| |
| |
| |
| Building a Foundation in Moderate and Severe Disabilities | |
| |
| |
| |
| Defining the Term: Moderate and Severe Disabilities | |
| |
| |
| Objectives | |
| |
| |
| Labeling Persons with Disabilities | |
| |
| |
| Past Terminology | |
| |
| |
| Present Terminology | |
| |
| |
| Person-First Language | |
| |
| |
| Defining the Terminology Used in the Field of Disabilities | |
| |
| |
| Classifying Persons with Disabilities | |
| |
| |
| Classification by IQ Scores | |
| |
| |
| Classification by Supports | |
| |
| |
| Classification by State Certification | |
| |
| |
| Demographics of Persons with Disabilities | |
| |
| |
| Moderate and Severe Disabilities | |
| |
| |
| Describing Persons with Moderate and Severe Disabilities | |
| |
| |
| Trends and Current Issues | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Working with Persons with Significant Cognitive Disabilities: Educational Issues and Challenges | |
| |
| |
| Objectives | |
| |
| |
| Historical Issues in the Education of Persons with Significant Cognitive Disabilities | |
| |
| |
| Issues in the Educability Debate | |
| |
| |
| Progress in Educating Persons with Significant Cognitive Disabilities | |
| |
| |
| Research on Significant Cognitive Disabilities Prior to 1991 | |
| |
| |
| Research on Significant Cognitive Disabilities Since 1991 | |
| |
| |
| Summary of Recent Research in the Most Severe Disabilities | |
| |
| |
| Teaching Students with Significant Cognitive Disabilities | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Working with Families of Children with Moderate to Severe Disabilities: Sources of Family Stress and Interventions | |
| |
| |
| Objectives | |
| |
| |
| Stressors Affecting Families of Children with Moderate and Severe Disabilities | |
| |
| |
| Stressors Occurring Across the Life Cycle | |
| |
| |
| Stressors Occurring at Specific Points in the Life Cycle | |
| |
| |
| Manifestations of Stress in Families of Children with Disabilities | |
| |
| |
| Coping Strategies in Families of Children with Disabilities | |
| |
| |
| Family Factors That Influence the Ability to Cope | |
| |
| |
| Resources That Enhance the Ability to Cope | |
| |
| |
| Professionals and Family Stress | |
| |
| |
| Empowerment of Families to Cope | |
| |
| |
| Summary | |
| |
| |
| What Families of Children with Disabilities Want | |
| |
| |
| What Parents of Children with Disabilities Want | |
| |
| |
| What Siblings of Children with Disabilities Want | |
| |
| |
| How to Involve Families of Children with Disabilities | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Providing an Appropriate Education for Students with Moderate and Severe Disabilities: A Foundation | |
| |
| |
| Objectives | |
| |
| |
| Criterion of Ultimate Functioning | |
| |
| |
| Longitudinal Programming | |
| |
| |
| Least Restrictive Environment | |
| |
| |
| Group Instruction | |
| |
| |
| Zero Degree of Inference | |
| |
| |
| Early Intervention | |
| |
| |
| Distributed Trial Format | |
| |
| |
| Generalization Strategies | |
| |
| |
| Transdisciplinary Approach | |
| |
| |
| Summary of the Criterion of Ultimate Functioning | |
| |
| |
| Educational Synthesizer | |
| |
| |
| Summary of the Educational Synthesizer | |
| |
| |
| The Criterion of Least Dangerous Assumption | |
| |
| |
| Integration with Peers without Disabilities | |
| |
| |
| Heterogeneous Grouping | |
| |
| |
| Natural Materials and Settings | |
| |
| |
| Natural Cues and Consequences | |
| |
| |
| Instructional Arrangements | |
| |
| |
| Zero Degree of Inference | |
| |
| |
| Age-Appropriate Curriculum | |
| |
| |
| Data-Based Decision Making | |
| |
| |
| Parents | |
| |
| |
| Summary of the Criterion of Least Dangerous Assumption | |
| |
| |
| Shifts in Practices for Students with Moderate and Severe Disabilities | |
| |
| |
| What to Teach | |
| |
| |
| Where to Teach | |
| |
| |
| How to Teach | |
| |
| |
| Future Research | |
