Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 1977"
TL;DR: It is now the responsibility of educators to provide for the education of severely handicapped students in what has been referred to as "the least restrictive educational environment" as mentioned in this paper, which is the most appropriate environment for severely disabled students.
Abstract: It is now the responsibility of educators to provide for the education of severely handicapped students in what has been referred to as “the least restrictive educational environment.” This paper d...
32 citations
TL;DR: The current phase in the national education program for handicapped people began in November, 1975, with passage by Congress and signature by President Ford of the National Education for All Handicapped Children Act (P.L. 94–142).
Abstract: The current phase in our national education program for handicapped people began in November, 1975, with passage by Congress and signature by President Ford of the National Education for All Handicapped Children Act (P.L. 94–142). Before this legislation was passed, no specific agency assumed responsibility for the education of severely handicapped children and youth. In a few instances, school districts carried out experimental programs. Other programs were conducted by special facilities operated by county and local Association for Retarded Citizens programs. For the most part, “education” fell to large, understaffed, ill-equipped state institutions for retarded children, where most of the children and young adults were maintained. As a result of the often very primitive assessment, diagnosis, and classification systems available, many severely and multiply handicapped children–who are functionally retarded–were diagnosed as mentally retarded and placed in these institutions. So the primary milestone in...
24 citations
TL;DR: In this paper, the authors discuss problems associated with vocational training and job placement by focusing upon the functional relationship between the two, and propose an approach that specifies the client's next most probable placement as the basis for arranging training.
Abstract: This paper discusses problems associated with vocational training and job placement by focusing upon the functional relationship between the two. Developing a successful prevocational training program for the severely and profoundly handicapped is contingent upon a precise specification of the long-term objective, job placement. Rather than providing a flexible and general training program that could potentially lead anywhere (and, as a consequence, would probably lead nowhere), this approach specifies the client's next most probable placement as the basis for arranging training. This means that an assessment of the requirements for entry into the next job placement or training program is necessary. The information obtained from this assessment provides a basis for evaluating individual clients' strengths and weaknesses for that particular job. The client assessment, in turn, determines the appropriate prevocational training objectives, which in turn suggest the range of training activities that most prob...
16 citations
TL;DR: In this article, the effect of training on the development of social interaction responses in two profoundly retarded children was investigated, and both children showed marked gains in the trained responses, with one child also demonstrating limited generalization of the responses to a new setting.
Abstract: The effect of training upon the development of social interaction responses in two profoundly retarded children was investigated. Both children showed marked gains in the trained responses, with one child also demonstrating limited generalization of the responses to a new setting. Response generalization to a child not involved in training occurred to a limited extent.
14 citations
TL;DR: In this paper, a behavioral analysis of learning and behavior problems which may be expected of severely developmentally disabled persons in vocational settings is presented, including a categorization and description of primary problems encountered by a severely handicapped population, a logically arranged hierarchy of behavioral procedures which can be used to treat different types of problems and a general set of management strategies.
Abstract: This paper is a behavioral analysis of learning and behavior problems which may be expected of severely developmentally disabled persons in vocational settings. The behavioral analysis includes three major sections: (1) a categorization and description of primary problems encountered by a severely handicapped population, (2) a logically arranged hierarchy of behavioral procedures which can be used to treat different types of problems, and (3) a general set of management strategies. It is recommended that the hierarchy of behavioral procedures be empirically validated.
6 citations
TL;DR: While the majority of states required that education services be provided to all children, fewer than half had a definition of the severely handicapped and the majority referred to the mentally retarded or the multiply handicapped.
Abstract: State departments of education were surveyed to determine the definitions of severely handicapped currently in use and also to determine whether the provision of education services to this populati
5 citations
TL;DR: The Materials Accession Process (MAP) as mentioned in this paper was developed to increase the involvement of professionals in the field in establishing the NIMIS data base, which included teachers and therapists in locating materials for entry.
Abstract: Information is provided on NIMIS and on AAESPH's role in S–3's Materials Accession Process, which was developed to increase the involvement of professionals in the field in establishing the NIMIS data base. While the original data base was generated from published sources, the MAP attempts to include teachers and therapists in locating materials for entry. The process of coordinating and disseminating information among professionals is discussed. It is the intent of S-3 that the experiences gained from the MAP involvement with AAESPH will lead to similar relationships with other professional organizations.
1 citations
TL;DR: In this paper, the authors describe the development of a second of a series of three criterion-referenced instruments designed to facilitate community integration of persons with moderate-profound mental retardation.
Abstract: Currently, there is considerable interest among professionals in the field of mental retardation in developing and expanding community programs as alternatives to institutional placement for individuals with mental retardation. This paper describes the development of a second of a series of three criterion-referenced instruments designed to facilitate community integration of persons with moderate-profound mental retardation. Empirical data demonstrating reliability and validity of the instrument are presented. The results are discussed in terms of a number of assessment-related applications which are of immediate relevance to individuals undergoing training for community integration.