Curriculum Development for the Severely Handicapped Student

1982 ◽  
Vol 5 (3) ◽  
pp. 43-49
Author(s):  
Diane M. Browder ◽  
Kathy L. Steward
Keyword(s):  
Curriculum Development ◽  
Research Support ◽  
Community Adaptation ◽  
Curriculum Model ◽  
Handicapped Student ◽  
Severely Handicapped

The functional or community adaptation approach to curriculum development for the severely handicapped is described using the curriculum characteristics (1) philosophy and research support, (2) content and sequence, and (3) individualization. This curriculum model is further clarified through a wheel design, a complete curriculum example, and guidelines for I.E.P. development.

Using the Characteristics of Current and Subsequent Least Restrictive Environments in the Development of Curricular Content for Severely Handicapped Students

AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 407-424 ◽  
Author(s):  
Lou Brown ◽  
Mary Beth Branston-McClean ◽  
Diane Baumgart ◽  
Lisbeth Vincent ◽  
Mary Falvey ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Curricular Content ◽  
Critical Issues ◽  
Severely Handicapped ◽  
Age Appropriate ◽  
Development Processes

This paper is designed to address several critical issues that pertain to the development of longitudinal curricular content for use with severely handicapped students. More specifically, to emphasize: (a) the importance of the principle of partial participation; (b) the need to create a wide variety of adaptations that might allow severely handicapped students at least to participate in many environments and activities from which they have been excluded; and (c) a rationale for using current and subsequent environment orientations and ecological inventory strategies in curriculum development processes. In addition, the authors present a cursory example of how ecological inventory strategies and current and subsequent environment orientations might be combined to generate chrononogical age appropriate curricular content.

PENGEMBANGAN KURIKULUM PENDIDIKAN DAN PELATIHAN (DIKLAT) BERBASIS MASALAH

2020 ◽  
Vol 1 (2) ◽  
pp. 43-46
Author(s):  
Putra Ramadani
Keyword(s):  
Curriculum Development ◽  
Science And Technology ◽  
Education And Training ◽  
Training Curriculum ◽  
Curriculum Model ◽  
The Future ◽  
And Training

Digital Problem-based education and training is held to overcome the discrepancy of student competition so that the education and training curriculum is in accordance with what problems are faced by STUDENTS so that the ability of EDUCATION PARTICIPANTS is in accordance with what is expected. One of the components in problem-based training is a problem-based curriculum based on the needs of the training participants' problems. In order to meet the demands of the increasingly sophisticated times along with the situation and conditions in society, the development of an education and training curriculum is necessary. Its development continues to adjust to the foundation in curriculum development, namely philosophical, psychological, Sociological and science and technology foundations. The development of problem-based education and training curricula also adjusts to the expected curriculum model according to the problems of students, so that the curriculum can produce education and training graduates with the desired abilities. The development of a problem-based education and training curriculum in the end is expected to be able to build professionalism and student problems in responding to challenges in the future. Thus the training will produce graduates, in this case STUDENTS who are professional and competent.

The Use of an Electronic Switch to Increase Independent Head Control in a Severely Handicapped Student

1983 ◽  
Vol 6 (4) ◽  
pp. 14-19 ◽  
Author(s):  
Deborah C. May
Keyword(s):  
Positive Reinforcement ◽  
Electronic Switch ◽  
Handicapped Student ◽  
Movement Data ◽  
Severely Handicapped ◽  
Head Control ◽  
Electronic Switches

Children with severe handicapping conditions often need adaptive equipment and physical positioning in order to interact with their environment This paper discusses the use of active stimulation devices which use various types of electronic switches to provide positive reinforcement for desired movement. Data are presented that show the effects of using an electronic switch to increase independent head control in a spastic quadriplegic severely handicapped girl. The problems and benefits of using electronic switches are discussed.

Exploration and Practice on Learning Field-Based University Basic Computer Course Reform

2011 ◽  
Vol 71-78 ◽  
pp. 3971-3974 ◽  
Author(s):  
Xing Yi Liu
Keyword(s):  
Curriculum Development ◽  
Vocational Education ◽  
Curriculum Reform ◽  
Curriculum Model ◽  
Whole Process ◽  
Teaching Content ◽  
Computer Course ◽  
Thematic Unit

Learning field curriculum program is a curriculum model in which thematic unit are designed and organized according to the process of professional task and work, which is a core in curriculum development of modern vocational education in German. This article describes the curriculum reform in learning field and its three basic elements in curriculum model concerned. Moreover, taken Basic Computer course as an example, the paper details the whole process of organization of the learning field curriculum model, such as teaching content designing, teaching and implementing.

scholarly journals Pengembangan Kurikulum Diklat (Pendidikan dan Pelatihan) Berbasis Kompetensi dalam Membangun Profesionalisme dan Kompetensi Pegawai Negeri Sipil (PNS)

2018 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Widi Asih Nurhajati ◽  
Bachtiar Sjaiful Bachri
Keyword(s):  
Curriculum Development ◽  
Technology Development ◽  
Graduate Training ◽  
Science And Technology ◽  
Civil Servant ◽  
Civil Servants ◽  
Training Curriculum ◽  
Curriculum Model ◽  
Competency Based ◽  
The Times

