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| Preface | |
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| Understanding People with Severe Disabilities | |
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| Defining Severe Disabilities | |
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| Historical Definitions | |
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| The TASH Definition | |
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| Definitions by Category of Disability | |
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| The IDEA Definitions of Severe and Multiple Disabilities | |
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| Prevalence | |
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| Causation | |
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| Current Issues in Assessment and Labeling | |
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| Definitions and Use of Norm-Referenced Tests | |
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| Functional Assessment | |
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| Conclusion | |
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| Focus Review | |
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| References | |
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| Valuing People with Severe Disabilities: Toward Effective Education and Community Service Systems | |
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| History of Educational and Community Services | |
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| The Institutional Model | |
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| The Developmental Model | |
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| The Ecological Model | |
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| Emerging Values in Service Programs | |
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| Full Inclusion | |
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| Natural Supports | |
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| Choice and Autonomy | |
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| Conclusion | |
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| Focus Review | |
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| References | |
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| Family, Friends, and Society: Supporting People with Severe Disabilities | |
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| Formal Support Networks | |
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| The Americans with Disabilities Act (ADA) | |
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| The Individuals with Disabilities Education Act (IDEA) | |
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| School Reform and Accountability for Students with Severe Disabilities | |
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| Other Government-Supported Programs | |
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| Advocacy Organizations | |
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| Natural Supports | |
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| Family | |
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| Friends | |
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| Community | |
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| Conclusion | |
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| Focus Review | |
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| References | |
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| Biomedical Issues | |
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| Bioethics | |
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| Prevention | |
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| Genetic Engineering | |
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| Organ Transplantation | |
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| Genetic Screening | |
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| Genetic Counseling | |
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| Abortion | |
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| Withholding Medical Treatment | |
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| Advances in Newborn Intensive Care | |
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| Conclusion | |
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| Focus Review | |
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| References | |
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| Multicultural and Diversity Issues | |
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| Key Concepts and Definitions | |
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| Context of Increasing Diversity | |
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| Diversity and Special Education | |
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| Culture and Key Cultural Dimensions | |
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| Cultural Competence | |
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| Importance and Need for Culturally Competent Services for People with Severe Disabilities and Their Families | |
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| Current Trends: Providing Culturally Competent Services | |
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| Honoring Differences | |
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| Increasing the Cultural Competence of Professionals | |
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| Approaches for Enhancing Cultural Competence | |
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| Enhancing Cross-Cultural Communication | |
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| Strategies for Building Rapport and Communicating Effectively | |
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| Cultural Mediators and Language Interpreters | |
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| Selected Approaches for Planning and Implementing Culturally Competent Services | |
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| Future Directions | |
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| Focus Review | |
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| References | |
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| Assistive Technology | |
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| Importance and Needs for People with Severe Disabilities | |
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| Aids for Daily Living | |
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| Communication Aids | |
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| Aids for Working, Learning, and Playing | |
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| Mobility Aids | |
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| Positioning Aids | |
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| Federal Legislation and Assistive Technology | |
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| Rehabilitation Act | |
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| Technology Related Assistance Act | |
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| Telecommunications Accessibility Enhancement Act | |
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| Americans with Disabilities Act | |
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| 1997 IDEA Amendments | |
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| Identification and Functional Use of Assistive Technology Devices and Services | |
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| Identification of Appropriate AT Devices and Services | |
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| Functional Use of AT Devices and Services | |
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| Knowledge and Skill Competencies | |
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| Conclusion and Future Directions | |
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| Focus Review | |
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| References | |
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| Positive Behavioral Support | |
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| Prevalence of Severe Problem Behaviors | |
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| Life Impact | |
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| A Shift in Perspective on Providing Behavioral Support | |
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| Key Concepts and Definitions | |
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| Whose Problem Is It Anyway? | |
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| What's in a Name? Positive Behavioral Support | |
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| Current Definitions and Features of Positive Behavioral Support | |
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| Models and Strategies for Conducting Functional Assessments and Providing Comprehensive Positive Behavioral Support | |
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| Initial Lifestyle Assessment and Planning | |
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| Functional Assessment and Analysis | |
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| Developing and Implementing Assessment-Based Comprehensive Behavior Support Plans | |
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| The Competing Behavior Perspective | |
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| Future Directions in Behavioral Support | |
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| Early Intervention and Lifestyle Factors as Interventions and Outcomes | |
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| Broader Perspectives on Implementing Behavioral Support | |
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| Continued Development of Functional Assessment Technology | |
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| Research into Practice: Where the Rubber Meets the Road | |
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| Conclusion | |
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| Focus Review | |
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| References | |
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| Early Intervention Programs for Infants and Toddlers with Disabilities and Their Families | |
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| Historical Overview of Early Intervention Services | |
