Arena Assessment: Description and Preliminary Social Validity Data

This paper describes the arena assessment approach which is an extension of the transdisciplinary team model into assessment activities. Social validation data are presented comparing two assessment procedures: the traditional interdisciplinary team approach and the arena approach. Parents and staff members who participated in both approaches responded to questionnaires about the two models. In terms of effectiveness, efficiency, and affective variables, they rated the arena model equal to or higher than the traditional interdisciplinary model. The limitations of the study and issues for further research are described.

Effects of Integrated Therapy: A Pilot Study

This study compared the effectiveness of direct/isolated versus indirect/integrated approaches to the provision of occupational and physical therapy services in a school-based program for a learner with profound and multiple handicapping conditions. Within the context of a return-to-baseline design, the learner displayed significantly improved performance on the functional activity of activating an adapted microswitch when therapeutic techniques were specifically referenced to and incorporated in the teaching plan and implementation. Implications for delivering team-oriented services are discussed as well as considerations related to programming for persons with profound handicaps.

The Integrated Programming Team: An Approach for Coordinating Professionals of Various Disciplines in Programs for Students with Severe and Multiple Handicaps

Historically, several different team structures have been used to provide assessment and programming by various disciplines in educational settings. Student goals are established on the basis of isolated assessments by each team member with remedial programming provided through either direct (hands-on) or indirect (consultative) services. This article describes an alternate approach to team programming that uses parents and professionals to select unified programming goals, provide direct and indirect related services, integrate programming methods, and monitor student progress. Program philosophy and overall functional assessment-curriculum organizes team members and guides implementation within various educational structures serving students with severe disabilities.

Transition Services for Young Adults with Severe Disabilities: Defining Professional and Parental Roles and Responsibilities

As transition planning and implementation procedures evolve across the country, professionals and parents are struggling with the roles and responsibilities they need to assume to ensure meaningful adult outcomes for young adults with disabilities. This article outlines “optimal” roles and responsibilities and discusses these roles in interagency and transdisciplinary teams.

Training Teachers to Maximize Instructional Time Provided to Severely and Profoundly Handicapped Children

Observations affirming the considerable time required for caretaking in classrooms for the severely and profoundly handicapped led to the development of a teacher-training module with the objective of maximizing instructional time. With a minimum of direct training focused on integrating instruction with caretaking, student teachers were able to significantly increase the amount of daily instruction. The importance of quantity of schooling as a critical education variable is discussed.

A Synthesis of "Best Practice" Guidelines for Early Childhood Services

"Best practice" guidelines drawn from recent advances within the field of disability are reviewed and synthesized for the purpose of defining exemplary early childhood special education services. With both empirical and ideological support, the paper identifies six major characteristics of exemplary programs. Such programs provide services that are (a) integrated, (b) comprehensive, (c) normalized, (d) adaptable. (e) peer and family-referenced, and (f) outcome-based. Programmatic guidelines are addressed for each characteristic.

180 day barrier: issues and concerns

Legal and educational issues related to year-round education for handicapped individuals are discussed. A review of legal developments supporting 12 month education and an historical exploration of the goals of compulsory schooling demonstrate the inherent conflict between providing a free appropriate education to all handicapped children and the existence of the 180 day rule. Additional arguments in support of year-round schooling are based on the concerns of parents and teachers, as well as the apparent methodological advantages to avoiding lengthy breaks in programing for the severely handicapped children. Finally, it is suggested that the concept of year-round schooling is not inconsistent with the goals of mainstreaming and the need of severely handicapped individuals to have the opportunity to generalize learned skills.