Described are vocation evaluation and training issues and practices that currently affect the delivery of vocational rehabilitation services to severely and profoundly retarded individuals. (BD)

Described is the development of the Teaching Research Curriculum for the Moderately and Severely Handicapped, a curriculum designed to provide teaching sequences in self help, language, and motor skills from birth to a normal developmental age of 6. (SBH)

Presents a model which describes what constitutes health and what the psychologically and behaviorally adjusted person is like in seven contexts: communication skills, purpose, beliefs, values, achievement skills, self-control skills, and integration. An overview of training modules (related to the model) which include behavorial anchors, common…

Discusses background of the work adjustment program for disabled clients, job placement, work and work habits, the relationship of vocational evaluation and work adjustment, job seeking and retention skills. (TA)

Described is a model training project, based on five operating programs (in Virginia, California, Alabama, Pennsylvania, and Connecticut), and designed to train and place severely physically disabled persons as computer programers. (IM)

A team programming approach that uses parents and professionals to select unified programming goals for severely/multiply disabled students, provide direct and indirect related services, integrate programming methods, and monitor student progress is described. Program philosophy and overall functional assessment-curriculum organizes team members…

A review of research on teaching social skills to severely handicapped persons discusses training procedures, domain, generalization, maintenance, cost efficiency, reliability, social interaction partners, social validation, research design, and simulation. Evaluation of nine studies affirms that severely handicapped persons can learn to interact…

A survey was conducted of 253 parents of severely-handicapped children attending either special schools or integrated programs in regular public schools. Parents of children attending special schools predicted that mainstreaming would be a negative experience, while parents of already integrated children indicated overwhelmingly positive attitudes…

A survey of 39 West Virginia teachers of the severely handicapped found that 33% of placements were in segregated schools, 33% were in separate sites associated with regular education facilities, and 33% were within regular education locations. Of these only 25% were located in age appropriate facilities. (Author/DB)

The study evaluated the effectiveness of teaching three teachers of the severely handicapped to use four modified incidental teaching procedures: (1) giving students opportunities for choice; (2) blocking access to materials or events, (3) placing desired materials out of reach, and (4) offering students objects out of context. (Author/DB)

Art therapy enhances the cognitive abilities of most students no matter how severely affected they may be. It also provides an emotional outlet and opportunity to gain self-worth. Schools would do well to seek out educator-therapists in the arts to serve the special needs of mainstreamed children. (LHW)

Two educators describe the changes in a severely retarded, multiply disabled 12-year-old resulting from a functional curriculum approach. Assessment of his life needs and skills produced a new curriculum with emphasis on age appropriate interests. (CL)

Summarizes the findings of a study of further and adult education provision for people with severe learning difficulties. It also seeks to provide an overview of the information collected and to draw attention to some of the key issues that arise. (CT)

The Carolina Institute for Research on Early Education for the Handicapped is conducting three studies on needs of parents of moderately and severely handicapped children (birth to 5 years). Studies focus on support in single and two-parent families, parental attention to child competence and family variables affected by intervention. (Author/CL)