Diklat berbasis kompetensi diselenggarakan untuk mengatasi diskrepansi kompetensi PNS agar kemampuan PNS lulusan diklat sesuai dengan kompetensi yang diharapkan. Salah satu komponen dalam diklat berbasis kompetensi adalah kurikulum yang berbasis kompetensi berdasar pada kebutuhan akan kompetensi peserta diklat. Dalam rangka memenuhi tuntutan perkembangan jaman berikut situasi dan kondisi di masyarakat, pengembangan kurikulum diklat perlu dilakukan. Pengembangannya tetap menyesuaikan dengan landasan pengembangan kurikulum, yakni landasan filosofis, psikologis, sosiologis dan IPTEK. Pengembangan kurikulum diklat berbasis kompetensi juga menyesuaikan dengan model kurikulum yang dikehendaki, sehingga kurikulum tersebut nantinya dapat menghasilkan lulusan diklat dengan kemampuan sesuai yang diinginkan. Pengembangan kurikulum diklat berbasis kompetensi pada akhirnya diharapkan dapat membangun profesionalisme dan kompetensi PNS dalam menjawab tantangan di masa depan.Dengan demikian diklat akan menghasilkan lulusan, dalam hal ini PNS, yang profesional dan kompeten. AbstractCompetency-based training is held to overcome the discrepancy of civil servant competence to the ability of civil servants graduate training in accordance with the expected competencies. One component of competency-based training is a competency-based curriculum based on competency needs of training participants. In order to meet the demands of the development of the times following the situation and conditions in the community, the development of training curriculum needs to be done. Its development still adjusts to the curriculum development foundation, namely philosophical, psychological, sociological and science and technology. Development of competency-based training curriculum also adapts to the desired curriculum model, so that the curriculum will be able to produce training graduates with the desired ability. Development of competency-based training curriculum is ultimately expected to build the professionalism and competence of civil servants in answering challenges in the future. Thus the training will produce graduates, in this case civil servants, who are professional and competent. 

A Functional Curriculum Sequencing Model for Teaching the Severely Handicapped

AAESPH Review ◽  
1978 ◽  
Vol 3 (4) ◽  
pp. 202-215 ◽  
Author(s):  
Doug Guess ◽  
R. Don Horner ◽  
Bonnie Utley ◽  
Jennifer Holvoet ◽  
Debbie Maxon ◽  
...  
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Academic Skills ◽  
Curriculum Model ◽  
Self Help ◽  
Functional Curriculum ◽  
Sensory Motor ◽  
Severely Handicapped ◽  
Curriculum Sequencing

This paper presents the rationale and structure for a curriculum model for educating the severely handicapped. The model combines the advantages of the two logics used up to this point in developing curricula: the developmental/cognitive logic and the remedial/behavioral logic. It provides for sequencing of skills to be taught across and within levels of difficulty and across six content domains: self-help skills, sensory-motor skills, socialization, language skills, academic skills, and vocational preparation. Some preliminary applications of the model are given.

scholarly journals Model Pengembangan Kurikulum Adaptif Pada Madrasah Ibtidaiyah Inklusif

2020 ◽  
Vol 2 (1) ◽  
pp. 89-106
Author(s):  
Nur Jannah ◽  
Syarifatul Marwiyah
Keyword(s):  
Curriculum Development ◽  
Special Needs ◽  
Formal Education ◽  
The Other ◽  
Development Model ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
Number Of Children ◽  
Curriculum Model

The existence of an Extraordinary School as one of the educational institutions that is specifically intended to educate children with special needs in reality is still not able to fully accommodate the education of children with special needs. The increasing number of children with special needs while the existence of Extraordinary Schools is limited in each district in Indonesia has caused many parents to send their children with special needs to formal education institutions, one of them in Madrasahs. This phenomenon requires Madrasas to adjust to their presence by becoming an institution that is friendly and inclusive of students whatever the conditions. One such effort is to develop an inclusive Madrasah curriculum that is a curriculum that suits the needs of children with special needs. The following article discusses the Adaptive Curriculum Development Model with a focus on discussion on Inclusive Madrasah Ibtidaiyah with the aim of developing an adaptive curriculum in which there are models of duplication, modification, substance and omission. All models of curriculum development can be an option to be implemented in an inclusive Ibtidaiyah Madrasah, depending on which model is considered the most appropriate for the conditions of students in Madrasas and which is possible to apply, this is because each Madrasah has different conditions between one and the other so they can implement a curriculum model that suits their students' needs.

scholarly journals Considering Tyler’s Curriculum Model in Health and Physical Education

2018 ◽  
Vol 5 (1) ◽  
pp. 207
Author(s):  
Vaughan Cruickshank
Keyword(s):  
Physical Education ◽  
Curriculum Development ◽  
Strong Influence ◽  
Subject Area ◽  
Discussion Paper ◽  
Health And Physical Education ◽  
Advantages And Disadvantages ◽  
Curriculum Model

<p><em>Tyler’s objectives curriculum model has been a strong influence in the field of curriculum development since its publication in 1949. The influence of this model remains strong despite its age, demonstrating the importance of the questions Tyler based his model around. This discussion paper examines Tyler’s (1949) objectives curriculum model; particularly its advantages and disadvantages and its current relevance. This analysis will occur with the context of health and physical education subject area.</em></p>

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