Presented is the final report of a project to design and implement improved instructional programs for disadvantaged handicapped (retarded or learning disabled) children at the elementary grade level. Activities are described which were conducted to accomplish the following objectives: to initiate, evaluate, and document a crisis-intervention…

Presented are proceedings from a conference aimed at clarifying issues regarding education for the severely multiply handicapped, outlining goals, and producing 1-year timelines for Idaho, Utah, Montana, Wyoming, and the nation-at-large. Reported are the goals and implementation strategies (such as designing and implementing statewide programs to…

Described photographically and textually in the brochure are the educational, vocational, and social needs of deaf mentally retarded (DMR) children and adults. The DMR person is discussed in relation to the double handicap which precludes educational benefits from a traditional program, secondary problems such as visual handicaps, and incidence…

Presented are evaluation reports on four special education programs in the District of Columbia Public Schools: a daily program for the development of linguistic and conceptual ability in 12 aphasic children, emphasizing language reception and expression; a complete instructional program for some 18 multiply handicapped, hearing impaired rubella…

Five of the nine papers in the compilation concern aurally handicapped and deaf-blind children. Described are a home training and nursery program in a public school setting for hearing impaired children aged 18 months to 4 1/2 years, problems and progress in the Illinois state plan for hearing impaired children, and new trends in deaf-blind…

Provided in the second of two articles is further evidence of the validity of the author's sequence of tactual discrimination tasks for partial development of Optacon use readiness in young blind children. (IM)

A transfer of stimulus control procedure was used to teach a 14-year-old retarded deaf girl manual signing skills. (CL)

A team programming approach that uses parents and professionals to select unified programming goals for severely/multiply disabled students, provide direct and indirect related services, integrate programming methods, and monitor student progress is described. Program philosophy and overall functional assessment-curriculum organizes team members…

Using prompting and reinforcement procedures, five severely retarded individuals were trained and employed as client care workers to provide verbal and physical interaction and leisure materials to nonambulatory, multiply=handicapped residents of a mental retardation facility. Levels of interaction equalled or exceeded those displayed by exemplary…

In October 1983, the National Institute of Handicapped Research (NIHR) released its report on the state-of-the-art meeting on the Special Rehabilitation Needs of Learning Disabled Adults. This article presents the seven research priorities forwarded to NIHR and the method by which they were generated. (Author/CT)

The Self-Report Depression Questionnaire (SRDQ), a measure of depressive symptomatology in persons with mental retardation, was administered to 89 mentally retarded adults living in community-based settings. The SRDQ demonstrated high internal consistency reliability, as well as moderate stability over an 11-week period. Content validity and…

Study of three adults with severe multiple congenital limb deficiencies does not support Goffman's theory of stigma. For them, self-display is a strategy for self-empowerment in which the primary focus is the experience of the person with disabilities rather than the reactions of people who are "normal." (Author/BJV)

A survey was conducted of 253 parents of severely-handicapped children attending either special schools or integrated programs in regular public schools. Parents of children attending special schools predicted that mainstreaming would be a negative experience, while parents of already integrated children indicated overwhelmingly positive attitudes…

Normal children (average age 11, n=25) and multiply disabled children (aged 9-15, n=8) were integrated in physical education classes, emphasizing work with disabled-normal dyads. Girls were more willing than boys to accept disabled children into their groups, but during individual activities, boys were less reticent about making physical contact.…