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ERIC Number: ED344388
Record Type: RIE
Publication Date: 1991
Pages: 128
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-88864-929-0
Instructional Environments for Learners Having Severe Handicaps.
Baine, David, Ed.
This collection of papers examines instructional environments for students with severe disabilities. It points out that two principles should guide the selection of all instructional environments for all types of learners at all stages of instruction: the environment should be the least restrictive environment possible and it should be the most instructionally effective. Papers have the following titles and authors: "Selecting Instructional Environments for Students Having Severe Multiple Handicaps" (David Baine); "Community-Based Instruction: Its Origin and Description" (Marg Csapo); "Searching for the Criterion Environment: Issues in Theory and Research" (Dick Sobsey); "Guide to the Development and Evaluation of Community-Based Instruction" (David Baine); "Integration Models for Students with Moderate to Severe Disabilities" (Cathi Hill); "Behavior Management of Individuals with Severely Challenging Behavior in Rural Community Settings" (Linda McDonald and Stewart McDonald); "Behavioral Support: A Transition from Residential to Outreach Services" (Larry MacDonald and Barry Brazier); "Quality of Life for Adults with Developmental Handicaps: Some Issues for Discussion" (Roy I. Brown); and "Behavioral Assessment of Community Living Skills: Considerations for Practitioners" (Dickie Yu and Maurice Feldman). References are provided for each paper. (DB)
David Baine, Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, Alberta, T6G 2G5 Canada ($15.00).
Publication Type: Collected Works - General
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: Alberta Univ., Edmonton. Dept. of Educational Psychology.
Identifiers: Behavior Management
Note: For selected chapters, see EC 301 118-123. Funds were also provided by the University of Alberta, Conference Fund.