Children with mental retardation and multiple handicaps can effectively participate in play activities and games, but the experience must be structured for them. Techniques for organizing play activities involving handicapped and nonhandicapped children are offered. Examples of singles play, rotation play, and associative play are described. (JDD)

A transdisciplinary staff of a preschool for multiply handicapped students worked with design students to develop learning boxes which include manipulable and tactile activities designed for stimulation and independent activity. (CL)

Outlined is a 6-week program to develop the self-concept of multiphandicapped rubella (all were deaf and many had visual problems) children. (DB)

An orientation and mobility curriculum for multiply handicapped deaf students incorporates instruction in environmental awareness concepts, orientation reference systems, route planning, and auditory training. Instruction frequently includes a solo travel experience. The roles of the classroom teacher and of the mobility instructor are noted. (CL)

The interview with Beth Langley, an award winning teacher of students with profound visual and multiply handicapping conditions, examined her choice of special education as a career, her classroom management techniques, personal rewards she receives from teaching, and trends in special education she has observed. (DB)

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)

This interview with Muriel Drew Saunders, the 1991 recipient of the Clarissa Hug Teacher of the Year Award, explores Saunders' work with students with severe/multiple disabilities, changes in special education since the 1960s, her research on reward systems and chronic aberrant behavior, and her advice to new special education teachers. (JDD)

A series of exercises was developed at a school for multiply handicapped, brain damaged and autistic children to take advantage of the opportunity for increased cooperation and socialization presented by balance beam activities. (GW)

The article presents eight lessons for teaching practical signs to deaf-blind individuals. (CL)

A case study is presented of a girl (age six) with multiple disabilities including moderate to severe mental retardation who was fully included in a regular first-grade classroom. The experience indicated that students with multiple disabilities can learn to follow classroom routines, follow directions, acquire new skills, and improve their…

Techniques are presented to teach students with severe and multiple handicaps to record their performance data using adapted mechanical or electronic counting devices such as calculators. Described are the purposes of self-recording, materials needed, training guidelines, and evaluation procedures. (JDD)