Teaching Individuals With Physical or Multiple Disabilities

by Best, Sherwood J.; Heller, Kathryn Wolff; Bigge, June L.

• ISBN13: 9780131121225
• ISBN10: 0131121227
• Edition: 5th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Pearson College Div

Summary

For undergraduate and graduate curriculum methods courses in Physical, Health and/or Multiple Disabilities, Disabilities courses or Severe Disabilities courses. Advocating "low tech" solutions to "high tech" problems, this unique text provides special educators and others with information, knowledge, and strategies for creating meaningful educational experiences for significantly challenged learners. This comprehensive text describes the implications of physical, health, and/or multiple disabilities. It illustrates ways to facilitate student participation in major life activities at home, in school, and within community environments. It addresses curriculum modifications and instructional strategies related both to core academic curriculum and to the specialized curriculum areas critical for these students. It also emphasizes physical access to the general curriculum, adaptations, and instructional strategies to help ensure students with disabilities the chance to reach their physical and multiple highest potential.

Table of Contents

PART I Impact and Implications of Physical, Health, and Multiple Disabilities	1	(110)
Definitions, Supports, Issues, and Services in Schools and Communities	3	(28)
Historical Perspectives	4	(2)
Past and Present Perspectives	4	(1)
The Disability Rights Movement	5	(1)
Coming to Terms with Terminology	6	(3)
Impairment, Disability, Handicap	6	(1)
DisAbility	7	(1)
Federal Categories and Definitions	8	(1)
Legal Supports and Mandates	9	(3)
PL 93-112: The Rehabilitation Act of 1973	10	(1)
PL 94-142: The Education for All Handicapped Children Act of 1975	10	(1)
PL 100-407: Technology-Related Assistance for Individuals with Disabilities Act of 1988	10	(1)
PL 101-336: Americans with Disabilities Act of 1990	10	(1)
PL 101-392: Carl D. Perkins Vocational and Applied Technology Education Act of 1990	11	(1)
PL 101-476: The Individuals with Disabilities Education Act (IDEA) of 1990	11	(1)
PL 105-17: The IDEA Amendments of 1997	11	(1)
Critical Issues for Individuals with Physical, Health, or Multiple Disabilities	12	(4)
Alike and Different	12	(1)
Visible and Invisible	12	(1)
Acute and Chronic	13	(1)
Appropriate Accommodation	13	(2)
Service Intensity and Personal Independence Issues	15	(1)
Educational Goals and Expected Outcomes	16	(1)
Teaching and Learning Environments	16	(4)
Education Service Delivery Systems	16	(2)
Challenges to Effective Service Delivery	18	(2)
Teacher Competencies and Evolving Roles	20	(6)
Knowledge and Skills	20	(1)
Professional Roles	21	(5)
Summary and Conclusion	26	(1)
Questions for Discussion	26	(1)
Focus on the Net	27	(1)
References	28	(3)
Physical Disabilities	31	(28)
Neuromotor Impairments	32	(1)
Neural Tube Defects	32	(6)
Descriptions and Characteristics	32	(1)
Associated Medical Conditions	33	(1)
Medical and Therapeutic Treatments	34	(1)
Impact on Physical, Cognitive, and Psychosocial Development	34	(1)
Implications for Education and Personal Autonomy	35	(2)
Implications for Career and Adult Outcomes	37	(1)
Traumatic Brain Injury	38	(8)
Descriptions and Characteristics	38	(1)
Associated Medical Conditions	39	(1)
Medical and Therapeutic Treatments	39	(1)
Impact on Physical, Cognitive, and Psychosocial Development	40	(5)
Implications for Education and Personal Autonomy	45	(1)
Implications for Career and Adult Outcomes	46	(1)
Degenerative Diseases	46	(1)
Muscular Dystrophy	46	(5)
