A Sensory Based Program Model for Pre-School Handicapped Children.

Autor/inn/en	Iannicelli, Mary M.; McConnaughey, French B.
Titel	A Sensory Based Program Model for Pre-School Handicapped Children.
Quelle	(1976), (32 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Auditory Perception; Aural Learning; Developmental Programs; Early Childhood Education; Language Acquisition; Learning Activities; Motor Development; Multiple Disabilities; Perceptual Motor Coordination; Task Analysis; Teaching Methods; Visual Learning; Visual Perception + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Baugestaltung; Entwicklungsplan; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachaneignung; Spracherwerb; Lernaktivität; Motorische Entwicklung; Multiple disability; Mehrfachbehinderung; Körperkoordination; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Visual education; Visuelles Lernen; Visuelle Wahrnehmung
Abstract	Described is a structured, team-teaching, developmental approach for use with multiply handicapped children between the ages of 3 and 7. The program is explained to be child-centered, to involve individualized work and small group lessons, and to use the unit approach. Task analysis and developmental sequencing of skills are performed for each of the four curricular areas: gross motor sensory integration (stimulation of sensory input, inhibition of involuntary reflexes, establishment of equilibrium reactions, development of laterality skills, position in space, and motor planning); visual perception (visual reception, visual closure, visual memory, and visual motor integration); auditory development (auditory reception, auditory closure, auditory memory, auditory association, and listening skills); and language development (labeling, connected speech, classification, use of the negative, motor expression, response to questions, language concepts, grammatic and syntactic forms, and temporal sequencing). Assessment is reported to involve a checksheet format which includes an outline overview of each developmental area's goals, specific behavioral objectives for each lesson, a listing of materials and type of presentation to be used in the lesson, and an area to record each child's response to individual lesson tasks. (SBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01