This handbook is intended to assist vocational instructors in replicating the program to provide non-sheltered work experience to severely handicapped individuals. The first section is a description of the original program that was developed through the coordinated efforts of staff from three vocational schools in Kentucky. Included in the next…

Intended to help those interested in preparing a plan for integration of students with moderate and severe handicaps, the manual presents a compilation of journal articles, book excerpts, and other materials on practical integration approaches. The initial section addresses philosophical issues in integration of severely handicapped students.…

The final report summarizes activities regarding development of the Early Childhood Education for the Severely/Multiply Handicapped Project, a model demonstration program providing comprehensive and direct educational services to 0 to 6 year old children and their parents. The program and curriculum design is based on two phases--the early…

In order to review the first year of implementation of the Title I 89-313 federally funded Speech Assistant Program for severely/profoundly handicapped students in the Chicago public schools, data was gathered by interview, questionnaire and observation methods from speech assistants, speech pathologists (who supervised assistants), a…

This document correlates resource materials to items on the clinical and public school versions of the American Association on Mental Deficiency (AAMD) Adaptive Behavior Scale. The rating scales were designed for mentally retarded children and adults and measure behavior in terms of independent functioning, physical development, economic activity,…

This paper describes a ten-week, part-time inservice training course for teachers of severely and profoundly retarded children and an evaluation of the course's effects on teachers' classroom behavior. Five weeks focused on teaching methods, primarily behavior modification and social learning approaches; and five weeks focused on the curriculum…

Emotional disturbance was rated by teachers, parents, and the school psychologist for a group of 104 children diagnosed as severely emotionally disturbed; black and white as well as male and female students were included. Teachers were found significantly more severe in their judgments than the school psychologist on the behavior and socialization…

The document contains 11 papers presented at a workshop sponsored by the Southwestern Region Deaf-Blind Center on the identification, assessment, and training of the deaf blind and multiply handicapped child. Entries include the following titles and authors: "Auditory Assessment of the Multihandicapped Deaf-Blind Child" (auditory evaluation of…

The document contains proceedings of the June, 1978 conference on the pre-vocational and vocational needs of deaf/blind youth. The report on the conference (which was conducted by the South Carolina Department of Education) consists of the following chapters and authors: "A Declaration of Rights of Deaf/Blind Persons" (G. Lawhorn),…

The annotated bibliography on normalization of the handicapped contains approximately 120 abstracts and associated indexing information for documents published from 1962 to 1974 and selected from the computer files of the Council for Exceptional Children's Information Services and the Education Resources Information Center (ERIC). It is explained…

Four conferences involving key special education personnel were held on research needs related to: 1) career education for the handicapped, 2) education for the severely handicapped, 3) early childhood education for the handicapped, and 4) development of personnel to serve the handicapped. Major concerns of the career education conference were…

Existing instruments for assessing brain damaged physically handicapped children are examined, and research on test modifications in the cognitive, communication, and motor performance domains is reviewed. Noted is the lack of tests standardized on a physically handicapped population. Cautions and criticisms are cited for modifications which have…

Potentials of three classifications of rubella deaf blind children are discussed. Potentials for children at the middle trainable level and below are discussed for the areas of communication skills, daily living skills, mobility and orientation, vocational effort, and self-control and social interaction. For children in the upper trainable through…

The curriculum guide for severely physically and mentally handicapped children includes activities to develop motor skills, self-help skills, communication skills, academic and preacademic skills, and social skills. The curriculum is being used at a school for retarded children in Indianapolis at which 80 percent of the clients have cerebral…

Evaluated was the Summer Pre-Placement Program for Severely Multihandicapped Blind Children, designed to provide individualized programs for improving the performance of 16 children (4-11 years old) in the following areas--communication skills, vision training, psychomotor and perceptual training, social development, ambulation, self-dependence,…