Titlebook: Habilitation Planning for Adults with Disabilities; Robert L. Schalock,William E. Kiernan Book 1990 Springer-Verlag New York, Inc. 1990 Le

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Summary and Concluding Discussion,e doing it? (3) When is the person doing it? and (4) With whom? These questions and their answers reflect the interrelationship of activities and environments and the importance of environments. It is to the issue of environments that we turn in the present chapter. We wish to focus your thinking on

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James A. Campbell,Sophie L. Nedelecng programs. This need comes at a significant point in the history of services for adults with disabilities, for we currently have the opportunity to create programs that truly reflect the typical living environment available to everyone and result in improved quality of life for adults with disabil

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https://doi.org/10.1007/978-981-99-6335-5 recreation—leisure that most persons find meaning in life and experience the greatest personal growth, development, and sense of wellbeing. Our focus in this chapter is on recreation and leisure from a wellness perspective. Throughout the chapter we stress two basic points: First, recreation and le

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The Effects of Standardized Testing: ,s with disabilities. The three general strategies discussed included behavior skill training, use of prosthetics, and environmental accommodation. As we stated in the previous chapter, we believe these are effective techniques for reducing important mismatches between persons and their living-work-l

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https://doi.org/10.1007/978-1-4684-1548-3guidance to administrators who are responsible for ensuring services and outcomes in an era of constant or declining financial resources. Current habilitation service administrators tend to come from one of two divergent traditions—that of nurturer or that of technocrat (Radin & Benton, 1986). Nurtu

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https://doi.org/10.1007/978-3-642-71245-6s are causing us to focus increasingly on the issue of what habilitation actually achieves for service recipients, and how those achievements can be identified and measured. Our task in this chapter is to discuss a number of premises and approaches to evaluation within the larger context of integrat

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