| |
| |
| Documenting That Students with Moderate and Severe Disabilities Receive an Appropriate Education | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Creating Appropriate Programming for Persons with Moderate and Severe Disabilities | |
| |
| |
| |
| Identifying Functional and Age-Appropriate Skills: A Curriculum for Students with Moderate and Severe Disabilities | |
| |
| |
| Objectives | |
| |
| |
| Defining a Functional Approach | |
| |
| |
| Identifying a Functional Curriculum | |
| |
| |
| Compiling Data to Plan a Functional Curriculum | |
| |
| |
| Summarizing Information and Prioritizing Skills | |
| |
| |
| Writing an IEP with a Focus on Functional Skills | |
| |
| |
| Identifying Adaptations in a Functional Skill Approach | |
| |
| |
| Meshing a Functional Curriculum with the Core Content of a General Education Curriculum | |
| |
| |
| School Approaches | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Teaching Students with Moderate and Severe Disabilities: Systematic Instruction | |
| |
| |
| Objectives | |
| |
| |
| Systematic Instruction | |
| |
| |
| Discrete and Chained Tasks | |
| |
| |
| Massed, Spaced, and Distributed Trials | |
| |
| |
| Attentional Cues | |
| |
| |
| Prompts | |
| |
| |
| Consequences | |
| |
| |
| Shaping | |
| |
| |
| Specific Prompting Strategies | |
| |
| |
| Antecedent-Prompting Procedures | |
| |
| |
| Response-Prompting Procedures | |
| |
| |
| Summary | |
| |
| |
| Strengthening Systematic Instruction | |
| |
| |
| Increasing Efficiency | |
| |
| |
| Facilitating Inclusion | |
| |
| |
| Increasing Appropriate Behavior | |
| |
| |
| Data-Based Instruction | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Teaching Students with Moderate and Severe Disabilities in School Settings: Inclusion and Collaboration | |
| |
| |
| Objectives | |
| |
| |
| Evolution of Terminology and Placement Settings | |
| |
| |
| Terminology | |
| |
| |
| Placement Settings | |
| |
| |
| The Law and Inclusion | |
| |
| |
| Benefits of Inclusion | |
| |
| |
| Benefits Reported in Surveys and Interviews | |
| |
| |
| Benefits Reported from Observational Data | |
| |
| |
| Benefits Reported from Longitudinal Studies | |
| |
| |
| Challenging Aspects of Inclusion | |
| |
| |
| Challenging Aspects Identified Through Surveys and Interviews | |
| |
| |
| Challenging Aspects Identified Through Interviews | |
| |
| |
| Challenging Aspects Identified Through Observations | |
| |
| |
| Challenging Aspects Identified Through Longitudinal Studies | |
| |
| |
| Facilitating Successful Inclusion of Students with Moderate and Severe Disabilities | |
| |
| |
| Factors That Have Been Identified in Successful Inclusion | |
| |
| |
| Strategies That May Be Helpful in Implementing Inclusion | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Teaching Students with Moderate and Severe Disabilities in Community Settings: Community-Based Instruction | |
| |
| |
| Objectives | |
| |
| |
| Community-Based Instruction | |
| |
| |
| Guidelines for the Delivery of Community-Based Instruction | |
| |
| |
| Implementation of Community-Based Instruction | |
| |
| |
| Working with Community Sites | |
| |
| |
| Examples of Community-Based Instruction from the Professional Literature | |
| |
| |
| Summary | |
| |
| |
| Community-Referenced Simulated Instruction | |
| |
| |
| Guidelines for the Delivery of Instruction in Simulations | |
| |
| |
| Examples of Simulations from the Professional Literature | |
| |
| |
| Summary | |
| |
| |
| Comparison of Community-Based Instruction and Simulation | |
| |
| |
| Integrating Community-Based Instruction | |
| |
| |
| Integrating Related Services with Community-Based Instruction | |
| |
| |
| Integrating Inclusive Activities with Community-Based Instruction | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Working with Students with Medical Needs: Health and Vitality | |
| |
| |
| Objectives | |
