Your search found 1112 results.

Descriptors:
Attitudes; Foreign Countries; Mainstreaming; Multiple Disabilities; Normalization (Handicapped); Primary Education; Program Development; Program Effectiveness; Social Integration; Visual Impairments

Abstract:
This article discusses mainstreaming of a student (age five) with physical, intellectual, visual, and suspected auditory impairments in her neighborhood school in Auckland, New Zealand. Comments of the people involved in the program, including the principal, teachers, teacher's aide, family members, and fellow pupils are reported; and the success of the program is discussed. (Author/JDD)

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Adults; Attitudes; Children; Delivery Systems; Medical Services; Mental Retardation; Normalization (Handicapped); Opinions; Physicians; Primary Health Care

Abstract:
A survey of 614 Maine physicians indicated that almost 80% were currently providing care to patients with mental retardation living in the community. Major obstacles in treating such patients were revealed, their importance was assessed, and ratings of the utility of specific measures to lessen these obstacles were identified. (Author/JDD)

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Descriptors:
Art Education; Disabilities; Elementary Secondary Education; Learning Strategies; Mainstreaming; Normalization (Handicapped); Special Education; Special Needs Students; Teacher Attitudes; Teacher Expectations of Students; Teaching Methods

Abstract:
Advocates normalization in art for students experiencing disabilities. Argues against the use of therapeutic or remedial approaches that use art to achieve nonart objectives. Provides a problem-solving matrix to help art teachers meet the needs of disabled students. (CFR)

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Descriptors:
Elementary Secondary Education; Mainstreaming; Models; Multiple Disabilities; Normalization (Handicapped); Program Development; Program Implementation; School Districts; Severe Disabilities; Social Integration

Abstract:
This article reports the experiences of one school district as it moved from serving students with severe disabilities in segregated programs to a full inclusion model. Year one focused on getting started, planning, and beginning integration efforts and year two on implementation of a structured peer integration program. Applicability of the full inclusion model is discussed. (DB)

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Adolescents; Autism; Behavior Change; Behavior Modification; Behavior Problems; Contingency Management; Food Stores; Intervention; Normalization (Handicapped); Social Integration; Training Methods

Abstract:
A multicomponent intervention to change problem behavior, which prevented community integration of three adolescents with autism, was evaluated. The intervention (implemented in a supermarket setting) included choice making, embedding, functional communication training, building tolerance for delay of reinforcement, and presenting discriminative stimuli for nonproblem behavior. (Author/DB)

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Descriptors:
Adaptive Behavior (of Disabled); Mental Retardation; Multiple Regression Analysis; Multivariate Analysis; Nonparametric Statistics; Normalization (Handicapped); Research Methodology; Social Integration; Statistical Analysis; Young Adults

Abstract:
This study examined whether differences exist in the adjustment of young adults in community settings across levels of mental retardation for four dependent variables, using parametric multivariate analysis of variance, nonparametric multivariate analysis of variance, multiple nonparametric analyses of variance, and multinomial logistic regression. Substantive differences were found only with the technique of multinomial logistic regression. (Author/JDD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adults; Females; Interpersonal Competence; Intervention; Modeling (Psychology); Models; Moderate Mental Retardation; Normalization (Handicapped); Residential Programs; Severe Mental Retardation; Social Integration; Social Life; Social Support Groups

Abstract:
A "social guide" model was used to teach staff of an apartment-based residential program to use a set of "community network strategies" to improve the social relationships of three women with severe or moderate mental retardation. The intervention resulted in increased size of participants' social networks and more frequent social integration experiences. (DB)

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Descriptors:
Communication Aids (for Disabled); Communication Disorders; Computer Oriented Programs; Connected Discourse; Microcomputers; Multiple Disabilities; Normalization (Handicapped); Physical Disabilities; Speech Acts; Speech Communication

Abstract:
This paper describes preliminary development of a microcomputer system to facilitate extended conversation on a broad topic for people of normal intelligence who are physically disabled and lack speech. The paper concludes that, with prestorage and preorganization of potential speech acts, satisfactory computer-assisted, real-time conversations are a possibility for the target population. (JDD)

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Descriptors:
Daily Living Skills; Elementary Secondary Education; Multiple Disabilities; Normalization (Handicapped); Personal Autonomy; Quality of Life; Severe Disabilities; Student Educational Objectives; Student Participation; Validated Programs; Validity

Abstract:
This article discusses the importance of social validity and quality of life concerns in identifying meaningful outcomes for the education of students with severe and multiple disabilities. The article stresses the need for outcomes to result in participation in daily routines and in the student's having more meaningful control over personal routines and events. (JDD)

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Descriptors:
Adults; Assertiveness; Communication Skills; Discourse Analysis; Group Homes; Institutionalized Persons; Interpersonal Communication; Mild Mental Retardation; Moderate Mental Retardation; Normalization (Handicapped); Place of Residence; Responses; Social Integration

Abstract:
This study contrasted communicative skills of 20 community-based adults with mental retardation with those of 20 institutionalized adults. The institutionalized group was more assertive and less responsive than the community-based group. The institutionalized group also devoted more utterances to inappropriate topics and provided fewer repairs that contained added information for their listener. (JDD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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