ADAPTIPS: Adapting Curricula for Students Who Are Deaf-Blind and Who Function in the Sensorimotor Developmental Stage.

Autor/inn/en	Goodrich, Judy A.; Kinney, Patricia G.
Institution	Kentucky Univ., Lexington. Coll. of Education.
Titel	ADAPTIPS: Adapting Curricula for Students Who Are Deaf-Blind and Who Function in the Sensorimotor Developmental Stage.
Quelle	(1985), (222 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Nachschlagewerk; Concept Formation; Curriculum Development; Curriculum Enrichment; Deaf Blind; Developmental Stages; Individualized Instruction; Infants; Manipulative Materials; Motor Development; Object Manipulation; Object Permanence; Perceptual Motor Learning; Preschool Education; Psychomotor Skills; Sensory Integration; Tactile Adaptation; Tactual Perception; Toys + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculum revision; Curriculumreform; Reform; Mehrfach Behinderter; Individualisierender Unterricht; Infant; Toddler; Toddlers; Kleinkind; Hilfsmittel; Motorische Entwicklung; Objektpermanenz; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Pre-school education; Vorschulerziehung; Psychomotorische Aktivität; Sensorische Integration; Tactile stimuli; Taktiles Lernen; Taktile Wahrnehmung; Toy; Spielzeug
Abstract	Intended to assist teachers as they assess, plan for, and teach deaf blind students, this manual describes a process for adapting curricula for students who function within the 0-24 month developmental period, also known as the sensorimotor period. The manual's first section provides an overview of project activities including the literature review, field tests, development of curriculum adaptations, and data analysis. Included also are a discussion of early childhood curricula with suggestions for selecing curricula for deaf blind students and a description of the sensorimotor period of development noting developmental lags and atypical behaviors observed in many deaf-blind children. Part 2 of the manual describes the following steps for adapting curricula: (1) collect functional assessment data; (2) plan functional individualized program; (3) implement adapted activity; and (4) maintain and generalize new skills. In Part 3, 14 examples of adapted activities exemplifying concepts of means ends/causality, spatial relations, object permanence, and relationshp to objects are given. Five readings on orientation and mobility, vision, hearing, toy selection, and sensory integration are presented in the fourth section. Appendices cite 32 relevant curricula, over 200 materials described by sensory features, and screening forms and checklists for the curriculum adaptation process. (CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01