In a speech to Australian and New Zealand teachers of the visually handicapped the author stresses the importance of educating deaf blind persons regardless of the severity of their handicaps, illustrating his point with three case histories. The deaf blind are viewed under the following five headings: the highly educable (who have college…

A psychologist discusses efforts at the Boston Center for Blind Children to help parents adjust to the demands of their multiply-handicapped, visually-impaired children. The following programs are found to be helpful: an infant home visiting program (see EC 062 470)in which parents develop their role through participating in an individualized…

Presented is the behavior rating scale designed for use with a video tape protocol for examination of multiply handicapped deaf blind children, whose development and evaluation are discussed in EC 040 599. The behavioral rating scale consists of five sections: unstructured orientation of child in examining area, child's task orientation and…

The report describes, in photographs and text, a demonstration program in early education for multiply handicapped preschool children carried on by United Cerebral Palsy of New York City (UCP) in cooperation with the Bureau of Education for the Handicapped. Reviewed are the objectives of the project, home and family involvement, the staff team,…

A study involving 7 multiply handicapped students (6-13 years old) was conducted to shape appropriate classroom social behaviors and to maintain them with little social approval, to examine what effects reprimands had on student behavior, and to see if combination of reprimands and praise could result in good classroom behavior when reprimands…

The article describes the implementation and results of a developmentally sequenced language program for 21 severely, profoundly, and multihandicapped students (mean CA=10 years, mean MA=20 months). (SBH)

Design ideas from a school for the multiply handicapped in Nashville. (Author)

The article discusses some practical considerations in the use of Blissymbols--a system of visual symbols for those who cannot communicate with speech--with multiply handicapped children. (Author/DLS)

The authors describe the effects of combining a vision specialist's abilities with those of a physical therapist when working with low functioning visually and physically handicapped preschoolers. (CL)

A multimodal intervention program designed for a nine-year-old with severe communication problems (secondary to cerebral palsy, receptive dysphasia, and auditory agnosia) combined manual signs and graphic symbols to help her communicate. The intensive, highly structured program had significant positive results. (Author/CB)

The difficulties teachers of multihandicapped children may experience upon the death of a student are discussed based upon personal experiences and support from the literature of caregiving professions. Symptoms of grief and helpful suggestions for colleagues are provided. (Author)

Productivity of four severely multiply disabled elementary students on a paper-and-pencil task was increased with an externally managed token economy. Ss were then instructed to self-manage the token economy. Two of the four subjects accurately self-managed the token economy, although all subjects maintained productivity levels. (Author/CL)

Teachers (N=150) of students with severe and multiple impairments were surveyed to identify the prevalence of health-related procedures being used in the classrooms, the person(s) routinely responsible for implementing the procedure(s), and the person(s) the teacher felt should be responsible for implementing the procedure(s). (Author/DB)