Definitions and Descriptions	46	(2)
Associated Medical Conditions	48	(1)
Medical and Therapeutic Treatments	48	(1)
Impact on Physical, Cognitive, and Psychosocial Development	49	(1)
Implications for Education and Personal Autonomy	50	(1)
Implications for Career and Adult Outcomes	51	(1)
Orthopedic and Musculoskeletal Conditions	51	(1)
Limb Deficiencies	51	(3)
Definitions and Descriptions	51	(1)
Associated Medical Conditions	52	(1)
Medical and Therapeutic Treatments	52	(1)
Impact on Physical, Cognitive, and Psychosocial Development	53	(1)
Implications for Education and Personal Autonomy	53	(1)
Implications for Career and Adult Outcomes	54	(1)
Summary and Conclusion	54	(1)
Questions for Discussion	55	(1)
Focus on the Net	55	(1)
References	56	(3)
Health Impairments and Infectious Diseases	59	(28)
Health Impairments	60	(1)
Asthma	61	(4)
Definitions and Descriptions	61	(1)
Associated Medical Conditions	62	(1)
Medical and Therapeutic Treatments	62	(1)
Impact on Physical, Cognitive, and Psychosocial Development	63	(1)
Implications for Education and Personal Autonomy	63	(1)
Implications for Career and Adult Outcomes	64	(1)
Cystic Fibrosis	65	(3)
Definitions and Descriptions	65	(1)
Associated Medical Conditions	66	(1)
Medical and Therapeutic Treatments	66	(1)
Impact on Physical, Cognitive, and Psychosocial Development	66	(1)
Implications for Education and Personal Autonomy	67	(1)
Implications for Career and Adult Outcomes	67	(1)
Cancer	68	(2)
Definitions and Descriptions	68	(1)
Associated Medical Conditions	68	(1)
Medical and Therapeutic Treatments	68	(1)
Impact on Physical, Cognitive, and Psychosocial Development	69	(1)
Implications for Education and Personal Autonomy	70	(1)
Implications for Career and Adult Outcomes	70	(1)
Infectious Diseases	70	(1)
Cytomegalovirus	71	(1)
Definitions and Descriptions	71	(1)
Associated Medical Conditions	71	(1)
Medical and Therapeutic Treatments	71	(1)
Impact on Physical, Cognitive, and Psychosocial Development	71	(1)
Implications for Education and Personal Autonomy	72	(1)
Implications for Career and Adult Outcomes	72	(1)
HIV/AIDS	72	(4)
Definitions and Descriptions	72	(1)
Associated Medical Conditions	73	(1)
Medical and Therapeutic Treatments	73	(1)
Impact on Physical, Cognitive, and Psychosocial Development	74	(1)
Implications for Education and Personal Autonomy	74	(1)
Implications for Career and Adult Outcomes	75	(1)
Special Topics in Health Care	76	(5)
Meeting Specialized Health Care Needs	76	(3)
Preventing Infectious Disease Transmission and Implementing Universal Precautions	79	(2)
Summary and Conclusion	81	(1)
Questions for Discussion	81	(1)
Focus on the Net	82	(1)
References	82	(5)
Cerebral Palsy	87	(24)
Cerebral Palsy	88	(1)
Definitions and Descriptions	88	(1)
Classification of Cerebral Palsy	89	(1)
Location---Topography	89	(1)
Movement---Motor Pattern	89	(1)
Function---Level of Severity	90	(1)
Conditions Associated with Cerebral Palsy	90	(3)
Sensory Impairments	91	(1)
Communication Impairments	91	(1)
Orthopedic Deformities	92	(1)
Nutrition and Feeding Needs	92	(1)
Cognitive Deficits	92	(1)
Learning Disabilities	92	(1)
Seizures	93	(1)
Therapeutic Management of Cerebral Palsy	93	(4)
Physical Therapy	93	(1)
Occupational Therapy	93	(4)
Medical Treatment of Cerebral Palsy	97	(1)
Orthotics	97	(1)
Medication and Injections	97	(1)
Surgery	98	(1)
Developmental Issues in Cerebral Palsy	98	(6)
Physical Development	98	(1)
Physical Management Strategies	98	(4)
Communication Development	102	(1)
Social/Emotional Development	103	(1)
Implications for Education	104	(2)
Educational Segregation	104	(1)
Learning Disabilities	104	(1)
Personal Autonomy	105	(1)
