Outlined is a 6-week program to develop the self-concept of multiphandicapped rubella (all were deaf and many had visual problems) children. (DB)

A series of exercises was developed at a school for multiply handicapped, brain damaged and autistic children to take advantage of the opportunity for increased cooperation and socialization presented by balance beam activities. (GW)

The article presents eight lessons for teaching practical signs to deaf-blind individuals. (CL)

Techniques are presented to teach students with severe and multiple handicaps to record their performance data using adapted mechanical or electronic counting devices such as calculators. Described are the purposes of self-recording, materials needed, training guidelines, and evaluation procedures. (JDD)

Presented are examples of auditory training procedures using toys, environmental sounds and speech with visually impaired, multiply handicapped children. (CL)

The use of pictures in task analysis to teach complex tasks to students with multiple disabilities is detailed. The paper presents: benefits of picture task analysis as a receptive communication strategy, memory aid, and instructional efficiency; approaches to developing and implementing a picture task analysis; and a case study illustrating the…

This article describes challenges and solutions to the integration of children with multiple disabilities into supported regular elementary classes: (1) providing a functional curriculum in a regular class; (2) providing community-based instruction; (3) scheduling staff coverage; and (4) promoting social integration. Solutions are illustrated with…

Three high-school students with deafness and additional disabilities used microcomputer software featuring graphics and cartoons to improve their creative writing. Though use of correct syntactic structures did not improve, output of written language did increase. Descriptions of the software used and case studies of the three students are…