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Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities--Engaging in the Activity Area-Based Curriculum Making
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Peltomäki, Satu; Pirttimaa, Raija; Pyhältö, Kirsi; Kontu, Elina K. – Education Sciences, 2021
The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils--most of whom have profound intellectual and multiple disabilities (PIMD)--who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting…
Descriptors: Goal Orientation, Severe Intellectual Disability, Multiple Disabilities, Curriculum Development
Teaching Social Skills in Small Groups of Children with Multiple Disabilities: Motor and Intellectual Disabilities. An Intervention Program
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Lappa, Christina; Mantzikos, Constantinos – Online Submission, 2019
Few studies have been conducted in Greece, which focus on the education of children with multiple disabilities (motor and intellectual disabilities, ID). Four children between the ages 9 and 15 with multiple disabilities (motor and ID) were selected to be taught social skills. The aim of this qualitative study was to provide training with regard…
Descriptors: Teaching Methods, Interpersonal Competence, Small Group Instruction, Children
An Evaluation of the Preferences of Individuals with Severe and Multiple Disabilities and the Teaching of Choice-Making Skills
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Eldeniz Çetin, Müzeyyen; Safak, Pinar – Educational Research and Reviews, 2017
The general purpose of the present study is to determine the relationship between direct and indirect preference assessments of individuals with severe and multiple disabilities (SMD) and the relationship between the direct preference assessments (single-stimulus, paired-stimulus, and multiple-stimulus) as applied to individuals with SMD, and to…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Correlation, Preferences
Deinstitutionalization of People with Developmental Disability.
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Molony, Helen; Taplin, John – Australia and New Zealand Journal of Developmental Disabilities, 1988
Studies of deinstitutionalization for individuals with developmental disabilities show positive effects on skills, behavior, activity level, social interaction, and quality of life. Effects are clearest in adaptive behavior. Outcomes for individuals with severe or multiple disabilities are less positive. Implications for Australian policy are…
Descriptors: Adaptive Behavior (of Disabled), Behavior Change, Deinstitutionalization (of Disabled), Developmental Disabilities
Special Life Skills for Community Living.
Wyer, Doug; Hallinan, Peter – 1992
This study examined the effectiveness of a 10-week life skills program in meeting the needs of its six Australian participants, who were severely intellectually and physically handicapped young adults of Aboriginal or Torres Strait Islander descent. Interviews were conducted with teaching and residential program staff at the commencement, the…
Descriptors: Adult Education, Daily Living Skills, Foreign Countries, Indigenous Populations
Learning Disabilities and Challenging Behaviour: Training Staff To Work with People with Learning Disabilities Who Exhibit Challenging Behaviour and May Have an Associated Mental Illness. Final Report.
Clifton, M.; And Others – 1993
This report describes a project which surveyed providers and purchasers of nursing services within the National Health Service in England on what is available and what is needed in staff training for those working with individuals having mental retardation and challenging behaviors and/or mental illness. Section 1 describes the methodology of the…
Descriptors: Behavior Change, Behavior Disorders, Behavior Modification, Emotional Disturbances