Surveying 15 states and 39,837 students, this study examined the extent to which students who took an alternate assessment based on alternate achievement standards in the 2010--2011 school year had access to regular education settings and the extent to which that access correlated with expressive communication, use of an augmentative or…

Ten multihandicapped high-school students in the Dayton (Ohio) Public Schools were trained using a curriculum of independent community social skills, focusing specifically on restaurant skills, travel skills, shopping skills, self-care skills, and skills for visiting a business or government agency. The students made weekly trips into the…

A survey of 123 special educators found that respondents did not feel adequately trained to work with individuals with profoundly handicapping conditions. For a variety of reasons, some teachers did not implement instructional techniques such as integration strategies, technological applications, and Piagetian procedures and such curricular areas…

A study involving 114 educators of students with profound and multiple learning difficulties, interviews with 20 head teachers, and observation in four British schools, found student assessment was largely informal, Individualized Education Programs were often lacking in detail, and about one-third of teachers had no special education…

Described is the establishment in New York City of a center for multiply handicapped children. In addition to a project summary, provided are twenty-five selections written by various staff members which focus on such topics as the role of the special education coordinator; selection, intake screening, and evaluation; the medical program; the role…