An investigation is described during which three dimensions of situated learning (i.e., social interaction, a reliance on authentic activity, and creation of a learning community) were incorporated into the design and implementation of an on-campus course on instructional strategies for students with diverse learning needs. This choice of pedagogy arose from recent advances in learning theory suggesting that the context (i.e., situation) in which students learn impacts the degree to which educational outcomes are realized. Data, primarily in the form of responses on an anonymous questionnaire administered on the last day of class, are shared as well as information about sample products class members created as validation of their acquisition of course outcomes. All class members committed to apply their new learning within their respective roles in K-12 settings and attributed their knowledge gain to specific dimensions of situated learning applied in the course. Limitations and implications of the study are discussed.

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Article Descriptors severely handicapped; institutionalized children; vision stimulation; visual fixation; contingent vs. noncontingent stimulationThis study assessed contingency awareness in young severely handicapped, nonambulatory children who had voluntary control over eye movements. Initially, a simultaneous treatment phase of alternating daily ses sions of contingent and noncontingent sensory stimula tion was presented. A second phase consisting of two daily sessions of contingent stimulation followed. In the third and final phase, alternating treatment was reinstituted. All children demonstrated longer duration of visual fixation to the sensory stimulation display dur ing sessions of contingent stimulation. These data in dicate the children's ability to discriminate between both types of sensory stimulation and may be inter preted as a measure of preference for contingent stimulation. Possible implications of these data for pro gram design and implementation with severely handi capped students are discussed.

Two procedures for reducing the violent or aggressive theme play of preschool children with behavior disorders were compared in an alternating-treatments design during two daily [recplay periods. The treatments consisted of (a) a contingency statement followed by a modified time-out on a small rug if violent or aggressive theme play continued and (b) a verbal prompt to engage in more appropriate types of play. Both treatments produced a decrease ill the frequency of such play though contingency statements produced consistently lower rates of violent or aggressive theme play than did the verbal prompt. These findings are discussed in light of special educators' need for effective behavior management procedures.

This paper presents the rationale and structure for a curriculum model for educating the severely handicapped. The model combines the advantages of the two logics used up to this point in developing curricula: the developmental/cognitive logic and the remedial/behavioral logic. It provides for sequencing of skills to be taught across and within levels of difficulty and across six content domains: self-help skills, sensory-motor skills, socialization, language skills, academic skills, and vocational preparation. Some preliminary applications of the model are given.