The Annual Survey of Hearing Impaired Children and Youth (1971-72) obtained information on 42,513 students enrolled in 636 preschool, elementary, and secondary educational programs for the hearing impaired. Data were gathered on the number of hearing impaired students with additional handicapping conditions, the types of conditions reported, the…

The annotated bibliography on multiply handicapped children and adults contains approximately 90 abstracts and associated indexing information for documents, published from 1962 through 1972, which have been selected from the computer file of the Information Center of the Council for Exceptional Children. It is explained that the abstracts were…

The bibliography contains 52 references selected from Exceptional Child Education Abstracts concerning various types of multiply handicapped children. One in a series of over 50 similar selected listings relating to the education of handicapped or gifted children, the bibliography cites research reports, conference papers, journal articles, texts,…

Project D.E.A.F., its introduction and background, purpose, clientele, methodology, and activities, are described. Project D.E.A.F. was established by an expansion grant from the Rehabilitation Service Administration of the Department of Health, Education and Welfare, in cooperation with the Ohio Bureau of Vocational Rehabilitation for the purpose…

A specific methodology for teaching a chosen visual symbol system and facilitating its usage in nonspeech communication by nonverbal handicapped persons, Visual Symbol Communication Instruction, was implemented with five nonverbal, mentally retarded individuals (3 to 17 years old). (Author/SBH)

The paper presents a review of cases of children with acquired aphasia with convulsive disorder and discusses clinical features of three additional children in whom the specific syndrome of auditory verbal agnosia was identified. (Author/CL)

Built for the multiply handicapped, the Occupational Center of Union, New Jersey, had to be completely free of architectural barriers. (Author)

Detailed are results of cytogenetic examination of a 14-year-old severely retarded autistic girl. (Author/SBH)

A review of annual survey data revealed that hearing impaired children under age 6 reported in 1984, when compared to those reported in 1977, tended to be younger; had higher percentages of heredity, meningitis, and prematurity as causes of hearing loss; and were more likely to have additional handicaps. (CL)

An eight-step decision-making paradigm appropriate for guiding decisions regarding selection of instructional programming alternatives for visually impaired multiply disabled children is presented. Brief case studies illustrate the application of the paradigm. (Author/DB)

The history of residental programs for the blind is reviewed, and the impact of the deinstitutionalization thrust on those schools is examined. The author asserts that residential schools must re-orient themselves to serving multiply handicapped students. (CL)

Three experiments were conducted in an investigation of information-processing capabilities of mentally retarded adults, nonretarded children (mental age control), and nonretarded adults (chronological age control). Findings support the theory of a structural defect in mentally retarded persons that results in slow information processing.…

Vocational needs of multi-handicapped hearing impaired teenagers include skills in communication, behaviors and attitudes, understanding of the variety of available jobs, job seeking skills and specific job preparation. Job training can take place in the classroom, on school grounds, or in the community. (CL)

The software programs "Toddlers' Tutor" and "Story Machine" have been used along with fingerspelling and sign language interpretation with deaf and mentally retarded students. Improvements have been noted in the reception/expression of basic and expanded forms of signed and written language. (Author/CL)

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)