Programs in three British schools that have attempted to integrate physically and multiply handicapped children into regular classes are described. Remedial teachers were used to support the regular teacher and provide advice on physical and learning problems. (CL)

Signs were used successfully with a blind 10-year-old autistic girl. After eight months of training, she was able to acquire a functional sign vocabulary relying primarily on the tactile-kinesthetic and the auditory modalities. This newly acquired skill had a beneficial impact on the child's general functioning. (Author)

The Hearing Handicapped Program in Jefferson County Public Schools, Colorado, uses microcomputer technology for instruction of hearing impaired students with or without additional handicaps. Applications include drill and practice, tutoring, simulation, problem solving, and communication. (CL)

Ultrasonic switches connected to electrical or battery operated equipment such as a radio, a television, or a toy car have motivated severely retarded multiply handicapped students (3 to 15 years old) to actively control their environment. (CL)

The use of a trained paraprofessional in a response reduction procedure with a self-stimulating severely/multiply disabled 12 year old resulted in a decrease in self-stimulation and an increase in socially relevant behavior. (CL)

Discusses the importance of musical experiences to the multiply handicapped and presents mechanical aids which allow the physically disabled to play string and percussion instruments. Some of these aids are illustrated. (SJL)

Data were collected regarding the work performed by houseparents in residential schools for the visually/multiply handicapped. Of the 519 usable critical incidents reported, the most frequently reported group was health care activities followed by discipline tasks. (CL)

Results indicated that untrained observers perceived the group of children as functioning at a somewhat higher level than did trained evaluators. (Author)

A low functioning, nonverbal student who is hearing impaired as well as visually impaired presents special problems in designing instructional activities. Activities which have been used successfully with this type of student to develop attending to visual stimuli, tracking visual stimuli, and discriminating color and shape are described. (Author)

The author cites findings from a study of the educational placement of 195 deaf blind children. Results indicate that placement seems to be based on several factors, including level of intelligence and additional physical disabilities. (Author/CL)

The article describes the process and activities of the outreach phase of the Model Vision Project (Tennessee) for multihandicapped and visually impaired children and youth. The project has two replication sites for the purpose of stimulating awareness and for which the model provides technical assistance. (PHR)