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…

The article describes the Oregon Transition to Employment Project, a three-year federally supported project, which investigated and identified strategies school programs can use to prepare students with physical and multiple disabilities for the transition from school to community-based employment. (DB)

The Comprehensive Communication Curriculum is designed for teaching basic communication skills to severely or profoundly retarded, physically handicapped students. An introductory section mentions the purpose of five major program components: caregiver interview, identification of child's wants and needs, training the child to request wants and…

Published articles about assistive technology (AT) from 1980 through 2004 were reviewed to identify those that focused on infants and young children. A total of 104 articles about AT with infants and toddlers were identified, and of these, 23 reported practices for teaching switch activation (12), computer use (6), power mobility skills (4), or…

This study investigated the effectiveness of metacognitive strategies in teaching reading comprehension to five Chinese children with physical and multiple disabilities. Results suggested that metacognitive instructional strategies might be effective. Further research using various methods/designs on children of different ages and academic levels…

An art teacher describes some of her techniques for working with trainable mentally retarded (TMR) students who are also physically disabled. Included are lesson planning, student needs, and adapted materials. Part of a theme issue on art education for children with special needs. (SJL)

Research on emergent literacy is applied to children with severe speech and physical impairments (SSPI). Factors shown to have the greatest influence on emerging literacy skills are identified, as are diverging experiences of young children with SSPI. Intervention strategies suggested for these children include increasing access to books and…

This article considers classroom instruction in reading and writing for children with severe speech and physical impairments (e.g., cerebral palsy). A model of classroom instruction (involving teacher characteristics, context, process, and product) is offered, effective instructional strategies are identified, and recommendations are made to…

The manual provides guidelines for teachers of physically and multiply handicapped students in Georgia. Sections address the following topics (sample subtopics in parentheses): definitions; eligibility; due process (screening, referral, placement); program organization (delivery model, personnel, enrollment); instructional programs (curriculum,…

The report examines, from a cognitive developmental view, research on the teachable moment or critical learning period in handicapped infants. The author explains that developmental gaps are produced by a mismatch between the infant's readiness and opportunity to learn. Characteristics and educational implications of specific handicapping…

The report of the proceedings of the convention of the Council for Exceptional Children in 1970 includes papers on the following topics: a workshop report on the team approach in using educational media, means of decelerating disruptive classroom behavior, the promotion of motor development in young retardates, the use of pictorial symbols to…

Intended for vocational education teachers, the booklet is designed to provide helpful information to assist teachers in better understanding special needs students in Pinellas County, Florida. Chapter 1 provides definitions, general information on methods of dealing with several categories of handicapping conditions, including mental retardation…

Included in the publication are 10 articles on developing basic skills in severely and profoundly handicapped children. The first paper focuses on the development of object permanence, a basic cognitive skill, while the second and third review procedures for developing self care skills (toileting and eating). A fourth paper discusses an…

In a cerebral palsy-blind experimental school unit for day and residential care, a staff of 13 served 30 children in 6 years with 12 to 17 children each year. All but six children who were found to be nontrainable progressed: eight became trainable, eight trainable and partly educable, and eight educable. Variable progress was found characteristic…

Directed to parents, the text discusses normal and delayed speech development and considers the causes of delay. Suggestions are given for helping deaf, emotionally disturbed, brain damaged, and physically handicapped children. Additional suggestions are provided for parents of twins, of stutterers, and of mongoloid or multiply handicapped…