1,071
Views
8
CrossRef citations to date
0
Altmetric
Original Article

Facilitating Participation of Students with Severe Disabilities

Aligning School-Based Occupational Therapy Practice with Best Practices in Severe Disabilities

&
Pages 5-21 | Published online: 19 Jan 2010

References

  • American Occupational Therapy Association. AOTA manpower data survey. Author, Bethesda, MD 1993
  • Browder D. M. Assessment of individuals with severe disabilities: An applied behavior approach to life skills assessment, (2nd ed.). Paul H. Brookes, Baltimore 1991
  • AOTA Self-Study Series: School based practice, J. Case-Smith. AOTA, Inc, Bethesda, MD 1999
  • Coster W., Deeney T., Haltiwanger J., Haley S. School Function Assessment. The Psychological Corporation, San Antonio 1998
  • Davies P. L., Gavin W. J. Comparison of individuals and group/consultation treatment methods for preschool children with developmental delays. American Journal of Occupational Therapy 1994; 48: 155–161
  • Downing J. E., Demchak M. First steps: Determining individuals' abilities and how to best support students. Including students with severe and multiple disabilities in typical classrooms, J. E. Downing. Paul H. Brookes, Baltimore, MD 1996; 35–61
  • Downing J. E., Perino D. M. Functional versus standardized assessment procedures: Implications for educational programming. Mental Retardation 1992; 30: 289–295
  • Dunn W. Models of occupational therapy service provision in the school system. The American Journal of Occupational Therapy 1988; 42: 718–723
  • Dunn W. A comparison of service provision models in school-based occupational therapy services: A pilot study. Occupational Therapy Journal of Research 1990; 10: 300–320
  • Dunn W. Best practice occupational therapy: In community service with children and families. Slack Inc, Thorofare, NJ 2000
  • Dunn W., Campbell P. Designing pediatric service provision. Pediatric occupational therapy: Facilitating effective service provision, W. Dunn. Slack Inc, Thorofare, NJ 1991
  • Ferguson D. L., Baumgart D. Partial participation revisited. Journal of the Association for Persons with Severe Handicaps 1991; 16: 218–227
  • Ford A., Davern L., Schnorr R. Inclusive Education: “Making Sense” of the curriculum. Curriculum considerations in inclusive classrooms: Facilitating learning for all students, S. Stainback, W. Stainback. Paul H. Brookes, Baltimore, MD 1992; 37–61
  • Ford A., Schnorr R., Meyer L., Davern L., Black J., Dempsey P. The Syracuse community-referenced curriculum guide for students with moderate and severe disabilities. Paul H. Brookes, Baltimore, MD 1989
  • Giangreco M. F., Edelman S. W., Nelson C. Impact of planning for support services on students who are deaf-blind. Journal of Visual Impairments and Blindness 1998; 92(1)18–29
  • Giangreco M. F., York J., Rainforth B. Providing related services to learners with severe handicaps in educational settings: Pursuing the least restrictive option. Pediatric Physical Therapy 1989; 1: 55–63
  • Giangreco M. F., Cloninger C. J., Iverson V. S. Choosing outcomes and accommodations for children: A guide to educational planning for students with disabilities, (2nd ed.). Paul H. Brookes, Baltimore 1998
  • Helmstetter E., Peck C. A., Giangreco M. F. Outcomes of interaction with peers with moderate and severe disabilities: A statewide survey of high school students. Journal of the Association for Persons with Severe Handicaps 1994; 19: 263–276
  • Hunt P., Goetz L. Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. Journal of Special Education 1997; 31: 3–29
  • Hunt P., Staub D., Alwell M., Goetz L. Achievement by all students within the context of cooperative learning groups. Journal of the Association for Persons with Severe Handicaps 1994; 19: 290–301
  • Individuals with Disabilities Education Act Amendments of 1990. 1400–1485, 20 U.S.C.
  • Jorgensen C. M. Developing individualized inclusive educational programs. Including students with severe disabilities in schools: Fostering communication, interaction, and participation, S. N. Calculator, C. M. Jorgensen. Singular Publishing Group, Inc, San Diego, CA 1994