Career and Adult Function	106	(1)
Summary and Conclusion	106	(1)
Questions for Discussion	106	(1)
Focus on the Net	107	(1)
References	107	(4)
PART II Accommodations for Curricular Access	111	(164)
Curricular Options for Individuals with Physical or Multiple Disabilities	113	(38)
Curricular Options and Fundamental Curricular Domains	115	(28)
Option 1: General Education Curriculum with Accommodations	115	(5)
Option 2: General Education Curriculum with Accommodations and Modifications	120	(6)
Option 3: Life Skills Curriculum	126	(3)
Option 4: Curriculum with Modified Means of Communication and Task Performance	129	(7)
Fundamental Curricular Domain 1: Self-Determination	136	(1)
Fundamental Curricular Domain 2: Transition Education	137	(6)
Working Collaboratively to Determine Curriculum Needs for Individuals	143	(2)
Developing Courses of Study and Crafting a Curricula Map	145	(2)
Summary and Conclusion	147	(1)
Questions for Discussion	148	(1)
Focus on the Net	148	(1)
References	149	(2)
Task and Situation Analysis	151	(28)
Purposes of Task and Situation Analysis	152	(1)
Process and Product	152	(1)
Task Analysis as an Assessment Tool	152	(1)
Order of Tasks	153	(1)
Task Analysis Process	153	(14)
Using Typical Sequences as Guides	155	(2)
Defining Results of Unsuccessful Trials	157	(1)
Differentiating Motor from Cognitive Difficulties	158	(2)
Identifying Student Response Difficulties and Needs in Lessons	160	(1)
Determining Kinds and Amounts of Assistance Needed	161	(6)
Task Analysis as a Product	167	(2)
Screening Performances	167	(1)
Comparing Skills of Different Students	167	(1)
Developing Specialized Curricula	167	(2)
Situation Analysis	169	(4)
Teacher Recollections	171	(1)
Questionnaire for Similar-Age Peers	172	(1)
Student Strategies	173	(3)
Learning and Practicing Self-Care Routines	173	(1)
Analyzing Bodies of Information	174	(1)
Solving Personal Access Problems	174	(2)
Summary and Conclusion	176	(1)
Questions for Discussion	176	(1)
Focus on the Net	177	(1)
References	177	(2)
Assistive Technology	179	(48)
Definitions and Legal Basis for Assistive Technology	180	(1)
Assistive Technology Devices and Services	181	(3)
Determining the Need for Assistive Technology	184	(2)
Considering the Need for Assistive Technology	184	(2)
Assistive Technology and Assessment	186	(1)
Assessing an Individual's Need for Assistive Technology	186	(6)
Team Assessment Principles and Practices	186	(4)
Extended Assessment or Trial Use	190	(2)
Selecting and Acquiring Assistive Technology	192	(4)
Determination of Desired Product Features	193	(1)
Product Specifications and Demonstrations	193	(1)
Product Searches and Ordering	193	(1)
Writing Assistive Technology into the IEP	194	(2)
Positioning and Seating	196	(15)
Positioning	196	(2)
Seating	198	(3)
Assistive Devices for Positioning and Seating	201	(2)
Safe Transfers	203	(1)
Location	203	(1)
Mobility	204	(1)
Manual Wheelchairs	204	(1)
Power Wheelchairs	205	(2)
Travel Stroller Chairs	207	(1)
Mobility Variations	207	(4)
Architectural Access Modifications	211	(1)
Environmental and Object Modification	211	(6)
Location of Materials and Equipment	211	(2)
Work Surface Modifications	213	(1)
Object Modifications	214	(3)
Environmental Control	217	(3)
Assistive Technology for Sensory Impairments	220	(1)
Assistive Technology and Hearing Loss	220	(1)
Assistive Technology and Visual Impairments	221	(1)
Summary and Conclusion	221	(1)
Questions for Discussion	222	(1)
Focus on the Net	223	(1)
References	224	(3)
Augmentative and Alternative Communication	227	(48)
Nonsymbolic Communication	228	(6)
Form, Function, and Content of Nonsymbolic Communication	228	(1)
