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)

The scant literature that does exist is reviewed, and suggestions are made for assessing mobility potential, improving locomotor skills, organizing physical exercises, and teaching orientation skills and cane travel to such persons. (Author/DLS)

This case study evaluated an antecedent intervention for tantrums by a five year-old girl with cognitive, language, and motor problems. Functional assessment correlated tantrums with high-demand activities but not with novel staff. Intervention placed novel staff in charge of high-demand activities and successfully eliminated tantrums, which…

A state (California) database of 78,603 individuals with mental retardation receiving state services was examined to determine relations between behavior problems, residential placement patterns, and other characteristics, and the likelihood of being dually diagnosed. Extrapunitive maladaptive behaviors, cognitive abilities, and social skills were…

Examined were the effects of reversing the color of stimulus materials used to teach survival vocabulary to 16 spastic cerebral palsied and 16 other multihandicapped adolescents with mental retardation. Compared to black-on-white cards, white-on-black cards improved the acquisition performance of both groups, but did not affect retention.…

Research on emergent literacy is applied to children with severe speech and physical impairments (SSPI). Factors shown to have the greatest influence on emerging literacy skills are identified, as are diverging experiences of young children with SSPI. Intervention strategies suggested for these children include increasing access to books and…

This study found that, of 18 children with severe visual and multiple impairments assessed using the Acuity Card Procedure (originally developed for assessing the visual acuity of infants), 42 percent responded. A similar group received a simple instructional intervention prior to testing and that group's response rate was 85 percent. (Author/DB)

The Low Vision Service of Perkins School for the Blind (Massachusetts) developed a model project to provide comprehensive vision evaluations and follow-up services to 169 children with dual sensory impairments throughout New England. This article describes the project's objectives, the population served, and the procedures for implementing…

This article presents general information on visually impaired children with progressive, terminal neurodegenerative disorders including implications for the classroom, specific techniques to help the child live and learn, and the development of multidisciplinary support systems including both professionals and family members. (DB)

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)

An ecological study was made of persistent repetitious movements by 12 developmentally disabled adults in a horticultural day work program. Fewer dysfunctional patterns occurred during times when staff were actively teaching than when the trainee was isolated or resting. Results argued for teaching skills in terms of coordinated response…

A special educator recounts lessons learned from her first year of teaching, in her case in a special class of students with multiple disabilities. Lessons include analysis of early mistakes and the importance of student file review, direct student observation, utilizing the advice of experienced educators, and planning for change. (DB)

Intended for teachers of students with severe multiple impairments, the booklet examines the role of physical activities in the education of this population and suggests approaches to exhancing their motor development. Suggestions are offered for stimulating movement in preschool, elementary, and secondary immobile children, including tactile…

The Georgia Parent Infant Network for Educational Services (PINES) is a home intervention program currently serving over 300 hearing impaired, visually impaired, and multihandicapped sensory impaired (MHSI) preschoolers. The infant-toddler evaluation component is described, with sections on screening and diagnosis, parent education concerning…

A project was conducted by the American School for the Deaf in Hartford, Connecticut, to train deaf, multiply handicapped students in job readiness skills and to place them in work experience programs. The one-year project served 17 multiply handicapped, hearing-impaired students, 18 to 20 years old, who were enrolled in the Special Unit program…