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References (8)
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(1968)
Bayley infant scales of development -
Lou Brown, M. Falvey, Lisbeth Vincent, N. Kaye, Fran Johnson, Paula Ferrara-Parrish, L. Gruenewald (1980)
Strategies for Generating Comprehensive, Longitudinal, and Chronological-Age-Appropriate Individualized Education Programs for Adolescent and Young-Adult Severely Handicapped StudentsJournal of Special Education, 14
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(1979)
Teaching adolescent moderately/severely handicapped students to use food classification skills and calculator-related subtraction skills to shop in supermarkets -
(1978)
A job skill inventory strategy for use in a public school vocational training program for severely handicapped potential workers -
R. Bolt (1942)
Developmental Diagnosis—Normal and Abnormal Child Development -
Lou Brown, M. Branston, S. Hamre-Nietupski, I. Pumpian, N. Certo, L. Gruenewald (1979)
A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young AdultsJournal of Special Education, 13
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W. Williams, Lou Brown, N. Certo (1975)
Basic components of instructional programsTheory Into Practice, 14
-
(1977)
Curricular strategies forteaching functional object use, nonverbal communication, problem solving and mealtime skills to severely handicapped students
- Publisher
- SAGE
- Copyright
- © 1979 TASH
- ISSN
- 0147-4375
- eISSN
- 2169-2408
- DOI
- 10.1177/154079697900400408
- Publisher site
- See Article on Publisher Site
Abstract
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.
Journal
AAESPH Review – SAGE
Published: Dec 1, 1979