Recognizing Nonsymbolic Communication	229	(2)
Moving from Noncommunicative Behaviors to Nonsymbolic Communication	231	(1)
Utilizing Nonsymbolic Expressive Communication	232	(1)
Utilizing Nonsymbolic Receptive Communication	232	(2)
Moving to Symbolic Communication	234	(1)
Symbolic Communication	234	(4)
Unaided Symbolic Communication	234	(1)
Aided Symbolic Communication	235	(1)
Selecting the Communication System	236	(2)
Aided Considerations: Symbol Type	238	(2)
Aided Considerations: Means of Access	240	(5)
Direct Selection	240	(2)
Scanning	242	(1)
Encoding	243	(2)
Aided Considerations: Vocabulary and Retrieval	245	(2)
Levels	245	(1)
Picture-Based Acceleration Techniques	245	(1)
Abbreviation Expansion	246	(1)
Predictive Techniques	246	(1)
Output Methods	247	(1)
Voice Outputs	247	(1)
Visual Outputs	247	(1)
Hard Copy	248	(1)
Content of Augmentative and Alternative Communication	248	(5)
Ecological Inventory for Task-Specific Content	248	(2)
School Topic Content	250	(1)
Non-Task-Related (or Social) Communication	250	(1)
Verifying Content	251	(2)
Board Arrangement	253	(6)
Symbol Placement	253	(1)
Vocabulary Organization	253	(5)
Vocabulary Arrangement for Receptive Communication	258	(1)
Types of Displays	259	(3)
Displays for Nonelectronic Communication Devices	259	(3)
Displays on Dedicated Devices and Computers	262	(1)
Instructional Strategies	262	(8)
Establishing Want/No	263	(1)
Response Prompt Strategies	264	(1)
Milieu Teaching Procedures	265	(1)
Environmental Arrangement Strategy	266	(1)
Interrupted-Chain Strategy	267	(1)
Conversational Skill Training	267	(1)
Breakdown Strategies	267	(3)
Summary and Conclusion	270	(1)
Questions for Discussion	271	(1)
Focus on the Net	271	(1)
References	272	(3)
PART III Specialized Curricula	275	(124)
Feeding and Swallowing	277	(32)
Why Are We Concerned with Feeding and Swallowing?	279	(2)
Typical Feeding and Swallowing Development	281	(3)
Characteristics of Typical Oral-Motor Development	281	(3)
Characteristics of Typical Respiratory Development	284	(3)
Typical Respiratory Coordination with Oral and Pharyngeal Activities	285	(2)
Feeding and Swallowing in Children with Neuromotor Involvement	287	(6)
Atypical Oral-Motor Activity	287	(3)
Atypical Respiratory Function	290	(1)
The Comprehensive Evaluation Process	290	(3)
Feeding and Swallowing Intervention	293	(13)
Carryover Activities	293	(1)
Positioning for Mealtime Feeding	293	(5)
Selection of Feeding Utensils	298	(1)
Choosing Appropriate Foods and Liquids	298	(1)
Preparation of the Oral Mechanism	299	(1)
Direct Help for the Jaw, Lips, and Tongue	300	(2)
Cup Drinking	302	(1)
Spoon-Feeding	303	(1)
Solid Food	303	(2)
Stimulating Respiratory Coordination with Oral and Pharyngeal Activities	305	(1)
Summary and Conclusion	306	(1)
Questions for Discussion	306	(1)
Focus on the Net	306	(1)
References	307	(2)
Adaptations for Personal Independence	309	(28)
Assessment and Instruction of Personal Management Skills	310	(2)
Hygiene Skills	312	(5)
Hand Washing	313	(1)
Face and Body Washing	313	(1)
Hair Brushing	314	(1)
Oral Hygiene	314	(2)
Tissue Use	316	(1)
Feminine Hygiene	316	(1)
Basic Self-Help Skills: Eating and Toileting	317	(2)
Tube Feeding, Catheterization, and Colostomy Care	319	(3)
Tube Feeding	320	(1)
Catheterization	320	(1)
Colostomy Care	321	(1)
Students Performing Their Own Health Care Procedures	321	(1)
Dressing	322	(4)
Helping Individuals Learn Dressing Skills	322	(1)
Adapted Clothing and Adapted Dressing Devices	323	(3)
Home Care and Management	326	(4)
Kitchen Tasks	327	(2)
Housecleaning	329	(1)
Technology and Environmental Control	330	(1)
Community-Based Instruction	330	(3)
Anticipating Architectural Barriers	330	(2)
