John Nietupski

A Review of Curricular Research in Severe Disabilities from 1976 to 1995 in Six Selected Journals

Curricular articles pertaining to students with severe disabilities (moderate, severe, and profound mental retardation) published from 1976 to 1995 in six special education periodicals were examined to identify trends in curricular research. Over the 20-year period, 785 curricular articles were identified in the six journals. This represented 16% of the publications across these journals during that time span. The percentage of total publications represented by curricular articles showed an increase from 1976–1980 to 1981–1985, but a steady decline over the past 10 years. There was a 23% decline in the average annual frequency of curricular articles during the 1991–1995 time span in comparison to the 1976–1980 period. A 32% decrease in the average annual frequency of functional life skills training articles was noted, with a 231% increase in the average annual frequency of articles focusing on interactions, integration, and/or inclusion. Within the functional life skills area, recreation/leisure/play/social skills articles represented approximately 34% of the publications, followed by vocational skills with 25%, domestic living/self-care skills with 19%, community functioning skills with 13%, and other/mixed with 11%. The average annual frequency of controlled, quantitative studies remained stable over the past 20 years, but noncontrolled and non–data-based publications dropped by 56%. Qualitative studies represented only 1.2% of those published, only recently appearing in the literature. An analysis of these findings is presented along with a discussion of curricular areas in need of further investigation.

Guidelines for Making Simulation an Effective Adjunct to in Vivo Community Instruction

A recent controversy has arisen over the relative merits of simulated versus in vivo community instruction. The view presented here is that in cases where in vivo instruction alone is unfeasible, practitioners should employ both training formats in a concurrent fashion. Accordingly, five guidelines for making simulated instruction a more effective adjunct to community instruction are presented and discussed. Future research needs in this area also are suggested.

Leisure Skills Instruction in a Community Residential Setting with Young Adults Who are Deaf/Blind Severely Handicapped

This paper discusses general considerations for selecting recreation/leisure skill targets for deaf/blind severely handicapped individuals along with specific leisure task/materials adaptations. A pilot study is also presented illustrating such considerations and adaptations in teaching deaf/blind young adults to operate a tape player.

Review of Task Analytic Leisure Skill Training Efforts: Practitioner Implications and Future Research Needs.

The authors review recreation/leisure training programs that have been conducted with moderately/severely handicapped individuals. Emphasis is placed on data based task analytic, instructional efforts and recent curriculum volumes/position papers. Implications for practitioners are provided, as well as future research needs in the recreation/leisure skill domain.

A Decision-Making Process for Using Microswitches

This article describes a decision-making process for the appropriate use of microswitches in educational programs serving students with severe handicaps and physical disabilities. Guidelines for the following steps of the decision-making process are provided: (a) determining an educationally valid activity; (b) deciding if the activity should be taught directly; (c) deciding if use of a microswitch is an appropriate adaptation; (d) developing and implementing an individualized instructional program, including determining appropriate positions, motor behaviors, types of microswitches, and instructional procedures; and (e) evaluating the effectiveness of a microswitch for accomplishing an educational objective. Examples of individual student programs are used to illustrate the application of these guidelines.

Integral Involvement of Severely Handicapped Students within Regular Public Schools

The authors contend that least restrictive environment involves more than merely placing severely handicapped students in regular schools. In addition to regular school placement, systematic efforts to promote positive interactions between severely handicapped students and their nonhandicapped peers must be made. An array of formal and informal methods for promoting integration, directed toward both school staff and students, are provided to assist teachers of the severely handicapped in systematically integrating their students into the regular school milieu.

Teaching Auxiliary Communication Skills to Severely Handicapped Students

The use of auxiliary communication systems with the severely handicapped is receiving increased attention. This article examines several considerations for instructional personnel who must decide when to initiate auxiliary communication programs, what system to teach, what vocabulary items to begin with, and what special factors must be decided. The authors describe manual systems, communication aids, and communicative codes, and give guidelines for choosing among them for specific students. They recommend considering an auxiliary system for any child who has not produced intelligible utterances by age 5 to 8 and who has not made adequate progress in a verbal communication training program. They also advocate simultaneous teaching of comprehension and production skills.

A Comprehensive State Education Agency Plan to Promote the Integration of Students with Moderate/Severe Handicaps.

Attempts to achieve integrated education for students with moderate/severe handicaps have grown considerably over the last 15 years. However, despite increased integrated educational opportunities for these students, wide variations in placement options continue to exist within and across states. We propose that state education agencies (SEAs) must take a proactive, leadership role in promoting integration. A case study illustrating comprehensive systems-change integration strategies employed by the Iowa Department of Education over the past 6 years and the results of those efforts are presented. Implications for other states are discussed.

A Systematic Process for Carving Supported Employment Positions for People with Severe Disabilities

Supported employment offers individuals with severe disabilities the promise of real work in integrated community businesses. National data suggest, however, that people with the most severe disabilities are underrepresented in supported employment. The authors contend that part of the reason for this problem is the manner in which jobs are developed. They suggest that customized job development, in which positions are carved around the skills, interests, and support needs of job seekers and employers are approached in a business-like way, should expand opportunities for people with the most severe cognitive and physical disabilities. This article proposes a seven-step process for carving supported employment positions within integrated community businesses for individuals with severe disabilities. The process is illustrated through an actual case study example with IBM, followed by a discussion of practitioner and research implications. The job carving method presented here combines the human service competencies of tailoring jobs to consumer characteristics with the business skills necessary to work effectively with employers. The process could be especially useful to transition specialists, work experience coordinators, and adult agency staff as they custom-craft jobs for individuals with unique talents.

Parent/Professional Partnerships in Advocacy: Developing Integrated Options within Resistive Systems.

The lack of integrated educational options in many communities suggests the need for continued advocacy efforts with local school districts. The case is made here that parents and professionals working in concert can form a more effective advocacy partnership, particularly when districts present resistance to integrated options. Strategies for obtaining integrated options through advocacy partnerships are suggested, with examples provided. The strategies are drawn from direct experience as well as from recommendations in the professional literature.