Integral involvement of severely handicapped students within regular public schools

Research and Practice for Persons with Severe Disabilities

Volumn 33, Issue 3, 2008, Pages 157-165

  Hamre Nietupski, Susan ^a   Nietupski, John ^a  

^a UNIVERSITY OF NORTHERN IOWA   (United States)

Author keywords

Integration methods; Least restrictive environment; Promoting handicapped ynonhandicapped interactions; Severely handicapped

Indexed keywords

EID: 70450208711     PISSN: 15407969     EISSN: None     Source Type: Journal    
DOI: 10.2511/rpsd.33.3.157     Document Type: Article

References (8)

1. Brown, L., Branston, M. B., Hamre-Nietupski, S., Johnson, F., Wilcox, B., & Gruenewald, L. (1978).A rationale for comprehensive longitudinal interactions between severely handicapped students and nonhandicapped students and other citizens. In L. Brown, S. Hamre-Nietupski, S. Lyon, M. B. Branston, M. Falvey, & L. Gruenewald (Eds.), Curricular strategies for developing longitudinal interactions between severely handicapped students and others and for curricular strategies for teaching severely handicapped students to acquire and perform skills in response to naturally occurring cues and correction procedures (Vol. VIII, Pt. 1).Madison, WI: Madison Metropolitan School District.
2. Republished in AAESPH Review, 4(1), pp. 3-14, Spring 1979.
3. Donder, D., & Nietupski, J. (1981).Nonhandicapped adolescents teaching playground skills to moderately/severely handicapped students: Toward a less restrictive middle school environment.Education and Training of the Mentally Retarded, 16, 270-276.
4. Hamre-Nietupski, S., Branston, M.B., Gruenewald, L.,& Brown, L. (1978).Curricular strategies for developing longitudinal interactions between severely handicapped and nonhandicapped individuals in school and nonschool environments. In L. Brown, S. Hamre-Nietupski, S. Lyon, M. B. Branston, M. Falvey, & L. Gruenewald (Eds.), Curricular strategies for developing longitudinal interactions between severely handicapped students and others and for curricular strategies for teaching severely handicapped students to acquire and perform skills in response to naturally occurring cues and corrective procedures (Vol. VIII, Pt. 1).Madison, WI: Madison Metropolitan School District.
5. Kenowitz, L., Zweibel, S., & Edgar, E. (1978).Determining the least restrictive educational opportunity for the severely and profoundly handicapped. In N. G. Haring & D. Bricker (Eds.), Teaching the severely handicapped (Vol. III). Seattle, WA: AAESPH.
6. McHale, S. M., & Simeonsson, R. J. (1980).Effects of interaction on nonhandicapped children's attitudes toward autistic children. American Journal of Mental Deficiency, 85, 18-24.
7. Nietupski, J., Hamre-Nietupski, S., Scheutz, G., & Ockwood, L. (1980). Severely handicapped students in regular schools. Milwaukee, WI: Milwaukee Public Schools.
8. Voeltz, L. M. (1980).Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455-464.