Curriculum Development Process for Oral Communication in School-Aged Persons Who Are Severely Handicapped. [Final Program Report, September 1, 1984-August 31, 1985.]

Autor/inn/en	Ruth, Bonnie; und weitere
Institution	Albemarle County Schools, Charlottesville, VA.; Virginia Univ., Charlottesville. Dept. of Special Education.
Titel	Curriculum Development Process for Oral Communication in School-Aged Persons Who Are Severely Handicapped. [Final Program Report, September 1, 1984-August 31, 1985.]
Quelle	(1985), (299 Seiten)Verfügbarkeit
Beigaben	grafische Darstellungen; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Communication Skills; Curriculum Development; Daily Living Skills; Elementary Secondary Education; Expressive Language; Individualized Instruction; Instructional Development; Interviews; Naturalistic Observation; Normalization (Handicapped); Receptive Language; Severe Disabilities; Severe Mental Retardation; Speech Communication + Suchen Sie Ihr Suchwort? Kommunikationsstil; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Alltagsfertigkeit; Individualisierender Unterricht; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Naturbeobachtung; Rezeptive Kommunikationsfähigkeit; Severe disability; Schwerbehinderung
Abstract	Designed for use with severely handicapped individuals (ages 6-21), the Curriculum Development Process for Oral Communication yields an individualized, functional, longitudinal curriculum for oral communication. It is an objective system for analyzing environmental conditions which are important for oral expressive and receptive communication development. The process was field-tested with 11 severely to profoundly handicapped students (ages 9-21) who lacked basic self-help skills and who used oral language as their primary mode of communication. The curriculum contains three major phases. In Phase 1, the Environmental Communication Survey instrument is used to obtain receptive and expressive communication items from both current and future environments through interviews with parents/caregivers and teachers. These communication items are subjected to a detailed prioritization process (Phase 2) which establishes a hierarchy. Assessment of these items (Phase 3) is performed through systematic observation of the activity in which the priority communication item occurs. Assessment data are used as an accuracy check, as an aid in determining intervention methodology, and to detect problems with such communication-related variables as eye contact, loudness, and intelligibility. Numerous detailed samples of survey and recording forms are provided at each step of the process and in attached appendices. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01