The article discusses procedures for development and implementation of a curriculum to shape functional skills for severely multiply or severely profoundly disabled preschoolers. Five response levels of increasing complexity are suggested. Teachers urged to be sensitive to child-determined instructional occasions in early assessment and…

The paper reviews cognitive development during the sensorimotor period (approximately the first two years of life) and considers approaches to assessing multihandicapped, deaf-blind, or severely/profoundly retarded students functioning at this level. Evaluation and training of basic sensorimotor schemes (visual fixation and tracking, sucking, and…

It is suggested that curricula for young multiply handicapped children should be based on well articulated child development models which specify milestones to be demonstrated as well as contexts in which they will be demonstrated. It is further suggested that the criterion of ultimate functioning should also be considered in choosing one design…

The final report presents summary data on the accomplishments of a project serving deaf-blind children who were also severely, multiply handicapped. The project operated a model classroom for six to eight students in a San Francisco public school to develop and demonstrate innovative educational practices and assessment systems for visual and…

The article presents a strategy for developing instructional programs for multiply handicapped deaf students, which has been successfully field-tested in New Mexico public schools. (DLS)

Students with the dual handicaps of hearing impairment and mental retardation display special problems in language acquisition. These problems do not appear to have been addressed by curricula that have been designed for either of the single handicap groups. Since specially designed curricula for this population are virtually nonexistent, a…

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…

Intended for use by New York City special education teachers with little or no experience serving students with dual sensory impairments as well as cognitive disabilities, the manual identifies teaching strategies that are easy to implement yet based on direct experience and the current research. Chapter titles and sample topics include the…

The final report describes the Comprehensive Communication Curriculum (CCC), a 4-year program involving the communication skills of severely and multiply handicapped students with very little spontaneous communication skills. The program was designed to teach the students appropriate easily learned responses for requesting objects and initiating…

Papers from five plenary sessions and a number of sectional meetings consider oral education of the deaf. Elementary and secondary deaf education programs are discussed with reference to teaching the multiply handicapped, curriculum development, programed instruction, and teaching methods and materials. The following are also treated: the subject…

Now in its fourth edition, this highly respected, bestselling textbook gives undergraduate and graduate students up-to-the-minute research and strategies for educating children with severe and multiple disabilities. This popular core text--for 15 years, a staple of teacher training programs in special education and related fields--thoroughly…

In the nation there are four or five million children who have educational needs so unusual that they require special help from the schools. Such children include those with physical handicaps, mental retardation, serious social or emotional problems, or giftedness. Progress is being made in providing for these children, but educational provisions…

The manual focuses on the special needs of hearing impaired students who also have developmental disabilities. State of the art orientation and training materials for professionals are presented via 89 author contributed papers on nine topic areas (sample subtopics in parentheses): demographics (problems in identifying and defining…

The collection of 12 papers from the 1979 First Annual Nebraska Symposium focuses on the problem of educating the secondary school aged disturbed student. Entries include the following titles and authors: "Issues in Diagnosis and Programming for Socio-Emotionally Impaired Early Adolescents" (W. Morse); "Adolescent Behavior--The…

These guidelines were prepared to provide direction toward implementing a functional instruction curriculum that leads to independence and occupational skills for Ohio's developmentally handicapped and multihandicapped students. The curriculum uses a three-part definition of adaptive behavior, involving independent functioning, personal…