A Comprehensive Communication Curriculum for the Education of Severely Multiply Handicapped School Children. Handicapped Children's Model Program. Final Report.

Autor/inn/en	Waldo, Lois J.; und weitere
Institution	Kansas Neurological Inst., Topeka.
Titel	A Comprehensive Communication Curriculum for the Education of Severely Multiply Handicapped School Children. Handicapped Children's Model Program. Final Report.
Quelle	(1981), (94 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Case Studies; Communication Skills; Communication (Thought Transfer); Curriculum Development; Family Involvement; Models; Multiple Disabilities; Parent Teacher Cooperation; Program Descriptions; Severe Disabilities; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Kommunikationsstil; Communication; thought; Kommunikation; Gedanke; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Multiple disability; Mehrfachbehinderung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The final report describes the Comprehensive Communication Curriculum (CCC), a 4-year program involving the communication skills of severely and multiply handicapped students with very little spontaneous communication skills. The program was designed to teach the students appropriate easily learned responses for requesting objects and initiating social interactions. The first section describes the CCC program and its application in Kansas. Five program components are discussed: (1) the caregiver interview; (2) identification of wants and needs; (3) request training; (4) initiation of communication; and (5) environmental manipulations to facilitate spontaneous use. Seven case studies illustrate such procedures as systematic reinforcer sampling, diagnostic teaching, requesting more, use of a communication board, and requests through sign language. Part 2 describes the project's family involvement component. Two phases are considered for the teacher in implementing a parent involvement approach: initiating strategies (such as an initial contact letter and followup telephone calls) and ways to continue and increase involvement (such as classroom observation or volunteering). A hierarchy of services for parental participation in the education of their child is charted. The bulk of the document consists of five lengthy appendixes, including examination of the CCC model development and replication, and bibliographies related to the communication curriculum and the family involvement component. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC