Reprinted from CHILDREN, Nov-Dec 1967.

Edited version of a paper presented at a Symposium on Rehabilitation of the Mentally Retarded Blind (Pottstown, Pennsylvania, November 6, 1968).

Standards for programs serving multiply handicapped-visually handicapped students are presented in one of 16 self study and evaluation guides. Standards encompass the following 10 areas: planning and organization, personnel, basic personal independence, communications, development of personal awareness, music, motor development, prevocational…

A specialized therapeutic intervention called peer-pair psychotherapy was administered to five pairs of severely disturbed and retarded children (4 to 9 years old) in a residential psychiatric setting. The feasibility of the intervention was determined by the social interaction before, during, and after two blocks of 10 treatment sessions by a…

The study investigated the effects of the overcorrection procedure of functional movement training (in which praise and physical contact are offered for correct positions) on establishing and maintaining the visual attending of a multihandicapped, profoundly retarded learner (20 years old) in a public school program. The effectiveness of positive…

Role play with toys was modeled to develop communicative language function in 14 visually impaired Ss (ages 8-26 years) who also were mentally retarded. Before treatment, Ss' language was non-communicating and characterized by echolalic and stereotypic verbal responses. Few questions and little narrative speech was present even in those Ss who had…

A research project was conducted to investigate sensory, concept, and locomotion skills in severely multiply handicapped children. The project involved the development of evaluation and teaching materials to be utilized by classroom teachers and paraprofessionals with multi-handicapped children with severe visual deficits. The programed…

Described is a milieu intervention scheme for treatment of disturbed deaf children (6 to 18 years old) in a residential school for the deaf. It is noted that the program sought to develop respect and awareness of the self and social group within the security of a specifically adapted environment and to support reintegration into the social,…

Effects of the physical and social environment on the feeding of severely and multiply handicapped students are discussed. The role of such physical environmental factors as sound, visual stimuli, light, movement, touch, clothing and furniture is considered. Among the social influences operating are the student's physical abilities and…

Presented are 20 papers delivered at the 1975 Northwest Regional Conference on Recreation for the Deaf-Blind. Included are papers on the following topics (with sample papers in parentheses): national trends; interdisciplinary considerations ("Movement and Physical Activity: the Foundation for the Most Important R" by J. Stein); community…

This study of 360 multiply handicapped clients of the North Carolina State Commission for the Blind was taken from a three year project (1969-1972), and is an exploratory attempt to assess the self-concepts and adjustments in and to a self-anchoring technique. From the theoretical and methodological perspectives, the study showed the possibility…

Presented are a conference summary and 15 papers on the present and future service needs of deaf-blind (rubella) children and their parents. The conference summary contains recommendations for future activities; major points of agreement among conference members; synopsis of the papers presented; a review of discussion by conference participants;…

Presented is information on adapted physical education and recreation for the multiply handicapped. An introductory section contains varying definitions of the term 'multiply handicapped' and explains that more programing information and literature exist in the areas of the deaf-blind and the crerbral palsied than for other handicapping…

Provisions for the establishment of centers and services for deaf-blind children under the Elementary and Secondary Education Act Title VI, Part C are described. Explained are criteria for agency eligibility, coordination among agencies, services provided by a comprehensive center, and activities authorized by the Act. Also discussed are…

This report summarizes the characteristics of the students participating in the Social Learning Curriculum. The information on these educable mentally retarded students includes: sex, age, IQ, tests upon which intelligence estimates are based, year of test administration, physical or emotional handicaps, and the number of children considered…