Instruction of Students with Severe DisabilitiesFor Methods courses in Severe/Multiple Disabilities and Moderate and Severe Disabilities. This highly successful text addresses the full range of curriculum topics involved in educating individuals with severe disabilities. Instruction of Students with Severe Disabilities examines the principles behind teaching students with severe and multiple disabilities. This edition includes more information on alternative assessment, a stronger focus on positive behavior interventions and supports, and additional strategies on peer relationships. |
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Page 291
... motor disabili- ties include both instructional programs and physical management routines . Instructional programs work to develop specific movements for use in ... Motor Disabilities Addressing Motor Disabilities PHILIPPA H Campbell.
... motor disabili- ties include both instructional programs and physical management routines . Instructional programs work to develop specific movements for use in ... Motor Disabilities Addressing Motor Disabilities PHILIPPA H Campbell.
Page 293
... motor , snack time , and transitions ) as well as ber performance of self - care routines and communication . Movement Abilities , Adaptation , and Participation Motor disability may range from severe to mild and may involve the whole ...
... motor , snack time , and transitions ) as well as ber performance of self - care routines and communication . Movement Abilities , Adaptation , and Participation Motor disability may range from severe to mild and may involve the whole ...
Page 294
... motor disability is severe and limits perfor- mance of self - care skills , the basic needs of an individ- ual must be managed in the environments or settings where the person spends time ( Campbell , 1995 ) . For a child to participate ...
... motor disability is severe and limits perfor- mance of self - care skills , the basic needs of an individ- ual must be managed in the environments or settings where the person spends time ( Campbell , 1995 ) . For a child to participate ...
Contents
Chapter | 1 |
Characteristics of Inclusive Education p | 4 |
Generic Principles of Quality Instruction p | 16 |
Copyright | |
71 other sections not shown
Common terms and phrases
abilities academic activities adaptations adult Applied Behavior Analysis appropriate assessment assistance assistive technology Association for Persons autism Baltimore behavior support Brookes child choice classroom communication context cues curriculum dents Developmental Disabilities eating environment evaluation example focus functional functional analysis goals Horner identify implementation inclusive classrooms individual instruction interac interactions intervention Journal of Applied language learner learning ment Mental Retardation motor needs nonsymbolic objectives opportunities outcomes parents participation Paul H peers performance Persons with Severe physical picture positive positive behavior support problem behavior procedures prompts reinforcement relationships request Research response routines schedule self-injury settings severe disabilities Severe Handicaps skills Snell social special education staff steps strategies students with disabilities students with severe symbols target task analysis taught teacher teaching Timothy tion tional toilet tracheostomy transition Turnbull typical Wetherby