Journal ArticleDOI
Progress in Educating Students with the Most Severe Disabilities: Is There Any?:
TLDR
In this paper, the authors examine the issue of who are the most severely disabled students and clients and how they have or have not benefited from educational and postschool professional services to date.Abstract:
This article examines the issue of who are the most severely disabled students and clients and how they have or have not benefited from educational and postschool professional services to date. A l...read more
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Journal ArticleDOI
Defining, validating, and increasing indices of happiness among people with profound multiple disabilities
Carolyn W. Green,Dennis H. Reid +1 more
TL;DR: It is suggested that a behavioral approach can enhance happiness as one aspect of quality of life among people with profound disabilities.
Journal ArticleDOI
Special Education in the Restructured School
TL;DR: Two significant, overriding trends in reform have emerged in special education at all levels from policy to program implementation during the past decade: the movement to integrate students with severe disabilities and those with low-incidence disabilities into general education schools and classrooms for their educational programs; and the effort to retain students with mild and moderate disabilities in the general classroom as an alternative to pull-out programs.
Journal ArticleDOI
Rethinking Inclusion: Schoolwide Applications
Wayne Sailor,Blair Roger +1 more
TL;DR: In this paper, the authors present a new vision of integrated education, in which previously specialized adaptations and strategies are used to enhance the learning of all students, but the positive outcomes don't seem to be there.
Journal ArticleDOI
Students with Mental Illnesses in a University Setting: Faculty and Student Attitudes, Beliefs, Knowledge, and Experiences
TL;DR: One university's strategy for improving the educational environment of students with psychiatric disabilities is described and findings from a survey designed to assess faculty and student attitudes, beliefs, knowledge, and experiences with students identified as having a mental illness are presented.
Journal ArticleDOI
An overview of research on increasing indices of happiness of people with severe/profound intellectual and multiple disabilities.
TL;DR: An overview of research studies aimed at increasing indices of happiness of persons with severe/profound intellectual and multiple disabilities published from 1990 to 2004 is provided.
References
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Journal ArticleDOI
Beyond Special Education: Toward a Quality System for All Students
TL;DR: A review of a decade's experience with the implementation of PL 94-142 provides an opportunity to assess the process of providing education to students with handicapping conditions and to study the larger general education system as mentioned in this paper.
Journal ArticleDOI
A Rationale for the Merger of Special and Regular Education
TL;DR: The purpose of this article is to provide a rationale for the merger of special and regular education into one unified system structured to meet the unique needs of all students.
Journal ArticleDOI
Transfer of stimulus control: measuring the moment of transfer.
TL;DR: Three severely retarded boys acquired simple form discriminations errorlessly with a series of errorless discrimination reversals, during which the number of trials to transfer systematically decreased with successive reversals.
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A Comparison of Peer-Initiation and Teacher-Antecedent Interventions for Promoting Reciprocal Social Interaction of Autistic Preschoolers.
Samuel L. Odom,Phillip S. Strain +1 more
TL;DR: The peer-initiation procedure reliably increased the social responses of the autistic children, whereas the teacher-antecedent condition increased the initiations and responses ofThe autistic children.
Journal ArticleDOI
Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers.
Howard Goldstein,Susan Wickstrom +1 more
TL;DR: A peer-mediated intervention designed to promote communicative interaction on the part of three language-delayed children was evaluated and resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdrawn.