ABSTRACT
The purpose of educating students with severe disabilities is to promote inclusion, self-determination, independence, and quality of life (Renzaglia, Karvonen, Drasgow, & Stoxen, 2003). Achieving these outcomes is dependent on an effective educational approach that is comprised of at least three related components. The fi rst component consists of the content of instruction. The content of instruction, or curriculum, has to be designed and sequenced so that the specifi c skills it contains will produce the desired outcomes consistent with the purpose of education. The second component consists of the location of instruction. Decisions related to the location of instruction are based on the characteristics of the skill (e.g., hygiene skills are taught in the bathroom) and available resources (e.g., community skills can be taught in the community if transportation is not an issue).
