The purpose of this qualitative descriptive study was to explore how teachers described the integrative interactions, practices, and supports implemented as aligning with the IEPs when supporting students with significant and profound cognitive and physical disabilities in the general education environment. This study connected to the social…

Children with severe speech and physical impairment who use augmentative and alternative communication (AAC) present unique challenges in literacy development. Traditional reading instruction has not met these students' needs. Occupational therapy and speech therapy provide supports to mediate limitations to literacy instruction. A systematic…

The purpose of this study is to measure the effects of fostering resilience through art education for students with severe physical disabilities ages 7-21. Recent trends of fostering resilience through art education were explored. Current attitudes towards art education for severely disables individuals were also explored. Of particular interest…

This article presents a review of the literature on object permanence with an emphasis on research on children with severe disabilities. Object permanence is the realisation that objects continue to exist in time and place even when they are no longer visible. This understanding is achieved across Stages IV-VI of Piaget's Sensorimotor Period.…

Background: Individuals with severe disability exiting school are likely to be enrolled in day activity and sheltered workshops at least as often as in supported employment. Such facilities are often staffed by paraprofessionals who may not have the skills to engage clients in meaningful activities. This article describes a 3-phase staff training…

The use of virtual environments for special needs is as diverse as the field of Special Education itself and the individuals it serves. Individuals with special needs often face challenges with attention, language, spatial abilities, memory, higher reasoning and knowledge acquisition. Research in the use of Virtual Learning Environments (VLE)…

Techniques are described for teaching severely physically disabled persons to swim. Approaches begin with a discussion of water adjustment progression and proceed through achieving breath control, mobility, developing movement in a supine position, and developing recovery. The conclusion addresses such final steps toward independence as pool entry…

The Comprehensive Communication Curriculum is designed for teaching basic communication skills to severely or profoundly retarded, physically handicapped students. An introductory section mentions the purpose of five major program components: caregiver interview, identification of child's wants and needs, training the child to request wants and…

Described is a machine for teaching basic visual discrimination and reading skills to severely physically handicapped children. (CL)

Described is a program developed to teach a visual symbol system of nonspeech communication for persons who are severely mentally handicapped and multiply handicapped. Included in the receptive language program are descriptions of the following program components: candidate selection guidelines, interdisciplinary assessment, materials (visual…

Studies the research and other literature on "special care" children and its implications for practice. Concentrates on studies concerning the most severely handicapped children, but also makes use of work on children less severely handicapped, where there are clear possible ways of applying the work to the most severely handicapped. (Author/CT)

This course is designed to help direct caregivers of people with severe disabilities to better their understanding of the process of positioning. The instructor's guide contains content notes and implementation notes, along with sheets for overhead projection, worksheets, and handouts. The course is organized into 15 sections, totaling about 8…

Research on emergent literacy is applied to children with severe speech and physical impairments (SSPI). Factors shown to have the greatest influence on emerging literacy skills are identified, as are diverging experiences of young children with SSPI. Intervention strategies suggested for these children include increasing access to books and…

The described learning modules are designed for the use of early childhood education teachers who serve mildly, moderately, and profoundly handicapped children from the ages of three to five. The scope and sequencing of module topics is outlined, and a description is given of activities and resources involved in their use. Ordering information for…