Severe and Multiple Disabilities In and Out of the Classroom
Borgioli, J. A.; Kennedy C. H. (2003). Transitions between school and hospital for students with multiple disabilities: A survey of causes, educational community, and parental perceptions. Research & Practice for Persons with Severe Disabilities. 28 (1), 1-6. Retrieved September 16, 2004.
Browder, D. M.; Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “no child left behind”. The Journal of Special Education 37 (3), 157-163. Retrieved September 16, 2004.
Dymond, S. K.; Russell, D. L.(2004). Impact of grade and disability on the instructional context of inclusive classrooms. Education and Training in Development Disabilities 39 (2), 127-140. Retrieved September 16, 2004.
Hunt, P.; Soto G.; Maire, J.; Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Council for Exceptional Children 69 (3), 315-332. Retrieved September 16, 2004.
Kim, K.- H.; Turnbull, A. (2004). Transition to adulthood for students with severe intellectual disabilities: shifting toward person-family interdependent planning. Research & Practice for Persons with Severe Disabilities 29 (1), 53-57. Retrieved September 16, 2004.
Lancioni, G. E.; Singh, N. N.; O’Reilly, M. F.; Oliva, D. (2002). Multiple microswitches for children with multiple disabilities: assessing response maintenance. Journal of Positive Behavior Interventions 4 (2), 104-108. Retrieved September 16, 2004.
(2004). Breaking with tradition: providing effective professional
Special Education 27 (2), 163-173. Retrieved September 16, 2004. >
Li, A. (2003). A model for developing programs to improve the use of vision in students who are visually impaired with multiple disabilities. RE: view 35 (1) 35-47. Retrieved September 16, 2004.
Singh, N. N.; Lancioni, G. E.; O’Reilly, M. F., Molina, E. J.; Adkins, A. D.; Oliva, D. (2003). Self-determination during mealtimes through microswitch choice-making by an individual with complex multiple disabilities and profound mental retardation. Journal of Positive Behavior Interventions 5 (4), 209-215. Retrieved September 16, 2004.
Souza, G.; Kennedy, C. H. (2003). Facilitating social interactions in the community for a transition-age student with severe disabilities. Journal of Positive Behavior Interventions 5 (3), 179-182. Retrieved September 16, 2004.
Turnbull, R.; Turnbull, A.; Shank, M.; Smith, S. J. (2004) Exceptional lives: special education in today’s schools. Pearson Education, Inc. Fourth Editions, 254-281.
This website is a service learning project by the students of "Psychology of the Exceptional Child" at Frostburg State University. Manager of web page and project: Dr. Megan E. Bradley