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ERIC Number: ED276202
Record Type: RIE
Publication Date: 1985
Pages: 299
Abstractor: N/A
Curriculum Development Process for Oral Communication in School-Aged Persons Who Are Severely Handicapped. [Final Program Report, September 1, 1984-August 31, 1985.]
Ruth, Bonnie; And Others
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)
Publication Type: Guides - Non-Classroom; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Albemarle County Schools, Charlottesville, VA.; Virginia Univ., Charlottesville. Dept. of Special Education.
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