Abstract
In order to facilitate community integration of severely and profoundly handicapped (SPH) youth, community-based training is of vital importance. Numerous reasons exist for using a classroom-community model, including: skill generalization, reinforcer sampling, awareness by nonhandicapped people, appropriate role models in the community, elevated teacher expectations, parent expectations, demonstrations of competence by SPH students, and facilitating curriculum selection. These areas will be explored as well as techniques for programming outside the classroom, such as peer tutoring, use of natural homes and local workshops for instruction, and use of nearby local community facilities. Finally, problems inherent in a community-based training model are discussed as well strategies to overcome them.
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