Four leisure skills (i.e., playing cards, selecting a television program, playing a sports videotape, and playing a computer game) were taught to four secondary students with moderate disabilities in a collaborative project developed by a university investigator, a special education teacher, and an English teacher. The special education teacher used a system of least prompts procedure to teach the targeted skills, and nondisabled peers from an advanced English class assessed generalization across persons on an intermittent schedule. The results indicate that the collaborative project had benefits to both groups of students that included an increase in positive attitudes of the nondisabled peers toward their peers with disabilities.
Get full access to this article
View all access options for this article.
References
1.
CertoN.HaringN.YorkR. (1984). Public school integration of severely handicapped students. Baltimore, MD: Paul H. Brookes.
2.
CollinsB. C.BransonT. A.Hall (1995). Teaching generalized reading of cooking product labels to adolescents with mental disabilities through the use of key words taught by peer tutors. Education and Training in Mental Retardation and Developmental Disabilities, 30, 65–75.
3.
DemchakM. (1994). Helping individuals with severe disabilities find leisure activities. TEACHING Exceptional Children, 27, 62–69.
4.
DuffyA. T.NietupskiJ. (1985). Acquisition and maintenance of video game initiation, sustaining and termination skills. Education and Training of the Mentally Retarded, 10, 157–162.
5.
FordA.SchnorrR.MeyerL.DavernL.BlackJ.DempseyP. (1989). The Syracuse community-referenced curriculum guide for students with moderate and severe disabilities. Baltimore, MD: Paul H. Brookes.
6.
Gaylord-RossR. (1989). Integration strategies for students with handicaps. Baltimore, MD: Paul H. Brookes.
7.
GiangrecoM. F.CloningerC. J.IversonV. S. (1993). Choosing options and accommodations for children: A guide to planning inclusive education. Baltimore, MD: Paul H. Brookes.
8.
HaringT. G.BreenC.Pitts-ConwayV.LeeM.Gaylord-RossR. (1987). Adolescent peer tutoring and special friend experiences, Journal of the Association for Persons with Severe Handicaps, 12, 280–286.
9.
HemmeterM. L.DoyleP. M.CollinsB. C.AultM. J. (in press). Checklist for successful implementation of field-based research. Teacher Education and Special Education.
10.
HeyneL. A.SchleienS. J. (1994). Leisure and recreation programming to enhance quality of life. In CipaniE. C.SpoonerF. (Eds.), Curricular and instructional approaches for persons with severe disabilities (pp. 213–240). Boston, MA: Allyn and Bacon.
11.
MillerM. H.NolandK.SchaafJ. (1990). A guide to the Kentucky Education Reform Act. Frankfort, KY: Legislative Research Commission.
12.
SchleienS. J.GreenF. P.HeyneL. A. (1993). Integrated community recreation. In SnellM. E. (Ed.), Instruction of students with severe disabilities (pp. 526–555). New York, NY: Merrill.
13.
SnellM. E.BrownF. (1993). Instructional planning and implementation. In SnellM. E. (Ed.), Instruction of students with severe disabilities (pp. 99–151). New York, NY: Merrill.
14.
TawneyJ. W.GastD. L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill.
15.
WestlingD. L.FoxL. (1995). Teaching students with severe disabilities. New York, NY: Merrill.
16.
WilcoxB.BellamyG. T. (1987). The activities catalog: An alternative curriculum for youth and adults with severe disabilities. Baltimore, MD: Paul H. Brookes.
17.
WoleryM.AultM. J.DoyleP. M. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. New York, NY: Longman.
18.
ZhangJ.GastD.HorvatM.DattiloJ. (1995). The effectiveness of a constant time delay procedure on teaching lifetime sport skills to adolescents with severe to profound intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 30, 51–64.
