Because of what are perceived by some as potential challenges it is still commonplace for research to fail to seek the opinions of pupils with multiple and complex needs. While many such pupils do have significant communication difficulties, along with other disabilities, which are undoubtedly a constraint, it is crucial in order to be inclusive,…

The author recounts her experiences in serving as a resource person setting up a mainstreamed program for a seventh-grade girl with multiple disabilities. The need for inservice training so that all personnel involved are aware of the circumstances of the disabled student is stressed. (PHR)

Children with mental retardation and multiple handicaps can effectively participate in play activities and games, but the experience must be structured for them. Techniques for organizing play activities involving handicapped and nonhandicapped children are offered. Examples of singles play, rotation play, and associative play are described. (JDD)

The paper addresses the issue of placement for students with severe and multiple disabilities. Controversies over the principle of least restrictive environment are reviewed; and the implications of the normalization movement and the passage of P.L. 94-142, the Education for All Handicapped Children Act, are summarized. The rationale for…

The paper examines three case studies to illustrate problems and benefits involved in attempting to integrate severely handicapped persons into community and classroom settings. The authors discuss the integration efforts for two children with severe/multiple handicaps and one with autism and report on findings from site visits across the United…

This article discusses the increasing incidence of cortical visual impairments, resulting from medical advancements making possible the survival of critically ill children with severe brain damage. Discussed are the prevalence of multiple handicaps, formation of visual concepts, foreground/background distinction, potential for mainstreaming, use…

Planning and implementing successful community-based social integration experiences for infants and toddlers with multiple disabilities require consideration of such issues as the developmental needs unique to this age-group, family needs and concerns, health and safety considerations, and training needs of staff. (JDD)

This article reports the experiences of one school district as it moved from serving students with severe disabilities in segregated programs to a full inclusion model. Year one focused on getting started, planning, and beginning integration efforts and year two on implementation of a structured peer integration program. Applicability of the full…

Normal children (average age 11, n=25) and multiply disabled children (aged 9-15, n=8) were integrated in physical education classes, emphasizing work with disabled-normal dyads. Girls were more willing than boys to accept disabled children into their groups, but during individual activities, boys were less reticent about making physical contact.…

Development of a program integrating multiply disabled children into a self-contained preschool program serving deaf and hard of hearing children is described. Although the children were integrated within one curriculum, they were provided small group instruction based on their language skill levels. (DB)

This paper compares segregated, integrated, and community-based environments for instructing students with severe, multiple handicaps. Advantages and disadvantages are reviewed, recommendations for selection of suitable instructional environments are offered, and essential criteria for the evaluation of instruction in the various environments are…

This article describes challenges and solutions to the integration of children with multiple disabilities into supported regular elementary classes: (1) providing a functional curriculum in a regular class; (2) providing community-based instruction; (3) scheduling staff coverage; and (4) promoting social integration. Solutions are illustrated with…

Practical considerations and suggestions (in areas such as first aid, staff protection, and sanitation) for providing services to multiply handicapped children in public schools are provided. (PHR)

This paper examines research and literature related to the education of Virginia students who are deaf or hearing impaired, blind or visually impaired, or multihandicapped. The paper discusses legal considerations such as least restrictive environment and other variables required to be considered when determining appropriate service delivery…

Israeli elementary-level hearing-impaired students (N=188) were studied to determine the relation between background variables (family characteristics, student characteristics, and educational intervention) and educational placement (special schools, special classes, or regular classes). Placement was found to be related to socioeconomic status,…