Shopping	332	(1)
Summary and Conclusion	333	(1)
Questions for Discussion	333	(1)
Focus on the Net	334	(1)
References	334	(3)
Adaptations in Physical Education, Leisure Education, and Recreation	337	(30)
Adapted Physical Education	338	(5)
Collaboration with Adapted Physical Education Specialists	339	(1)
Assessment	340	(2)
Individualized Education Program Planning	342	(1)
Adapting Physical Education Activities	343	(5)
Planning for Adaptations	344	(2)
Instructional Program	346	(1)
Instructional Strategies	346	(2)
Safety Issues	348	(1)
From the Classroom to the Community	348	(1)
Leisure Education and Recreation	348	(12)
Leisure Education Program Development	349	(1)
Leisure Education Program Areas	350	(1)
Creative Domains	350	(1)
Special Interests	351	(2)
Science and Technology Domains	353	(3)
Recreation Domains	356	(3)
Travel	359	(1)
Sports	360	(2)
Wheelchair Racing	360	(1)
Racquet and Arm Sports	361	(1)
Winter or Summer	361	(1)
Summary and Conclusion	362	(1)
Questions for Discussion	362	(1)
Focus on the Net	363	(2)
References	365	(2)
Transition and Self-Determination	367	(32)
Surmounting Barriers to Employment	369	(3)
Physical Self-Reliance	369	(1)
Valid Self-Evaluation	370	(1)
Enhanced Self-Adaptability and Self-Determination	370	(2)
Teaching Career and Transition Education from Early Childhood	372	(12)
Career Awareness	373	(1)
Career Exploration	373	(5)
Career Preparation	378	(5)
Career Placement/Follow-up and Continuing Education	383	(1)
Making the Transition from School to Employment	384	(10)
Students with High Abilities	384	(2)
Students with Severe Physical and/or Multiple Disabilities	386	(1)
Assessment for Transition Planning	386	(8)
Summary and Conclusion	394	(1)
Questions for Discussion	395	(1)
Focus on the Net	396	(1)
References	397	(2)
PART IV Core Curriculum Adaptations and Instructional Strategies	399	(146)
Adaptations and Instruction in Literacy and Language Arts	401	(40)
Literacy Barriers	401	(2)
Restricted Language and Participation	401	(1)
Lack of Motor Ability	402	(1)
Individual Factors	402	(1)
Lack of Experiences	402	(1)
Learning Environment and Instruction	402	(1)
Addressing Literacy Barriers	403	(7)
Addressing Communication Barriers	403	(2)
Addressing Physical Efficiency Areas	405	(3)
Addressing Individual Considerations	408	(1)
Addressing Experiential Deficits	409	(1)
Addressing the Learning Environment and Instructional Barriers	409	(1)
Emergent and Beginning Literacy	410	(6)
Book and Print Awareness	410	(2)
Storybook Reading with Adaptations	412	(1)
Repeated Reading and Promoting Choice	413	(1)
Phonemic Awareness	414	(1)
Letter--Sound Correspondence	415	(1)
Software Programs Addressing Beginning Literacy Skills	416	(1)
Conventional Literacy: Approaches and Assessment	416	(2)
Assessment of Conventional Reading Skills	417	(1)
Conventional Literacy: Phonics	418	(6)
Adapting Phonic Instruction: The Nonverbal Reading Approach	419	(5)
Teaching Multiple-Syllable Words	424	(1)
Conventional Literacy: Vocabulary Instruction	424	(2)
Promoting Vocabulary Development with Symbols	424	(2)
Conventional Literacy: Fluency	426	(1)
Conventional Literacy: Text Comprehension	426	(4)
Teaching Comprehension	427	(1)
Basic Comprehension Strategy	428	(2)
Software and Specialized Curricula for Reading	430	(1)
Functional Literacy: Reading	431	(4)
Vocabulary Selection: Ecological Assessment	431	(1)
Instructional Strategies	432	(3)
Summary and Conclusion	435	(1)
Questions for Discussion	435	(1)
Focus on the Net	435	(1)
References	436	(5)
Adaptations and Instruction in Writing	441	(30)
Identifying and Addressing Writing Barriers	441	(2)
Literacy Skills: Accessing Writing Tools	443	(14)
