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| Initial Considerations | |
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| Students with Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential | |
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| Defining Severe Disabilities | |
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| Intellectual Disability Categories and Syndromes | |
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| Characteristics of Persons with Severe Disabilities | |
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| Potential for Success by Persons with Severe Disabilities | |
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| Philosophy and Best Practices for Educating Students with Severe Disabilities | |
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| A Philosophy of Services | |
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| Contemporary Best Practices for Students with Severe Disabilities | |
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| The Bases of Best Practices | |
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| The Meaning of Special Education | |
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| Collaboration Among Professionals and Paraeducators | |
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| The Meaning of Collaboration | |
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| Parents, Families, and Cultural Issues | |
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| Promoting Family Involvement | |
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| The Meaning of Collaboration | |
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| Establishing Partnerships with the Family | |
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| Providing Culturally Competent Education and Support | |
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| Providing Support to Parents | |
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| The Role of Teachers When Collaborating with Parents | |
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| Providing Culturally Competent Instruction | |
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| Preparing to Teach | |
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| Planning Instructional Programs for Students with Severe Disabilities | |
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| Planning for Students with Severe Disabilities | |
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| Conducting Assessments to Determine Instructional Needs | |
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| Approaches to Assessment | |
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| General Instructional Procedures | |
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| Teaching Students to Acquire New Skills | |
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| Elements of Effective Instruction | |
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| Good General Teaching Practices | |
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| How Behaviors and Skills are Learned | |
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| Instructional Tactics for Teaching New Skills to Students with Severe Disabilities | |
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| Teaching Skills for Generalization and Maintenance | |
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| The Importance of Generalization and Maintenance | |
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| Strategies That Have Been Used to Achieve Skill Generalization | |
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| Applying Generalization Strategies | |
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| Teaching Skill Maintenance | |
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| Writing Instructional Programs to Include Generalization Instruction and to Promote Maintenace | |
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| Evaluating Student Progress | |
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| The Importance of Evaluating Student Progress | |
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| Alternate Assessment Requirements for Students with Severe Disabilities | |
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| Portfolio Assessment Procedures | |
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| Continuous Direct Assessment | |
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| Creating Inclusive Educational Environments | |