| |
| |
| Defining the Terms | |
| |
| |
| Addressing Health Care Needs Through the IEP and the ITP | |
| |
| |
| Planning for the Educational Program | |
| |
| |
| Planning for Transition | |
| |
| |
| Legal Issues in Providing School Health Care Services | |
| |
| |
| Issues in Training Personnel | |
| |
| |
| Issues in the Ability of Health Care Professionals to Work with Persons with Mental Disabilities | |
| |
| |
| Issues in the Ability of Educational Personnel to Work with Persons with Health Care Needs | |
| |
| |
| Strategies for Working with Health Care Needs and Persons with Moderate and Severe Disabilities | |
| |
| |
| Strategies for Working with Students with Medical Needs | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Supporting Students with the Most Challenging Behaviors: Functional Assessment and Behavioral Intervention | |
| |
| |
| Objectives | |
| |
| |
| Types of Challenging Behaviors | |
| |
| |
| Aggressive and Disruptive Behavior | |
| |
| |
| Noncompliant Behavior | |
| |
| |
| Self-injurious Behavior | |
| |
| |
| Stereotypic Behavior | |
| |
| |
| Social Withdrawal | |
| |
| |
| Functional Behavioral Assessment | |
| |
| |
| Examples of Functional Assessments | |
| |
| |
| Comprehensive Behavioral Intervention | |
| |
| |
| Hierarchy of Behavioral Interventions | |
| |
| |
| Issues in Selecting Behavioral Interventions | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Planning for the Life Span: Longitudinal Transition | |
| |
| |
| Objectives | |
| |
| |
| Legal and Historical Foundations of Transition | |
| |
| |
| Family Issues Associated with Transition | |
| |
| |
| Challenges and Solutions for Successful Transitioning | |
| |
| |
| Challenges to Successful Transition | |
| |
| |
| Factors That Facilitate Successful Transition | |
| |
| |
| Summary | |
| |
| |
| Longitudinal Programming and Transitioning | |
| |
| |
| Early Transition | |
| |
| |
| School Transitions | |
| |
| |
| Postsecondary Transitions | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Entering Adulthood: Options for Work and Community Living | |
| |
| |
| Objectives | |
| |
| |
| Employment Options for Adults with Moderate and Severe Disabilities | |
| |
| |
| Employment Options | |
| |
| |
| Employment Preferences | |
| |
| |
| Employment Skills and Instruction | |
| |
| |
| Employment Support | |
| |
| |
| Summary | |
| |
| |
| Residential Options for Adults with Moderate and Severe Disabilities | |
| |
| |
| Institutions | |
| |
| |
| Group Homes | |
| |
| |
| Supported Living | |
| |
| |
| Summary | |
| |
| |
| Community Involvement | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Identifying Issues That Affect the Lives of Persons with Moderate and Severe Disabilities | |
| |
| |
| |
| Dealing with Difficult Issues: A Sampling of Basic Human Rights | |
| |
| |
| Objectives | |
| |
| |
| The Right to Sexual Fulfillment | |
| |
| |
| Historical Foundation | |
| |
| |
| Sex Education | |
| |
| |
| Sexual Support | |
| |
| |
| Summary | |
| |
| |
| The Right to Personal Safety | |
| |
| |
| Persons with Disabilities as Victims | |
| |
| |
| Persons with Disabilities as Offenders | |
| |
| |
| Summary | |
| |
| |
| The Right to Life | |
| |
| |
| Historical Issues Affecting the Right to Life | |
| |
| |
| Current Issues Affecting the Right to Life | |
| |
| |
| Summary | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| |
| Facilitating the Future: Self-Determination | |
| |
| |
| Objective | |
| |
| |
| Self-Determination and the Educational Process | |
| |
| |
| Self-Determination and IEPs | |
| |
| |
| Self-Determination and Instruction | |
| |
| |
| Self-Determination and Transition | |
| |
| |
| Choices and Preferences | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Review | |
| |
| |
| Performance-Based Assessment | |
| |
| |
| References | |
| |
| |
| Glossary | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |