Literacy improves lives--and with the right instruction and supports, "all students" can learn to read and write. That is the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom…

"Learning Tracks" is an assessment tool to support the planning and assessment of learning for children and young people with severe and complex learning disabilities (SCLD). It was designed by Lindy Furby and Jilly Catlow while teaching at St Crispin's School for children and young people with severe and complex learning disabilities.…

For years the text of choice for developing excellence as a teacher of K-12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and…

To ensure the best outcomes for students with moderate and severe disabilities, K-12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach…

The final document in a series designed to enhance the integration of persons with handicaps--particularly severe and multiple ones--provides guidelines for training zoo docents for integrated groups. The series of activity modules requires approximately 4 1/2 hours to present. Activity listings include a brief goal statement and specific…

The review characterizes the phases of compliance and details research on behavior-management strategies that have been endeavored at each phase. Differential approaches helpful for establishing or enhancing compliance in varying populations, ranging from the nonhandicapped to the severely and profoundly handicapped, are proposed. (Author/CL)

The authors review research on promoting positive social behavior of severely handicapped students and analyze the research in terms of those factors that have been found to influence generalization. Practical implications are drawn regarding ways to better foster generalization of the positive social behaviors of severely handicapped students.…

The article defines the principle of partial participation and individualized adaptations (which asserts that severely handicapped students can acquire skills to enable them to function, a least in part, in a variety of school and non school activities) and describes their use to generate functional school and nonschool curricula. (Author/CL)

Strategies for teaching skills to severely handicapped students are considered. Procedures for selecting target behaviors and instructional settings are reviewed. The use of prompts, cues, and demonstrations in promoting skill acquisition is discussed, along with ways to implement consequences for both correct and incorrect behavior. (CL)

The authors detail sequence for teaching independent living skills to optimize generalization for severely handicapped persons. Six steps are addressed and examples offered: (1) define the activity's parameters; (2) analyze activity's variations; (3) select representative teaching examples; (4) sequence representative teaching examples; (5) teach…

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…

A six-phase process for transferring classroom skills taught to moderately and severely handicapped students to the home environment is described. Steps center on cooperative goal planning, curriculum, cooperative evaluation, teaching for transfer, parent-professional cooperation, and evaluation. (CL)

The article identifies eight typical play problems of severely handicapped children, and describes several instructional strategies for each problem as possible solutions for teachers and parents in overcoming these difficulties. (Author/DLS)

The paper discusses general considerations for selecting recreation/leisure skill targets for deaf/blind severely disabled individuals along with specific leisure task/materials adaptations. A pilot study is also presented illustrating such considerations and adaptations in teaching deaf/blind young adults to operate a tape player. (Author)

A decision model is presented to help teachers intervene when severely disabled students fail to respond to relevant cues in the community. Five phases are addressed, including identifying those errors and deciding whether to allow a natural correction to occur. (CL)