This article discusses the problem of defining the term severely handicapped and examines and evaluates previously advanced definitions. Results of a study of recent literature purporting to deal with “severely handicapped” individuals serve as the foundation for the development of a new definition. Major advantages of the proposed inclusive definition are outlined and discussed.
Get full access to this article
View all access options for this article.
References
1.
Abt Associates.Assessment of selected resources for severely handicapped children and youth: Vol. I: A state-of-the-art paper. Cambridge, Mass.: Abt Associates, Inc., 1974. (ERIC Document Reproduction Service No. ED 134 614).
2.
BakenJ. W.Inservice teacher training in a summer program for severely handicapped children: A summer can make the difference. Rehabilitation Literature, 1976, 37 (3), 74–77.
3.
BrownL.. Madison's alternative for zero exclusion: Toward an integrated therapy model for teaching motor, tracking, and scanning skills to severely handicapped students. Madison, Wisc.: Madison Public Schools, 1976. (ERIC Document Reproduction Service No. ED 142 007).
4.
BrownL.WilcoxB.SontagE.VincentB.DoddN.GruenwaldL.Toward the realization of the least restrictive educational environments for severely handicapped students. AAESPH Review, 1977, 2(4), 195–201.
5.
CookP. F.Research and development recommendations related to vocational training and placement of the severely handicapped and mainstreaming handicapped students into vocational training programs. Papers presented at the Convention, Council for Exceptional Children, Atlanta, April, 1977. (ERIC Document Reproduction Service No. ED 139 178).
Early childhood programs for the severely handicapped. Lexington, Ky.: Coordinating Office for Regional Resource Centers, 1976. (ERIC Document Reproduction Service No. ED 129 039).
8.
GuptaC. E.The physical and social environment for feeding the severely and profoundly handicapped. Paper presented at the Convention, Council for Exceptional Children, Atlanta, April, 1977. (ERIC Document Reproduction Service No. ED 140 594).
9.
HooperC.HelmickR.Nonverbal communication and the severely handicapped: Some considerations. AAESPH Review, 1977, 2(2), 47–52.
10.
ItardJ. M. G.[The wild boy of Averyron] (G. & M. Humphreys, trans.). New York: Appleton-Century-Crofts, 1962.
11.
JustenJ. E.III.Who are the severely handicapped? A problem in definition. AAESPH Review, 1976, 1(5), 1–11.
12.
JustenJ. E.III.BrownG. E.Definitions of severely handicapped: A survey of state departments of education. AAESPH Review, 1977, 2(1), 8–14.
13.
KnapczykD. R.DeverR. B.Instructional problem solving in programming for the severely handicapped. AAESPH Review, 1977, 2(4), 224–231.
14.
dilemma LibertyK. Data: Response and measurement units for teachers of the severely handicapped. AAESPH Review, 1976, 1(5), 13–31.
15.
MaslowA. H.Toward a psychology of being. New York: Van Nostrand Reinhold Co., 1968.
16.
McCandlessB. R.Environment and intellectual functioning. In StevensH. A.HeberR. (Eds.), Mental retardation: A review of research. Chicago: University of Chicago Press, 1964.
17.
McCormackJ. E.AudetteR. H.Developing twenty-four hour service plans for severely handicapped learners. AAESPH Review, 1977, 2(4), 209–216.
18.
MithaugD. E.HagmeierL. D.HaringN. G.The relationship between training activities and job placement in vocational education of the severely and profoundly handicapped. AAESPH Review, 1977, 2(2), 89–109.
19.
Proceedings of the National Advisory Panel: Vocational training and placement of the severely handicapped. Palo Alto, Calif.: American Institutes for Research in the Behavioral Sciences, 1976. (ERIC Document Reproduction Service No. ED 144 338).
20.
RobinsonC. C.Application of Piagetian sensorimotor concepts to assessment and curriculum for severely handicapped children. AAESPH Review, 1976, 1(8), 5–10.
21.
SailorW.HaringN. G.Some current directions in education of the severely/multiply handicapped. AAESPH Review, 1977, 2(2), 67–86.
22.
ShaneH. C.ReynoldsA. T.GearyD.The elicitation of latent oral communicative potential in a severely handicapped adult: Procedures and implications. AAESPH Review, 1977, 2(4), 202–208.
23.
SontagE.BurkeP. J.YorkR.Considerations for serving the severely handicapped in the public schools. Education and Training of the Mentally Retarded, 1973, 8, 20–26.
24.
SontagE.SmithJ.SailorW.The severely/profoundly handicapped: Who are they? Where are we?Journal of Special Education, 1977, 11(1), 5–11.
25.
StainbackS.StainbackW.MaurerS.Training teachers for the severely and profoundly handicapped: A new frontier. Exceptional Children, 1976, 42(4), 203–210.
26.
Understanding the guidelines for the Rehabilitation Act of 1973 on evaluating the rehabilitation potential of the severely handicapped: The referral process. Morgantown: West Virginia University, 1975. (ERIC Document Reproduction Service No. ED 137 599).
27.
U. S. Department of Health, Education and Welfare, Bureau for Education of the Handicapped, Office of Education. Federal Register, 1975, 40(35).
28.
U. S. Department of Health, Education and Welfare.Rehabilitation Services Manual. Washington, D.C.: U.S. Government Printing Office, 1974.
29.
U. S. Department of Health, Education and Welfare.Social and Rehabilitative Services Program Instruction RSA-PI-74-16. Washington, D.C.: U. S. Government Printing Office, 1973.
30.
UsdaneW. M.The placement process in the rehabilitation of the severely handicapped. Rehabilitation Literature, 1976, 37(6), 162–167.
31.
VennJ. J.DuBoseR. F.MerblerJ. B.Parent and teacher expectations for the adult lives of their severely and profoundly handicapped children. AAESPH Review, 1977, 2(4), 232–238.
32.
WolfensbergerW.., Normalization: The principle of normalization in human services. Toronto: National Institute on Mental Retardation, 1972.