A Cognitively-Based Communication Curriculum for Persons with Multiple Handicaps Functioning between 0-24 Months Developmentally.

Autor/in	McMullen, Victoria B.
Titel	A Cognitively-Based Communication Curriculum for Persons with Multiple Handicaps Functioning between 0-24 Months Developmentally.
Quelle	(1986), (185 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Assistive Devices (for Disabled); Child Development; Cognitive Development; Cognitive Processes; Communication Aids (for Disabled); Communication Skills; Diagnostic Tests; Early Childhood Education; Elementary Secondary Education; Evaluation Methods; Expressive Language; Imitation; Multiple Disabilities; Object Permanence; Prompting; Receptive Language; Sequential Learning; Severe Disabilities; Student Evaluation; Training Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kindesentwicklung; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Kommunikationsstil; Diagnostic test; Diagnostischer Test; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Multiple disability; Mehrfachbehinderung; Objektpermanenz; Benutzerführung; Rezeptive Kommunikationsfähigkeit; Didaktische Sequenzierung; Lernsequenz; Severe disability; Schwerbehinderung; Schulnote; Studentische Bewertung; Didaktik; Trainingsmaßnahme
Abstract	This curriculum provides a sequence of activities designed to help develop cognitive and communication skills in severely and profoundly multi-handicapped individuals who are functioning between 0 and 24 months. Based on the principles that communication begins at birth and that educational programming must begin at the point where the handicapped child's sensory and/or motor development deviated from the normal, the curriculum relies on Jean Piaget's developmental theory and J. van Dijk's movement-based model of communication. The following subskills are included: the understanding of cause and effect relationships, the development of object permanence, imitative skills, receptive language skills, and expressive language skills. The curriculum's behavioral objectives are presented sequentially, and each objective is accomplished by an enabling activity and evaluation method. Appendices discuss: methods for assessing visual functioning, auditory functioning, and motor skills; methods of instructional prompting; and the use of microswitches by multiply handicapped individuals. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC