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

Using the Characteristics of Current and Subsequent Least Restrictive Environments in the... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

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

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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 ReviewSAGE

Published: Dec 1, 1979

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