philadelphia, Pennsylvania School District's severely/profoundly impaired (SPI) programs, focus on selecting goals and activities that are age appropriate for SPI students. Introductory materials review judicial rulings regarding Philadelphia's services for SPI…

Investigation of the use of music in the education of students at British schools for students with severe/profound or multiple difficulties found music was a significant component of students' lives and education. The article urges research on this population's musical behavior and needs and development of musical education guidelines and…

The final report presents summary data on the accomplishments of a project serving deaf-blind children who were also severely, multiply handicapped. The project operated a model classroom for six to eight students in a San Francisco public school to develop and demonstrate innovative educational practices and assessment systems for visual and…

The guide is intended to help teachers of severely and multiply handicapped elementary students develop curriculum and describes techniques for the systematic consideration of needs in the areas of communication, mobility, and object manipulation. An initial section focuses on assessment strategies, including the use of teacher made skill…

The article presents a strategy for developing instructional programs for multiply handicapped deaf students, which has been successfully field-tested in New Mexico public schools. (DLS)

First discusses the philosophy, structure, and content of instruction for students with severe disabilities and then presents procedures to define and incorporate strategies to meet the unique needs of students with visual and multiple impairments. A five-step analysis process is suggested for modifying a core curriculum to individualize…

This article describes the types of preference assessment procedures that have been used with individuals with profound multiple disabilities (PMD). It provides a rationale for conducting preference assessment to assist in curriculum development and describes a process for conducting preference assessments and targeting social, affective, and…

This article describes a process for customizing instruction for students with profound multiple disabilities that has been used to design instructional programs and maximize attainment of functional outcomes. The process focuses on collaborative teamwork and problem solving to design and implement instructional programs and includes five major…

Two educators describe the changes in a severely retarded, multiply disabled 12-year-old resulting from a functional curriculum approach. Assessment of his life needs and skills produced a new curriculum with emphasis on age appropriate interests. (CL)

The paper presents one approach to assessment and educational programming for a severely/multiply handicapped (cerebral palsy, severe mental retardation, asthma, seizures) 8-year-old boy. The curriculum based assessment and instructional recommendations reflect the position that normal developmental sequences do not solely constitute appropriate…