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Cosbey, Joanna Evans; Johnston, Susan – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Three young children with severe, multiple disabilities were taught to utilize a voice output communication aid (VOCA) to request access to preferred items and/or peers during play activities. Acquisition of VOCA use resulted from a naturalistic intervention strategy that consisted of creating communication opportunities, prompting the participant…
Descriptors: Teacher Attitudes, Student Attitudes, Severe Disabilities, Multiple Disabilities
Carter, Erik W.; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Promoting access to the general curriculum for students with disabilities has emerged as a central theme of recent legislative and policy initiatives. Ensuring that students with severe disabilities benefit fully from the myriad learning and social opportunities available through the general curriculum remains an important challenge, particularly…
Descriptors: Intervention, Severe Disabilities, Mainstreaming, Inclusive Schools
Peck, Charles A.; Staub, Debbie; Gallucci, Chrysan; Schwartz, Ilene – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
We studied parents' perceptions of the effects of their nondisabled child's participation in a classroom in which a child with severe disabilities was enrolled full time. Survey responses from 389 parents indicated that they generally perceived their nondisabled child to have benefited from this experience. A minority of parents held negative…
Descriptors: Socialization, Student Attitudes, Parent Attitudes, Inclusive Schools