Handheld Writing Tools and Paper Adaptations	444	(2)
Handwriting Skills	446	(3)
Electronic Writing Tools: Computers	449	(7)
Keyboarding Skills and Computer Tools	456	(1)
Literacy Skills: Spelling	457	(2)
Assessing Spelling	457	(1)
Spelling Instruction	458	(1)
Spelling Tools	459	(1)
Computer Programs for Spelling	459	(1)
Literacy Skills: Written Expression	459	(5)
Assessing Written Expression	459	(2)
Early Written Expression	461	(1)
Written Expression Instruction	462	(2)
Software Support for Written Expression	464	(1)
Literacy Skills: Functional Writing	464	(1)
Assessment of Functional Writing	464	(1)
Functional Writing Strategies	465	(1)
Summary and Conclusion	465	(1)
Questions for Discussion	466	(1)
Focus on the Net	466	(1)
References	467	(4)
Adaptations and Instruction in Science and Social Studies	471	(30)
Lesson Preparation	471	(8)
Determining Content	472	(1)
Evaluating and Adapting Instructional Material	472	(3)
Assessing Students' Background Knowledge	475	(1)
Determining Modifications for Students with Physical or Multiple Disabilities	476	(3)
Lesson Presentation	479	(7)
Prelesson Activities	479	(2)
Presenting New Materials and Guided Practice	481	(5)
Independent Practice of Material	486	(1)
Evaluating Content Knowledge	486	(1)
Social Studies Curriculum Considerations	487	(2)
Social Studies Defined	487	(1)
Process Skills for Social Studies	487	(1)
Social Studies Curriculum Design and Adaptations	488	(1)
Social Studies Software	489	(1)
Science Curriculum Considerations	489	(7)
Science Defined	489	(1)
Process Skills for Science	490	(1)
Science Curriculum Design and Adaptations	490	(6)
Science Software	496	(1)
Summary and Conclusion	496	(1)
Questions for Discussion	497	(1)
Focus on the Net	497	(1)
References	497	(4)
Adaptations and Instruction in Mathematics	501	(44)
Barriers in Mathematics	501	(1)
Assessing Math Skills	502	(5)
Standardized Achievement Tests for Mathematics	504	(1)
Diagnostic Tests of Math Performance	504	(1)
Curriculum-Based Measurement	505	(1)
Informal Teacher-Constructed Tests	505	(1)
Portfolio Assessment	505	(1)
Error Analysis	505	(2)
General Approaches and Principles of Math Instruction	507	(3)
Building on Previous Learning	507	(1)
Systematic and Explicit Instruction	507	(1)
Active Involvement of Students	508	(1)
Learning Strategies	508	(1)
Computer-Assisted Instruction	509	(1)
Adaptations and Attitudes	509	(1)
Beginning Math Skills	510	(8)
Prenumber Skills	510	(1)
Counting	511	(3)
Numerals and Place Values	514	(4)
Software for Early Math Skills	518	(1)
Computational Skills: Addition and Subtraction	518	(7)
Math Rules for Addition and Subtraction	521	(1)
Addition and Subtraction Algorithms	521	(3)
Addition and Subtraction Sequences	524	(1)
Computational Skills for Multiplication and Division	525	(4)
Multiplication and Division Rules	525	(1)
Heuristic Strategies	526	(1)
Multiplication and Division Algorithms	526	(3)
Multiplication and Division Sequences	529	(1)
Software for Computational Skills	529	(1)
Calculator Use	530	(1)
Word Problems	530	(1)
General and Advanced Math Skills	531	(1)
Functional Math Skills	531	(8)
Money	534	(2)
Time	536	(2)
Calendar Use	538	(1)
Summary and Conclusion	539	(1)
Questions for Discussion	539	(1)
Focus on the Net	540	(1)
References	541	(4)
Author Index	545	(8)
Subject Index	553

Excerpts

