The mother of a severely physically handicapped child relates her feelings upon learning of her child's handicap. (SBH)

The article discusses in general terms the principle of normalization, along with its implications for the means and ends of instructing the severely handicapped. (Author/DLS)

Of 117 males with spinal-cord injuries who completed the Strong Campbell Interest Inventory in 1985, 70 took the Strong Interest Inventory in 1996. Interests remained as stable as those of nondisabled persons. Anticipated age-related increases in artistic/social and decreases in physically demanding/adventuresome interests did not occur. (SK)

This study investigated 51 instructional methods specifically targeted as best practices for the education of students with severe disabilities. Analysis of surveys completed by 51 service providers indicated all methods were judged both sound and appropriate by most participants. Twelve methods, were considered inappropriate in academic settings…

This paper comments on three preceding papers in the same publication on the general topic of self-determination for adults with severe disabilities. Self-determination is discussed as a movement requiring major changes in culture, values, and support in the general direction of partnership and inclusion, including a more accessible approach to…

Although some progress has been made, the belief that students with severe cognitive and multiple disabilities will not or cannot become self-determined remains a barrier for many such students. This article revisits topics that were identified in Wehmeyer (1998) as contributing to this problem, with a particular focus on definitional issues…

This article raises four questions pertaining to the problem of using school-wide positive behavior support (SWPBS) with students who have severe disabilities. First, are there any limits to the applicability of SWPBS? Second, does SWPBS potentiate, or strengthen, the effects of tertiary (individual) support, thereby ensuring the greatest good for…

The objective of this study was to examine quality of life of children with profound disabilities from the perspective of special education staff. Due to the nature of profound level cognitive disabilities, children with these issues are unable to respond to traditional paper and pencil quality of life assessments. Therefore, the perspectives of…

Numerous studies show that employment, community participation, and postsecondary training rates of students with severe disabilities after leaving high school are the lowest of all disability categories and compare unfavorably to those of their peers without disabilities. In addition, outcomes generally do not improve as these students age. Certo…

Psychologists interviewed direct-care staff using a battery of assessment measures including the autism spectrum disorders-diagnosis for intellectually disabled adults (ASD-DA), the Diagnostic Assessment for the Severely Handicapped-II (DASH-II), the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER), the…

This case study describes the journey of one school district as it focused for 5 years on affecting district-wide systemic change related to inclusive education for all students with disabilities, including those with severe disabilities. Information is provided about the district's efforts across 5 years, and data are provided across those 5 and…

Some universities and colleges across the country are creating opportunities for young adults with significant disabilities to meaningfully participate in postsecondary education. Students with significant disabilities are now attending college classes with peers without disabilities either during or after high school. In this qualitative study we…

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

Background: Intensive Interaction is an approach to developing the pre-verbal communication and sociability of people with severe or profound and multiple learning disabilities and autism. Previous research has indicated many potential benefits; however, the approach is not consistently used in social care. Aim: To report on the significant and…

This paper examines the ethical question of the use of painful aversive procedures as an intervention with people having severe disabilities and concludes that pain is not an appropriate tool in professional work. It recommends that, when in doubt, professionals avoid causing pain and act, instead, to create the conditions that decrease the…