The use of nonspeech symbol sets (including manual signs and Blyssymbols) in language intervention with mentally retarded students is discussed. The selection and use of aided or unaided nonspeech symbol sets are considered, along with cognitive, sociocommunicative, technological, and motoric factors. (CL)

This article suggests ways to use tactile teaching strategies with students who have severe and multiple disabilities including blindness. Guidelines address tactile modeling, tactile mutual attention, presenting tactile information, providing effective tactile representation, hypersensitivity to touch, and a team approach. (Contains references.)…

Describes a school-based curriculum for children with profound and multiple learning difficulties in community schools. Considers issues which schools will face as the children are integrated into the community. (RJC)

This paper offers guidelines to compare the characteristics observed in children with autism and blindness and those observed in children with blindness alone. It distinguishes between stereotypic behaviors (blindisms) in blind individuals and similar stereotypic behaviors of children with autism. A table presents typical behavior patterns of…

Discusses the need to improve library and information services for the deaf community, describes technological support available, offers current examples and future possibilities, addresses the needs of users with multiple disabilities, considers compliance with the Americans with Disabilities Act, and suggests guidelines for serving the…

A six-point program of diagnostic inquiry and treatment strategy for individuals with behavior disorders in addition to severe or profound mental retardation is presented, which allows alternate etiological hypotheses to be tested in a clinical setting. This format is intended to unify psychopharmacy practice in mental retardation and in general…

Guidelines for teaching orientation and mobility skills to visually impaired children with additional disabilities focus on basic needs including the need to feel safe, the need for control, the need to be in contact with the physical environment, the need for some type of independent movement, and the need for meaningful mobility. (DB)

The booklet, one of a series of guides developed by Project STEPS (Steps Toward Effective Production of Speech), presents information for parents and deaf-blind children. Total deafness and blindness and the problems of deafness and blindness are considered, as are the nature of deaf-blindness and its special problems (e.g., eating problems,…

Difficulties in identifying learning disabilities (LD) are examined, and special problems presented by hearing impaired children with LD are considered. The value of rating scales as a quick instrument for obtaining, measuring, recording and communicating information is emphasized. Adaptations of the Pupil Rating Scale for hearing impaired…

The manual was designed to provide an overview of the Developmental Physical Management program used at the University of Alabama in classes for infants and children with multiple disabilities. The multidisabled child may be affected by one or more of the following problems: slow development, lack of normal integration of basic reflexes, abnormal…

One of a series of materials developed by Project APT (Administrators, Parents, and Teachers/Assessment, Programing, and Training), a program designed to foster home/school coordination in educational planning and program implementation for severely mentally retarded and/or multiply handicapped students; the booklet provides information on…

The mercury switch is a simple device which allows severely handicapped students to easily turn on or off electrical devices. Directions and diagrams are given for construction of the switch, its uses, modification of toys to utilize the switch, and correcting problems with the switch or other adaptive equipment. (DB)

The article reviews the use and limitations of medical and behavioral approaches (restraints, shock, drugs, punishment and aversive stimulation, reinforcement of incompatible behaviors, and overcorrection) to reduce self injury in visually impaired, mentally retarded persons. Legal and ethical considerations are pointed out. (Author/CL)

Two new techniques that were used with a group of seven blind, multiply handicapped young adults in a half-way house are described. Structured learning therapy is a social skills training technique and group assessment is a method of averaging psychological data on a group of clients to facilitate program planning based on client needs.…

This article suggests that the speech-language pathologist may appropriately serve as a case manager for students who have multiple needs and describes a case management model. The skills necessary for effective case management are outlined and functional outcomes are demonstrated with a child and family story. (Contains references.) (DB)