Research reveals that augmentative and alternative communication (AAC) can improve the communication competency of students who have complex communication needs. However, special educators often lack the competencies to effectively implement AAC strategies in the classroom. The present study aimed to explore the special educators' level of need…

This exploratory study examined the usage of speech recognition (SR) technology by students with high incidence disabilities in grades 4-8 and student and teacher perceptions of using SR as part of the writing process. The study also examined factors contributing to students' use of SR and barriers to using this technology. Results indicated that…

Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time…

This study used a multiple probe across participants design to (a) evaluate the use of system of least prompts to teach students to self-instruct and (b) evaluate the use of a mobile device for a video activity schedule of a functional daily living skill. In baseline, the classroom teacher asked participants to make a snack and collected…

This research project studied the effect that a technology-based training program, WheelchairNet, could contribute to the education of children with physical disabilities by providing a chance to practice driving virtual motorized wheelchairs safely within a computer-generated world. Programmers created three virtual worlds for training. Scenarios…

The Arc Ed Curriculum uses video game formats to teach math and language arts content. Four motivational features (feedback, improvement, high response rates, and unlimited ceiling on performance along with adapted content could make the system applicable for use with severely handicapped learners. (CL)

A five-year-old, severely handicapped boy was trained to activate an adapted battery-operated and electronically controlled toy. Training involved the use of verbal and three different types of physical prompts. Among findings were that physical prompting was effective in rapidly establishing the response and the response was later also performed…

Three student-use instructional materials products for severely handicapped students are described. Two are instructional microcomputer software packages (one on spatial orientation and sequencing and one on word recognition) and one is an interactive instructional videotape (on elementary greeting situations and appropriate behavior). (CL)

The status of instructional materials developed for severely handicapped students is discussed. The author suggests that in light of decreased funding, teachers should reconsider all options for material development. (CL)

The paper presents the basics of the design, function, and construction of communication boards for use with the severely disabled. (Author/SW)

The use of easily constructed microswitches can offer severely disabled students active involvement in learning and increased interactions with and control over their environment. Microswitches help meet special needs imposed by the disability; common academic, social, and entertainment needs; and teacher/therapist needs for self-monitoring,…

The advantages of LOGO, a computer language, in the education of severely handicapped students are seen to include ease of programing and widespread use. Videotapes have been developed to help teachers use the approach. (CL)

Activities using Logo, a programing language, have been successful in helping severely physically disabled students as well as autistic children express themselves. (CL)

Instructional development, particularly for the severely and profoundly handicapped, should stress the delineation of clearly stated functional goals and objectives and the use of systematic instructional strategies to facilitate the acquisition and generalization of target skills. (Author)

The field tested, data based, criterion referenced curriculum includes procedures for individualized education programs, data collection and recording, formative and summative evaluation, a transdisciplinary component, as well as a comprehensive discussion of content and methodology. (Author)