Case methodology is receiving more recognition in the field of education as a viable pedagogy for use in the preparation of future educators. In this article, the coauthors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special…

The paper reports on a program to change behaviors of six blind multihandicapped adolescents with severe behavior disorders at the New York Institute for the Education of the Blind. Examples are drawn of the program's effects on a 17 year old male, Joe. Program principles include reduction of stressful situations for the students, expansion of…

A rural deinstitutionalization project for young people with multiple handicaps and maladaptive behavior is described. Measures of adaptive behavior change, maladaptive behavior, daily activities, and consumer satisfaction indicate that young people can be successfully deinstitutionalized regardless of their skill level, their behavior problems,…

The article describes the implementation and results of a developmentally sequenced language program for 21 severely, profoundly, and multihandicapped students (mean CA=10 years, mean MA=20 months). (SBH)

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…

A home-based respite care program for children and young adults with severe and multiple disabilities was conceived and developed by a group of parents and community members. A needs assessment revealed the scarcity of respite care in the Cambridge, Massachusetts area. A pilot program was begun to test the model on a limited basis. Evaluation of…

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)

Presented is the third article in a series describing 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)

A self contained behavior management classroom, an intensive program for children with multiple behavior impairments, is described. The classroom is designed to transfer the student back to the special education classroom for severely and trainable mentally impaired and autistic children. Typical behavior problems are considered, along with…

Presented is the final report of a 1-year New York City program of 18 special classes for 133 doubly (physically and mentally) handicapped children, 5-20 years of age. Noted are criteria for student selection such as IQ below 75, the presence of one or more physical handicaps, and completion of toilet training. It is reported that most pupils…

The document presents the final report of the Model Vision Project (MVP) Outreach Phase, funded to demonstrate appropriate educational, diagnostic, training, and other services to severely multihandicapped, visually impaired children. Roles of various staff are reviewed, and individuals serving as consultants are listed. Summarized are the goals…

The annotated bibliography on Severely and Multiply Handicapped--Program Descriptions/Operant Conditioning contains approximately 140 abstracts and associated indexing information for documents or journal articles published from 1967 to 1975 and selected from the computer files of the Council for Exceptional Children's Information Services and the…