Special learning environments for severely handicapped students can seldom be justified. Specially designed and often extravagantly costly physical space, which does not provide adequate opportunity for the generalization of functional skills to unmodified settings, should be viewed skeptically. The use of natural environments, without expensive or unnecessary modifications, is advocated.
Get full access to this article
View all access options for this article.
References
1.
HillJ., WehmanP., & HorstG.Acquisition and generalization of leisure skills in severely and profoundly handicapped youth: Use of an electric pinball machine. In WehmanP., & HillJ. W. (Eds.), Instructional programming for severely handicapped youth: A community integration approach.Richmond: Virginia Commonwealth University School of Education,1980.
2.
HorstG., WehmanP., HillJ. W., & BaileyC.Developing chronologically age-appropriate leisure skills in severely multihandicapped adolescents: Three case studies. In WehmanP., & HillJ. W. (Eds.), Instructional programming for severely handicapped youth: A community integration approach.Richmond: Virginia Commonwealth University School of Education,1980.
3.
SchleienS., WehmanP., & KiernanJ.Teaching leisure skills to severely multihandicapped adults.Journal of Applied Behavior Analysis, 1981, 14, 513–519.
4.
WehmanP., & MarchantJ.Developing gross motor recreational skill in children with severe behavioral handicaps.Therapeutic Recreation Journal, 1977, 11(2), 48–54.
5.
WehmanP., & MarchantJ.Teaching table games to severely retarded children. Paper presented at Virginia State CEC Convention, Richmond, Virginia, 1978.
6.
WehmanP., RenzagliaA., BerryG., SchutzR., & KaranO.Developing a leisure skill repertoire in severely and profoundly handicapped persons.AAESPH Review, 1978, 3, 162–172.
