This study determined if the use of computer-assisted instruction Would be an effective method to promote Word identification using the Nonverbal Reading Approach (NRA). Three students With severe speech impairments and concomitant physical disabilities or autism Were provided decoding and Word identification instruction using the NRA across three conditions simulating the natural progression of classroom instruction from teacher-directed to computer-assisted instruction. The three conditions Were (a) teacher only, (b) teacher plus computer-assisted instruction, and (c) computer-assisted instruction only. All participants reached criteria in each of the three conditions. Results indicate that the NRA can be effectively delivered through computer-assisted instruction, thus freeing up teacher time and providing students With the ability to practice decoding and Word identification independently.

The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed.

Although word prediction software was originally developed for individuals with physical disabilities, no previous research was found that included participants with significant physical disabilities that affected hand use. Using two-minute trials, two participants improved their typing rate using word prediction software, one participant had mixed results, and the participant with the fastest pre-intervention typing speed had a decreased typing rate with word prediction. This study indicates that the effectiveness of using word prediction software to increase typing speed may vary due to the severity of physical disability or pre-intervention typing rate.

This study examined teachers’ knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnarionnaire that was distributed nationally. Results indicated that teachers have greater knowledge and support in this area than 21 years ago, although there continues to be deficits. For teachers receiving support, the school nurse was identified as their primary source of support, as well as the primary source to answer questions, and discuss the teachers’ role. School counselors were identified as the primary support for classmates (in addition to receiving support from their teacher). Teachers identified several areas in which they wanted assistance and support which have implications for future research and training.

Students who require specialized health care procedures at school need school personnel with specific knowledge and skills to promote a safe, healthy environment and to assist with procedures. This comprehensive national study examined the extent to which nonmedical personnel were responsible for performing health care procedures, training and supervising health care procedures, training in basic health skills to promote a safe environment for all students, and involving students in performing their own health care procedures. Results indicated that while teachers and paraprofessionals regularly perform these specialized health care procedures, although only about half reported being very knowledgeable about them. Results raise several issues regarding appropriate service delivery, training, and maintaining an appropriate instructional and healthy environment for students requiring these specialized health care procedures.