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| Important Considerations Prior to Teaching Persons with Severe Disabilities | |
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| Persons with Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential | |
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| Philosophy and Best Practices for Educating Persons with Severe Disabilities | |
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| Collaborative Teaming with Parents, Professionals, and Paraprofessionals | |
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| Preparing to Teach: Planning and Assessment Procedures | |
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| Planning Instructional Programs for Students with Severe Disabilities | |
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| Conducting Assessments to Determine Instructional Needs | |
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| General Instructional Procedures | |
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| Teaching Students to Acquire New Skills | |
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| Teaching Skills for Maintenance and Generalization | |
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| Monitoring and Evaluating Student Progress | |
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| Creating Inclusive Educational Environments | |
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| Specific Instructional and Management Procedures | |
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| Teaching Communication Skills | |
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| Providing Behavioral Supports to Improve Challenging Behavior | |
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| Managing Sensory and Motor Disabilities | |
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| Providing Support for Health and Medical Needs | |
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| Teaching Self-Care and Daily Living Skills | |
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| Teaching Leisure and Recreation Skills | |
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| Teaching Appropriate Academic Skills | |
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| Teaching Community and Domestic Skills | |
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| Instructional Considerations for Younger and Older Students | |
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| Meeting the Needs of Young Children | |
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| Teaching Employment Skills and Planning for Transition | |
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| Trends and Issues | |
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| Trends and Issues in the Education of Students with Severe Disabilities | |
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| Appendix A Individualized Education Plan | |
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| Appendix B Individualized Transition Program | |
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| Appendix C Individualized Family Service Plan | |
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| Name Index | |
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| Subject Index | |