The feasibility of a pedagogical approach--MultiSensory Music Drama (MSMD)--was investigated in collaboration with a teacher and a student with severe/profound intellectual and multiple disabilities (S/PIMD). Educational research for this group of learners is scarce, but research has suggested the potential of integrating music and multisensory…

Background: Young adults with intellectual/developmental disabilities and co-occurring mental health conditions (IDD-MH) experience significant mental health disparities. Barriers to services include transportation and stigma associated with services. Peer mentoring (PM) may be one solution to these barriers. Methods: We conducted exploratory…

In India, Acts and legislations are in place for persons with mental retardation. Three major Acts namely Rehabilitation Council of India Act (1992), Persons with Disabilities (Equal opportunities, protection of rights and full participation) Act (1995) and National Trust for welfare of persons with Autism, Cerebral Palsy, Mental retardation and…

Postsecondary services should be planned for three groups of multihandicapped deaf students: those needing independent living skills, those seeking direct occupational preparation, and those seeking and able to profit from an academic program. Seven guidelines are suggested for program planning and delivery. (Author)

Annual program plans for residents written prior to and following the implementation of the IPP (Individual Program Planning) system were rated to determine the extent of changes that resulted. More departments attended meetings, stated objectives, described intervention plans and evaluation procedures for proposed objectives, and reported…

A model of interdisciplinary team education is described which is designed to prepare specialists to work with visually disabled/multiply disabled persons. Problems in implementing interdisciplinary courses in higher education are considered, including both institutional and student barriers. (CL)

The CARES project (Coordinated Ambulatory Rehabilitation Evaluation Services) presents a model to provide multidisciplinary services for multiply disabled children in rural settings. Background, information about model components, and descriptive data are presented to illustrate project evolution and operation. Nearly 400 children with multiple…

The article describes the implementation and results of a developmentally sequenced language program for 21 severely, profoundly, and multihandicapped students (mean CA=10 years, mean MA=20 months). (SBH)

Carisbrooke Day Centre was established in Scotland to provide full-time day care for 12 adults with profound and multiple impairments. This paper describes staff selection, admission criteria, student assessment, and the Carisbrooke Wheel, which outlines a coordinated strategy for the delivery of services. (Author/JDD)

This paper presents the Institute of Medicine model of the dynamic nature of the disabling process of both primary disabilities and secondary conditions, and the interaction of that process with risk factors and quality of life. The components of a comprehensive disability prevention program are discussed. (Author/JDD)

This article describes the development, implementation, and evaluation of an online professional development course designed to develop an understanding of the foundations, perspectives, and strategies used by key disciplines (e.g., occupational therapy, physical therapy, speech-language pathology, early childhood special education, visual…

A program was adapted to serve hearing impaired children with emotional and behavior disorders. The residential program currently serves 10 students with a treatment staff that includes therapists and educators. (CL)

Techniques used by the Special Visual Assessment Clinic for the Handicapped at the University of California-Berkeley School of Optometry are designed to serve handicapped children and adults generally considered "difficult to assess." This article describes the clinic's assessment goals, clientele, and methods for assessing visual ability and…

The authors describe how the "I CAN" physical education program, an individualized instructional management system for developing skills, associated concepts, and social growth in handicapped children, was adapted for use with deaf blind children (5 to 21 years old) at the New York Institute for the Education of the Blind. (SBH)

The article summarizes the following factors identified in service provision for severely and multiply handicapped students: programmatic considerations; administrative considerations; service delivery models; assessment; educational placement; individual educational programs; and program documentation. (CL)