The welcoming address delivered at the third annual conference of The American Association for the Education of the Severely/Profoundly Handicapped is reproduced. Available from: American Association for the Education of the Severely/Profoundly Handicapped, 1600 West Armory Way, Seattle, Washington 98119. (GW)

The article presents an overview of ISAARE, an Information System on Adaptive, Assistive, and Rehabilitation Equipment for severely handicapped persons. (Author/DLS)

The article discusses in general terms the principle of normalization, along with its implications for the means and ends of instructing the severely handicapped. (Author/DLS)

The article describes how teachers can screen their severely handicapped students for allergies which, if untreated, can produce reactions that interfere with ability to attend to instruction. (Author/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 historical origins and influences of these two major instructional approaches are reviewed in order to define the essential elements of each, identify important similarities and differences, and specify the functional relations that make programed instruction and task analysis complementary components of an individualized training strategy.…

Chronic rumination (voluntary vomiting and reconsumption of the vomitus) was eliminated in a ten-year-old severely emotionally disturbed boy through an overcorrection procedure. (CL)

For availability, see EC 104 061. Described are 26 curriculum/training guides relevant to instructional programs for the severely and profoundly handicapped. (CL)

The article describes areas in which training should be provided to regular administrators regarding the provision of services to severely handicapped students. Areas noted include curriculum development, inservice training, consultation, coordination of multidisciplinary school services, and design of least restrictive environments. (CL)

Among issues addressed regarding longitudinal curricular content for severely handicapped students are the needs for the principle of partial participation, to create a variety of adaptations to allow greater participation, and to use environmental orientations and ecological inventory strategies in developing curriculum. (Author/CL)

A model is presented to link the evaluation and treatment processes in vocational rehabilitation of severely handicapped persons. The model is explained to include task analysis, functional anslysis, and ecobehavioral approaches and incorporates them within a database. (CL)

The article describes several instructional activities as they might be conducted with a hypothetical severely/profoundly handicapped six-year-old child. The educational procedures are critically discussed, and suggestions are offered. (Author)

The paper addresses the issues involved in helping severely developmentally disabled individuals become placed in competitive employment. Based on the placement experiences of Project Employability, factors in job selection and in working with employers are described. (Author)

The article describes the severely and profoundly handicapped population of the California Centers for the Developmentally Handicapped in functional rather than diagnostic terms. (Author/CL)