This text was originally authored by June L. Bigge with invited contributors; Sherwood J. Best and Kathryn Wolff Heller joined her in the fourth edition. It has become the preeminent text for teachers of students who have physical, health, or multiple disabilities. This edition builds on the foundation of the previous editions, and June Bigge continues to guide and inspire our efforts. The book is designed for use by family members, educators, related-service providers, administrators, paraprofessionals, and others who provide services to individuals with physical, health, or multiple disabilities. It meets the needs of service providers in three ways. First, it describes specific physical and health impairments with attention to their educational and psychosocial implications. Second, it illustrates accommodations and modifications that promote access to the curriculum and participation in home and community environments. Third, it addresses curricular issues in a comprehensive manner, thereby serving as a resource for family members and service providers. This edition contains both similarities to and differences from the fourth edition. The focus on assistive technology has been retained, as have most chapters from the previous edition. Knowledge and skill statements, questions for discussion, and "Focus on the Net" remain to extend the reader's interaction with the subject matter. The differences are in the conceptual and structural improvements to this edition. ORGANIZATION OF THE BOOK This fifth edition contains 16 chapters organized within four major parts. Part I, "Impact and Implications of Physical, Health, and Multiple Disabilities," provides foundational knowledge and describes a variety of specific physical and health impairments and their implications. Chapter 1 provides definitions, explains current laws, and explores issues in the lives of individuals with physical, health, or multiple disabilities. This chapter orients educators and others to historical and current perspectives on disability that shape policy and practice in education. Chapters 2, 3, and 4 introduce specific physical and health disabilities, with definitions; descriptions of associated medical conditions; and discussions of the impact of disability on physical, cognitive, and psychosocial development. Readers are urged to explore these and other disabilities further through Internet resources. Part II, "Accommodations for Curricular Access," contains information that assists educators in individualizing curricula for individuals with physical or multiple disabilities, with an emphasis on improved academic access and quality of life. Chapter 5 introduces the theme of accommodation by providing a model for planning and designing courses of study for students with disabilities. It includes accommodations and modifications of the general education curriculum and curricula in modified means of communication and task performance. Chapter 6 adds explanatory power to the model presented in the previous chapter by providing strategies for developing task and situation analyses to individualize curricula. An important aspect of this chapter is differentiating task difficulties that arise from either motor or cognitive challenges. Chapter 7 incorporates materials from two chapters in the previous edition. The first half of the chapter is focused on assistive technology (AT) assessment, and the second half provides practical AT solutions. This chapter also addresses the critical need for appropriate positioning, seating, and mobility. Chapter 8 concludes this part of the book with a focused discussion of augmentative and alternative communication (AAC), one of the fastest-growing knowledge areas in special education and related services. Part III, "Specialized Curricula," focuses on unique needs of individuals with physical, health, or multiple disabilities. Feeding and swallowing issues are addressed in Chapter 9. A dis