Effect of Systematic Peer Interaction on the Incidental Learning of Two Severely Handicapped Students
In: Research and Practice for Persons with Severe Disabilities, Band 7, Heft 4, S. 19-28
ISSN: 2169-2408
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In: Research and Practice for Persons with Severe Disabilities, Band 7, Heft 4, S. 19-28
ISSN: 2169-2408
In: Research and Practice for Persons with Severe Disabilities, Band 8, Heft 3, S. 56-70
ISSN: 2169-2408
In: AAESPH review: the official publication of the American Association for the Education of the Severely/Profoundly Handicapped, Band 3, Heft 4, S. 202-215
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.