Supports the important work of group counselors by focusing on the inclusion of individuals with disabilities in nondisability specific groups and addressing disability myths, disability etiquette, architectural accessibility, and group process issues. (LKS)

This case study examines the effects of a systematic functional communication training program on the self-injurious behaviors of an 8-year-old girl who is blind and has severe disabilities. The girl was offered choices among preferred activities and learned to use a communication board. Self-injurious behaviors decreased. (Author/SW)

Focus groups of family members of children with disabilities discussed augmentative and alternative communication (AAC) practices within a Mexican American community. Among seven perspectives identified are: (1) children understand nonverbal communication in the home; (2) aided techniques are useful outside of the home; (3) families have great…

This study of an adolescent with multiple disabilities, including moderate mental retardation, who was reported to engage in validated facilitated communication (FC) found he did not engage in validated FC; performance was equivalent whether food or nonfood reinforcers were used; and the Picture Exchange Communication System was a valid and…

This article discusses "Adapting Schools To Meet the Needs of Students with Disabilities" (John Woodward and Larry Cuban), a publication on the implementation of technology to meet the needs of students with disabilities. It summarizes chapters that address augmentative and alternative communication, integrating technology into the curriculum, and…

Purpose: This study compared the influence of speaker-implemented iconic hand gestures and alphabet cues on speech intelligibility scores and strategy helpfulness ratings for 3 adults with cerebral palsy and dysarthria who differed from one another in their overall motor abilities. Method: A total of 144 listeners (48 per speaker) orthographically…

Despite research that has documented the powerful role of social networks for obtaining employment, only recently has this issue been explored for people with disabilities. Drawing on qualitative data gathered from 38 individuals with severe communication disabilities who use augmentative and alternative communication (AAC), this study explores…

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only…

This executive summary of a research synthesis of information about assistive technology (AT) for school children with disabilities focuses on device characteristics as quality indicators of AT for manufacturers, clinicians, and consumers. It also provides an overview of AT use in the schools and how this use is determined or affected by the…

These two manuals provide instructors and participants with a curriculum to train paraeducators to provide supportive services to students with severe disabilities in inclusive classroom settings. The course requires approximately 12 hours of instruction and 10 hours of practicum and can be offered in a variety of formats (intensively or over a…

This report discusses the objectives and outcomes of a project that investigated the use of augmentative and alternative communication (AAC) systems by students with severe communication disabilities. The first objective of the project was to conduct five investigations to identify skills that contribute to the communicative competence of students…

This tipsheet provides suggestions to help teachers work more effectively with students who are late-deafened. Suggestions include: (1) allow time for the student to introduce himself and discuss possible needs; (2) learn the basics of CART (Computer-Aided Realtime Translation) and other communication options; (3) learn the basics of using…

This report examines the use of auditory assistive listening devices by students who are hard of hearing or deaf in the postsecondary educational setting. Individual sections address the following topics: (1) distinctions between hearing aids and assistive listening devices; (2) assistive listening devices and the college student; (3) types of…

This report discusses the outcomes of a study that used indirect language stimulation techniques and modeling to encourage language development in a 5-year-old child with cerebral palsy. Initially, the student's communication system had very severe limitations. He used fewer than 10 spoken words which were unintelligible to most listeners. Both…

A statewide (Pennsylvania) survey examined stressors and family supports of 59 families with children (ages 3 through 12) who use augmentative and alternative technology. The Parenting Stress Index and the Family Support Scale revealed that both parents perceived child-related variables of acceptance and demand as stressful but that mothers and…