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| Adam, Heidemarie | 1 |
| Ballard, Keith D. | 1 |
| Downing, June E. | 1 |
| Ehresman, Paul | 1 |
| Erin, Jane N. | 1 |
| Schoenbrodt, Lisa | 1 |
| Silberman, Roseanne K. | 1 |
| Sowell, Virginia | 1 |
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| Opinion Papers | 7 |
| Journal Articles | 6 |
| Reports - Evaluative | 2 |
| Guides - Non-Classroom | 1 |
| Speeches/Meeting Papers | 1 |
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Adam, Heidemarie – 1985
Experiences working with nonverbal severely and profoundly retarded and multiply handicapped children are discussed in this paper. Alternative communication systems are reviewed, including use of manual signs, pictures and symbols, photographs, realistic drawings, pictograms, and Bliss Symbols. A model for teaching basic understanding of…
Descriptors: Communication Skills, Manual Communication, Multiple Disabilities, Nonverbal Communication
Erin, Jane N. – Education of the Visually Handicapped, 1986
The article examines various philosophical and professional orientations of teachers of the visually impaired and appropriate service delivery for severely and profoundly retarded children with visual handicaps. Staff contact only, consultation and direct service, and direct services are three delivery models discussed. Frequency, motivation, and…
Descriptors: Delivery Systems, Multiple Disabilities, Program Development, Severe Mental Retardation
Peer reviewedDowning, June E. – Exceptionality, 2001
The importance of communication skills for students with the most significant disabilities is highlighted. Specific attention is paid to the need to recognize and understand unconventional means of communication. Ideas for augmenting the student's communicative efforts are provided, and the critical importance of team collaboration is emphasized.…
Descriptors: Communication Skills, Elementary Secondary Education, Inclusive Schools, Interpersonal Communication
Ballard, Keith D. – Exceptional Child, 1987
This article compares approaches to teaching children with special learning needs, especially those with severe multiple disabilities. It suggests that behavioral methods result in undesirable instructor control of learning and compares these methods with approaches of effective teachers which encourage student initiative and pupil control.…
Descriptors: Behavior Modification, Disabilities, Elementary Education, Instructional Effectiveness
Peer reviewedEhresman, Paul – RE:view, 1994
An orientation and mobility (O&M) instructor presents a case study of a blind 14 year old with mild cognitive deficits and emotional and behavioral problems. The case study demonstrates the importance of individualizing the O&M curriculum, including changing the usual sequence of instruction. (DB)
Descriptors: Adolescents, Behavior Problems, Blindness, Case Studies
Silberman, Roseanne K.; Sowell, Virginia – Education of the Visually Handicapped, 1987
The article recommends assessment techniques and teaching strategies in the area of reading and language arts for the visually impaired student with learning disabilities. Appropriate reading and language tests are cited. Reading approaches, practical strategies for teaching reading comprehension and spelling, and suggestions for organizing the…
Descriptors: Classroom Techniques, Elementary Education, Language Arts, Language Skills
Peer reviewedSchoenbrodt, Lisa; And Others – Journal of Learning Disabilities, 1997
A discussion of language disorders that often occur with learning disabilities focuses on definitions, characteristics, alternative assessment methods, and service delivery models and interventions. Use of standardized test batteries, curriculum-based language assessment, and portfolio assessment is reviewed. Principles and methods to enhance…
Descriptors: Communication Disorders, Curriculum Based Assessment, Definitions, Delivery Systems
