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A Functional Curriculum Sequencing Model for Teaching the Severely Handicapped

A Functional Curriculum Sequencing Model for Teaching the Severely Handicapped 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

A Functional Curriculum Sequencing Model for Teaching the Severely Handicapped

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References (3)

Publisher
SAGE
Copyright
© 1978 TASH
ISSN
0147-4375
eISSN
2169-2408
DOI
10.1177/154079697800300401
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

AAESPH ReviewSAGE

Published: Dec 1, 1978

There are no references for this article.