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.

Relationship Between Sensory--Motor Skills and Cognitive Processing in ADHD

2006 ◽  
Author(s):  
Andrew S. Davis ◽  
Lisa A. Pass ◽  
W. Holmes Finch ◽  
Raymond S. Dean ◽  
Richard W. Woodcock
Keyword(s):  
Cognitive Processing ◽  
Motor Skills ◽  
Sensory Motor

EVALUTING THE EFFECTS OF EARLY INTERVENTION PROGRAM FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES IN COMMUNITY

2011 ◽  
pp. 70-76
Author(s):  
Keyword(s):  
Social Cognition ◽  
Early Intervention ◽  
Developmental Delay ◽  
Intervention Program ◽  
Language Skills ◽  
Early Intervention Program ◽  
Self Help ◽  
Home Based ◽  
Significant Difference ◽  
One Year

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

scholarly journals Refractive disorders in children

2021 ◽  
Vol 70 (1) ◽  
pp. 5-9
Author(s):  
Larisa-Bianca Holhos ◽  
◽  
Mihaela Coroi ◽  
Teodora Holhos ◽  
Ioana Damian ◽  
...  
Keyword(s):  
Public Health ◽  
Motor Skills ◽  
Motor Development ◽  
Public Health Problem ◽  
Severe Form ◽  
Perceptual System ◽  
Refractive Errors ◽  
Visual Dysfunction ◽  
Sensory Motor ◽  
Complex Activities

According to current estimations, globally, there are around 150 million people with an uncorrected refractive disorder, which means 27% of the world’s population. Approximately 1.4 million of these are children and have a milder or more severe form of visual dysfunction secondary to refractive errors. Since 1990, refractive errors are considered to be a public health problem among children and cause visual dysfunction, with a prevalence of up to 43%. Vision maturation occurs in early childhood, when all the senses and motor skills work together to acquire language, first ideas about the environment and all the elements that define the person himself. Sight is a contributory perceptual system for the cognitive, social, sensory-motor development and for the assemblage of information about the environment. In the first years of life, the child increasingly discovers complex activities, requiring the ability to change the eyes fixation in space from one point to another and a normal binocular motility.

Employment of Deaf-Blind Rubella Students in a Subsidized Work Program

1985 ◽  
Vol 79 (2) ◽  
pp. 59-64 ◽  
Author(s):  
Dennis G. Busse ◽  
Lyle T. Romer ◽  
Rebecca R. Fewell ◽  
Patricia F. Vadasy
Keyword(s):  
Training Program ◽  
Specialized Training ◽  
Work Program ◽  
Self Help ◽  
Vocational Program ◽  
Peer Tutor ◽  
Severely Handicapped ◽  
Specialized Training Program ◽  
Work Programs ◽  
Summer Workshop

Recipients of training in a model vocational program for deaf-blind youth participated in a summer workshop placement. Three deaf-blind teenage students were placed for four to eight weeks in a community-subsidized work program modeled on the Specialized Training Program. All students generalized assembly and self-help skills in which they had been trained, with peer tutor assistance, prior to placement. Their rates of productivity and supervisor contacts were similar to those of other work program employees. The results demonstrate the potential of individualized programming to meet the vocational needs of the adolescent deaf-blind rubella population in existing work programs for the severely handicapped.

A Method For Extracting Sensory Motor Skills And Designing A Training System

2009 ◽  
Vol 2 (8) ◽  
pp. 5-26
Author(s):  
Daisuke Doyo ◽  
Atushi Ohara ◽  
Keisuke Shida ◽  
Toshiyuki Matsumoto ◽  
Kazuo Otomo
Keyword(s):  
Motor Skills ◽  
Training System ◽  
Sensory Motor

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.

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