Interviews were conducted with three special and three general educators during the initial year of the return of students with moderate/severe disabilities to three rural schools. Teachers' perspectives were compared across the three schools, as well as to critical elements of successful inclusion identified in recent literature. Disparities…

No differential effects were revealed between minimal and relatively lengthy intervals in simulated and in vivo training of two students (8 and 13 years old) with severe handicaps. Performance in community fast food restaurants was measured. (CL)

A young adult with severe disabilities was taught to initiate, sustain, and terminate an Atari video game. A multiple probe design across these three skills clusters was used to validate the instructional package. Instruction consisted of total task presentation with teacher praise for correct task step performance and a gradually increased…

The success of community-based instructional programs for students with moderate/severe handicaps depends on leadership provided by special education administrators. Potential problem areas in which proactive administrative efforts are particularly needed include: providing leadership to staff and parents; staff hiring, allocation, and teaming;…

Four moderately and severely retarded young adults were taught to use a pocket calculator to purchase supermarket items and picture prompt cards to account for state sales tax. A multiple probe design indicated that all four students reached criterion on the eight-step task analysis. Twelve additional students were then taught the purchasing…

Four elementary age moderately disabled students were taught to use a picture-prompt prosthetic to make vending machine purchases. All students reached criterion on the vending machine use task, demonstrated partial generalization to untrained machines, and three Ss exhibited maintenance as much as six weeks beyond the termination of instruction.…

As participants in a "choice training" program, three moderately/severely handicapped adolescents were reinforced or prompted first to select a leisure activity and then to sustain the activity for gradually longer periods of time with decreasing teacher supervision. Results included sustained activity maintenance from one week to four months…

Nonhandicapped students served as playground tutors for students in a class for the moderately retarded at a regular middle school. Results indicated substantial improvement in the percentage of appropriate playground behavior and in the percentage of contact between the retarded and nonhandicapped students. (Author)

Six formerly institutionalized severely handicapped adults living in a nursing home were taught a cooperative leisure skill. All six participants acquired the leisure skill. Informal followup observations indicated that participants continued to self initiate, sustain, and terminate the leisure activity as much as 2 weeks beyond the program's…

A more businesslike approach to job development, which stresses meeting employer needs, is encouraged for growth in supported employment opportunities for individuals with disabilities. Seven job development guidelines are offered, including research businesses to identify personnel needs and problems, and define services so employers understand…

A study of 98 Iowa businesses found significantly more positive perceptions of supported employment by employers who had hired supported employees than those who had not. Large businesses were found to have more positive perceptions than small businesses. Extra training/supervision demands and lack of skills were cited as concerns. (Author/CR)