LOW-INCIDENCE DISABILITIES: SEVERE/MULTIPLE DISABILITIES, DEAF-BLINDNESS, AND TRAUMATIC BRAIN INJURY
Why is a curriculum based on typical developmental stages and milestones inappropriate for students with severe and multiple disabilities?
How can a teacher assist a child who has been hospitalized with a traumatic brain injury return to school?
Why are functional and age-appropriate curriculum so critical for students with severe and multiple disabilities?
How does access to the general academic curriculum benefit students with severe disabilities?
What are the most important skills for a teacher of students with severe and multiple disabilities? Why?
How much time should a student with severe and multiple disabilities spend in the general education classroom?