Disabled children who have special clothing needs can be comfortable, self-confident, and fashionable when careful consideration is given to selection of clothing in terms of physical limitations of the individual, design features of clothing, fasteners, fabric, wearing qualities, and fit. (CB)

Methods of modifying home economics classes, specifically fashion and clothing design courses, for special needs students are discussed. Discusses the team approach to problem solving, interagency linkage to internship, student involvement, changes to ready-to-wear clothes for special needs, and information resources. (CT)

As part of a three-year study, researchers categorized common physical limitation (CPL) groups across disabilities and identified the clothing and special needs of each group. Relationships between clothing style features and CPL groups will allow formulation of guidelines for clothing and dressing needs of each group. (JOW)

Three button design features (the shape, size, and position of a button on a garment) were evaluated for their effect on buttoning skills performance in four developmentally retarded preschoolers. Results indicated that buttons of large size in the top position on the presentation garment maximally encouraged learning this self-dressing skill.…

The author describes a collaborative project involving a textiles and clothing specialist, an occupational therapist, and a wheelchair-bound disabled woman to design and construct an apron that facilitated independence in daily living for the disabled woman. (Author/CH)

A study that compared the clothing-selection habits of 15 adolescent girls with blindness and 15 sighted girls found parents played a larger role in selecting the clothing for the girls with blindness, girls with blindness wore less makeup and jewelry, and care requirements were more important to girls with blindness. (Contains 12 references.) (CR)

The study used a shirt and an instructional manual on dressing processes to teach dressing and undressing skills to 15 congenitally disabled children. All individuals who were exposed to the instrument learned the skills, and those who were taught in the easy to difficult order were more proficient than those persons who were taught in the reverse…

A forward graduated guidance procedure was used to increase the independent dressing skills of two profoundly multihandicapped adolescents living in a noninstitutional environment. One subject reached criterion and treatment gains generalized to other settings. The other subject failed to reach criterion but required fewer prompts after training.…

A system of graduated guidance was used to teach three children (ages six through nine) with severe multiple disabilities to don and remove their jackets and coats independently. The training approach involved initial use of oversized garments, fading of guidance, and individualized reinforcement. Skill maintenance and generalization were also…

The article suggests ways to modify and construct adaptive aids for use in teaching eating and drinking, personal hygiene, and dressing/undressing skills to severely and multiply handicapped students. (CL)

The article focuses on clothing tips, weight control, adaptive aids, and sources of assistance for parents and children with disabilities. The author stresses the importance of appearance in the successful mainstreaming of handicapped children and emphasizes that self-care skills are legitimate educational goals. (Author/PHR)

Eighty-one women in social service employment programs were surveyed to determine knowledge of employment clothing. They were compared on demographics. Differences were found in possession of business clothing, resources for clothing, education, income, residence, and homelessness. Findings indicate a need to educate low-income participants on…

Whole task training and graduated guidance were used to teach independent dressing skills to two developmentally disabled 4-year-olds. After the boys acquired basic dressing skills, additional practice (fluency training) elevated their performance to socially validated rates. Follow-up showed that the skills were maintained and generalized to…