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Phase 1
Assemble the Team
Phase 2
Review Current Settings and Activities
Favorable to Travel
Phase 3
Explore Environments and Select Travel Situations
Phase 4
Brainstorm All Possible Ways to Move To, From,
or Through an Activity

Phase 5

Travel Option
Comparison and Selection

Phase 6

List the Specific Steps of the Selected Option
Phase 7
Complete the
Discrepancy Analysis
Phase 8
Determine Supports to Address Discrepant Steps
Phase 9
Develop a Travel Plan
Phase 10
Implement the Travel Plan and Assess Progress
PHASE 2 RESOURCES
Written Resources

Downing, J. E. (2002). Including students with severe disabilities in typical classrooms: Practical strategies for teachers (2nd ed.). Baltimore: Paul H. Brookes.

Falvey, M.A. (1989). Community-based curriculum: Instructional strategies for students with severe handicaps. (2nd ed.). Baltimore: Paul H. Brookes Publishing.

Giangreco, M. F. (Ed.).(2002). Quick guides to inclusion 3: Ideas for educating students with disabilities. Baltimore: Paul H. Brookes.

Goetz, L., Guess, D., & Stremel-Campbell, K. (1987). Innovative program design for individuals with dual sensory impairments. Baltimore: Paul H. Brookes Publishing.

Haring, N.G., & Romer, L.T. (1995). Welcoming students who are deaf-blind into typical classrooms: Facilitating school participation, learning and friendships. Baltimore: Paul H. Brookes Publishing.

Kansas State Board of Education. (1996). Student portfolio: A system for documenting the strengths, needs and abilities of students who are deaf-blind. Topeka, KS: Kansas State Board of Education.

Kansas State Board of Education. (1989). Teaching in natural settings: An instructional manual on community-based instruction for students with severe disabilities/deaf-blindness. Topeka, KS: Kansas State Board of Education.

Koeing, A., & Holbrook, C. (1995). Learning media assessment: A guide for teachers (2nd ed.). Austin: Texas School for the Blind and the Visually Impaired.

Wilcox, B., & Bellamy, G.G. (1987). A comprehensive guide to the activities catalog: An alternative curriculum for youth and adults with severe disabilities. Baltimore: Paul H. Brookes Publishing.

Wuerch, B.B., & Voeltz, L.M. (1982). Longitudinal leisure skills for severely handicapped learners: the ho'onanea curriculum component. Baltimore: Paul H. Brookes Publishing.

Video Materials

Kansas State Board of Education, (Producer). Administrative issues in community-based instruction. [Videotape]. (Available from Kansas State School for the Blind, 1100 State Avenue, Kansas City, Kansas, 66102)

Kansas State School for the Blind. (n.d). Community-based recreation and leisure training for students with severe multiple handicaps and deaf-blindness. [Videotape]. (Available from Kansas State School for the Blind, 1100 State Avenue, Kansas City, Kansas, 66102)

Kansas State School for the Blind. (1995). Three community-based instruction tape. (1995). [Videotape]. (Available from Kansas State School for the Blind, 1100 State Avenue, Kansas City, Kansas, 66102)

Web Sites

The Beach Center on Disability. (http://www.beachcenter.org).

DB-LINK: The national information clearinghouse on children who are deaf-blind. (http://www.tr.wou.edu/dblink/index2.htm).

ERIC: Clearinghouse on disabilities and gifte d education. (http://ericec.org).

Helen Keller National Center. (http://www.helenkeller.org).

National Technical Assistance Consortium for Children and Youth. (http://www.tr.wou.edu/ntac).

NICHCY: The national information center for children and youth with disabilities. (http://www.nichcy.org).

Teaching Research. (http://www.tr.wou.edu).


Last modified: 29-May-03
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