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| Institutionalization | |
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| Child-Centered Early Intervention | |
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| Family-Focused to Family-Centered Early Intervention | |
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| Current Trends: Federal Legislation and Early Intervention | |
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| Early Intervention as Defined by P.L. 105-17, Part C | |
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| Family-Centered Early Intervention | |
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| A Philosophy of Enabling and Empowering Families | |
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| Expected Outcomes of Early Intervention | |
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| Structure and Organization: Implementing Family-Centered Early Intervention | |
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| Family-Directed Assessment and Selecting Intervention Goals | |
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| Effective Practices in Family-Centered Early Intervention | |
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| Natural Supports and Natural Environments | |
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| Transition Planning | |
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| Service Coordination | |
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| Changing Needs: Birth to Three | |
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| Future Directions in Early Intervention | |
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| Prevention and Treatment of Developmental Disabilities | |
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| Future Trends in Early Intervention Services | |
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| Focus Review | |
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| References | |
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| Programs for Preschool Children | |
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| Historical Overview of Preschool Services | |
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| Types of Services and Service Delivery Models | |
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| Philosophical and Curricular Models | |
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| Models of Integration and Inclusion | |
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| The Influence of Federal Legislation on Preschool Programs | |
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| Current Trends and Issues in Meeting the Educational Needs of Preschoolers with Severe Disabilities | |
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| Developmentally Appropriate Learning Experiences | |
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| Inclusive Learning Environments | |
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| Comprehensive and Individually Appropriate Interventions | |
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| Interventions for Young Children with Challenging Behaviors | |
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| Expected Outcomes for Preschool Services | |
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| Structure/Organization of Preschool Programs | |
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| Recommended Practices for Preschool Programs | |
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| Effective Practices for Preschool Programs: Developing and Implementing IEPs for Preschoolers | |
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| Team Membership and Collaboration | |
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| Ecologically Based Curriculum and IEP Development for Preschool Children | |
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| Implementing Intervention in Natural Routines and Activities | |
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| Transition Planning and Preschool IEPs | |
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| Future Directions for Preschool Programs | |
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| Focus Review | |
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| References | |
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| Elementary Programs | |
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| The History of Elementary Programs | |
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| Influence of IDEA '97 | |
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| Influence of the Regular Education Initiative and the Inclusion Movement | |
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| Structure of Elementary Programs | |
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| The "Continuum" of Educational Services | |
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| Inclusive Educational Programs | |
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| Effective Practices | |
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| Student and Family-Centered Planning | |
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| Curriculum and Instruction Referenced to Home, School, and Community | |
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| Promoting Friendships and Natural Supports | |
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| Promoting Choice and Autonomy | |
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| Transdisciplinary Teaming | |
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| Future Directions and Issues | |
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| Linkages with Ongoing School Reform Initiatives | |
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| Integrating General and Special Education Pedagogy | |
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| Redefining the Roles of Special and General Educators | |
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| Focus Review | |
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| References | |
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| Secondary Programs | |
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| The History of Secondary Programs | |
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| The Influence of Federal Legislation on Secondary Programs | |
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| Individuals with Disabilities Education Act | |
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| Vocational Rehabilitation Act Amendments of 1992 and 1998 | |
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| The Ticket to Work and Work Incentives Improvement Act of 1999 | |
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| The School-to-Work Opportunity Act (STOWA) of 1994 | |
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| Structure of Secondary Programs | |
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| Effective Practices | |
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| Inclusive Education | |
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| Curriculum and Instruction Referenced to the Demands of Adulthood | |
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| Person-Centered Transition Planning | |
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| Securing Paid Employment | |
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| Developing Natural Supports | |
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| Future Directions and Issues | |
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| Student Control | |
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| Inclusion in the General Secondary Curriculum | |
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| The Structure of Post-High School Programs | |
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| Focus Review | |
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| References | |
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| Employment and Residential Programs for Adults | |
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| History of Employment and Residential Programs | |
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| Structure of Employment Programs | |
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| The Continuum of Employment Services | |
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| Supported Employment | |
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| Structure of Residential Programs | |
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| The Continuum of Residential Services | |
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| Supported Living | |
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| Future Directions | |
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| Consumer Control | |
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| Natural Supports | |
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| Conclusion | |
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| Focus Review | |
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| References | |
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| Programs for Older Adults | |
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| Historical Overview of Services for Older Adults | |
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| The Structure of Services for the Aging and Elderly | |
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| Age-Segregated or Age-Integrated Programs | |
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| Community-Based or Institutional Programs | |
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| Future Directions | |
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| Definition of Elderly for Persons with Disabilities | |
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| Aging Caregivers and Wait Lists | |
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| Age-Appropriate Services | |
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| Collaboration between Aging and Disability Agencies | |
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| Conclusion | |
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| Focus Review | |
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| References | |
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| Author Index | |
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| Subject Index | |