  • Karnish K., Bruder M. B., Rainforth B. A comparison of physical therapy in two school-based treatment contexts. Physical & Occupational Therapy in Pediatrics 1995; 15(4)1–25
  • Kellegrew D. H., Allen D. Occupational therapy in full inclusion classrooms: A case study from the Moorpark Model. The American Journal of Occupational Therapy 1996; 50: 718–724
  • Kennedy C. H., Shukla S., Fryxell D. Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. Exceptional Children 1997; 64: 31–47
  • Rethinking pull-out services in early intervention: A professional resource, R. A. McWilliam. Paul H. Brookes, Baltimore 1996
  • Critical issues in the lives of people with severe disabilities, L. H. Meyer, C. A. Peck, L. Brown. Paul H. Brookes, Baltimore 1991
  • Mu K., Siegel E., Allinder R. Peer interactions and social relationships of high school students with moderate or severe disabilities in inclusive classrooms. Journal of the Association for Persons with Severe Handicaps 2000; 25: 142–152
  • Nietupski J. A., Hamre-Nietupski S. M. An ecological approach to curriculum development. Innovative program design for individuals with dual sensory impairments, L. Goetz, D. Guess, K. Stremel-Campbell. Paul H. Brookes, Baltimore 1987; 225–253
  • Orelove F. P., Sobsey D. Educating children with multiple disabilities: A transdisciplinary approach. Paul H. Brookes, Baltimore 1996
  • Pearpoint J., O'Brien J., Forest M. PATH: Planning alternative tomorrows with hope. Inclusion Press, Toronto, OntarioCanada 1992
  • Pierce D. The issue is: What is the source of occupation's treatment power?. American Journal of Occupational Therapy 1998; 52: 490–491
  • Rainforth B. The primary therapist model: Addressing challenges to practice in special education. Physical & Occupational Therapy in Pediatrics 2002; 22((2))29–51
  • Rainforth B., York-Barr J. Collaborative teams for students with severe disabilities: Integrating therapy and educational services, 2nd ed. Paul H. Brookes, Baltimore 1997
  • Rourk J. D. Roles for school-based occupational therapists: Past, present, future. The American Journal of Occupational Therapy 1996; 50: 698–700
  • Ryndak D. L., Alper S. Curriculum content for students with moderate and severe disabilities in inclusive settings. Allyn & Bacon, Needham Heights, Mass 1996
  • Siegel-Causey, Allinder R. Using alternative assessment for students with severe disabilities: Alignment with Best Practices. Education and Training in Mental Retardation and Developmental Disabilities 1998; 33: 168–178
  • Snell M. Instruction for students with severe disabilities, 5th ed. MacMillan, New York, NY 1999
  • Snell M., Brown F. Instructional planning and implementation. Instruction for students with severe disabilities, 5th ed., M. Snell. MacMillan, New York, NY 1999; 99–151
  • Stainback W., Stainback S. Inclusive schooling. Supporting networks for inclusive schooling, W. Stainback, S. Stainback. Paul H. Brookes, Baltimore 1990; 3–23
  • Vandercook T., York J., Forest M. The McGill Action Planning System (MAPS): A strategy for building the vision. Journal of the Association for Persons with Severe Handicaps 1989; 14: 205–215
  • Westling D. L., Fox L. Teaching students with severe disabilities, 2nd ed. Prentice Hall, Upper Saddle River, NJ 2000
  • Williams W., Fox T. J., Thousand J., Fox W. Level of acceptance and implementation of best practices in the education of students with severe disabilities in Vermont. Education and Training in Mental Retardation 1990; 25: 120–131
  • World Health Organization. International Classification of Functioning, Disability and Health. Geneva 2001
  • York J., Giangreco M. F., Vandercook T., Macdonald C. Integrating support personnel in the inclusive classroom. Curriculum considerations in inclusive classrooms: Facilitating learning for all students, S. Stainback, W. Stainback. Paul H. Brookes, Baltimore 1992; 101–116

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.