This volume is one of several which describe the characteristics, quality, and costs of services to severely mentally retarded, severely emotionally disturbed, deaf-blind, and severely multiply handicapped clients aged 21 and under, in 100 providers across the nation. This volume presents the case studies organized according to the major…

A 3-year-old (severely retarded and visually impaired) was trained in a program emphasizing functional, age-appropriate visual motor tasks requiring use of vision for successful task completion. Use of a repeated prompting procedure was successful in establishing visual attention, and generalization of visual attention to untrained tasks was…

A teacher, speech-language pathologist, school principal, and audiologist rated 27 hearing-impaired elementary students on effective use of language, speech, and sign language and on presence of a learning disability and/or behavior problem. Ratings were compared with each other and with test scores purporting to identify learning disabilities or…

Disability is a human constant: all human societies have and have always had disabled members. Although the presence of such individuals is a constant, culturally shared responses to them vary greatly across time and social context. (Author/BJV)

Three profoundly retarded students (ages 6, 8, and 12) were taught prelanguage signalling behaviors (grasping the experimenter's finger and tapping the back of one hand with the other) to initiate co-active imitation behaviors with an adult. (JW)

This volume is a guide for assessing children with dual sensory or severe impairments between the ages of 6 and 15. It presents a functional-ecological assessment process that is individually determined, contextually based, and leads directly to intervention. It begins by discussing the benefits of this model over standardized assessment…

This paper was developed as a result of a 1999 conference on substance abuse and learning disabilities. An introductory chapter urges early identification of learning disabilities and appropriate treatment for both problems when they co-exist. The second chapter discusses the differences between learning disabilities and behavioral disorders, the…

This book is a guide to teaching orientation and mobility (O&M) skills to students with visual impairments in the public schools. The first chapter offers an overview of the nature and responsibilities of the orientation and mobility specialist and explains the fields legal underpinnings. Next comes a look at O&M in relation to the school year…

This manual presents an assessment instrument designed to help teachers, educational specialists, speech-language therapists, psychologists, and other service providers evaluate the communication skills of children, adolescents, and young adults who have multiple disabilities, including severe or profound mental retardation and deafblindness. It…

Children learn about their environment as they move through it--about people and objects, sizes, shapes, and distances. For typically developing children the senses of sight and hearing provide the greatest motivation for exploration. These children will use their vision and hearing to gather information about their surroundings while growing in…

Basic neurological facts pertinent to learning disabilities are reviewed, and the nature, significance, and limitations of the neurological assessment presently utilized in clinical practice are addressed. A brief review is presented of some of the classification attempts that highlight difficulties arising from the heterogeneity of learning…

Presents a model for the care of multiply handicapped children (from infancy to about age eight). TEMPO (Training, Evaluation, Home Management, and Parent Orientation) is a program designed to increase understanding of the multiply handicapped child and to develop a combined family-community support system to ensure the child a quality life. (PHR)

Two experiments were conducted to train six severely multihandicapped students (ages 15 to 23) with hearing impairments to put on their own hearing aids independently, and to provide an empirical evaluation of a comprehensive instructional program for putting on a hearing aid by assessing acquisition, maintenance, and generalization of that skill…

Section 2 of the journal covers educational programs and services for the deaf and hearing impaired from preschool schools and classes through postsecondary programs to university programs training personnel in deafness, with a separate section on programs for the deaf-blind. (PHR)