The enactment of the Rehabilitation Act of 1973 and the Social Services Act of 1974 has brought new emphasis and urgency to the training of the severely disabled. There is an immediate need for coordinated planning in this area if home economists are to help the severely disabled person. (Author/BP)

The final report describes a 3-year project which had four primary objectives: (1) development of a followup system feasible for schools to use to obtain information on individuals with handicaps who leave school; (2) data collection on three special education samples; (3) data analysis to evaluate long-term effects of secondary programs and…

The study examined the relationship between probe and training conditions on performance of nine severely handicapped students on functional tasks in classroom and community settings. Findings led to the following recommendations to teachers: measures of student performance under natural or probe conditions should be evaluated in addition to…

This transition planning guide is intended as a resource for parents of severely handicapped students approaching or at the legal age for leaving public school services and entering community services. The guide was developed after a 2-year transition project, Project Impact, revealed common concerns and questions which parents and teachers…

The document contains 20 ecological inventories (developed at the University of Minnesota and the University of Alberta) to help severely disabled students learn functional living skills. The ecological approach is designed to uncover the functions critical for success in specific environments which the student frequently encounters. Matching the…

This speech, presented at the "Symposium for the Advancement of Non-Aversive Behavioral Management" by the counselor to the Attorney General and Assistant Attorney General from the U.S. Department of Justice, supports the view that use of aversive procedures on institutionalized severely handicapped individuals is inappropriate. The 14th…

The booklet presents large group activities designed for severely developmentally disabled individuals. Activities are intended to meet a wide variety of ages and developmental levels and to foster opportunities for student response and participation. The first section explains a large group format entitled circle time. Themes explored in circle…

The paper presents a model which has provided extensive or partial services for 147 persons with severe and complex disabilities. The model, "Supported Independence Using Individualized Dollars" (dollars allocated to a specific client), emerged when the Calgary Association for Independent Living, a small self-help group of disabled…

The paper describes the On Campus Program at the University of Alberta, which serves 11 students with moderate to severe handicaps in a university setting. Students have Individual Integration Plans, which identify and organize a set of university-based activities appropriate to the needs, interests, and strengths of each student. Activities…

A descriptive study reports on attitudes of 24 special day class teachers toward mainstreaming of learning handicapped students and toward practices used to implement mainstreaming. Questionnaires were completed concerning factual, attitudinal, and process information for placement and monitoring in the least restrictive environment (LRE).…

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…

The final report describes the accomplishments of the Carolina Institute for Research on Early Education for the Handicapped, a center sponsoring ecological research on families of young handicapped children. An introductory section outlines the institute's mission and administration. Eight research projects are detailed in as many chapters.…

The manual is designed to help teachers develop effective and efficient individual educational plans for severely handicapped children. Initial sections explain the four major parts of educational programing (short- and long-term objectives, an instructional plan, and a means of monitoring progress) and the importance of a problem-oriented system.…

Questionnaires were completed by superintendents and special education teachers on the delivery of services to special education children of military dependents in a state with several military installations. Questionnaires addressed such issues as availability of services, program evaluation, knowledgability of military families regarding federal…

Presented is the final report of the Madison (Wisconsin) Alternative for Zero Exclusion (MAZE) project to develop public school services for 211 profoundly retarded and/or multiply handicapped students (5- to 21-years-old). Part I includes a description of the program with sections on the following components: an overview; the service delivery…