ERIC Number: ED317011
Record Type: RIE
Publication Date: 1989-Nov-1
Reference Count: N/A
An Informal Paper: Teaching the Profoundly Handicapped Child.
The paper outlines the operative principles for understanding learning and discusses how these principles can help in planning a functional program for a severely or profoundly brain-damaged child. Discussed are: (1) the role of memory in learning; (2) simple associative learning (Pavlovian Conditioning and Operant Conditioning); (3) Piaget's concept of the moderate novelty principle, also called a mis-match of expectations; (4) the orienting response or reflex; (5) habituation, which allows the nervous system to focus on relevant events and not be overwhelmed by trivial types of stimulation; (6) the role of the emotions in learning and memory via the limbic system; and (7) procedural memory or habit memory which enables individuals to perform a series of automatically executed motoric behaviors through a non-cognitive kind of behavior. Implications for teaching include stopping stimulus bombardment, giving anticipatory cues and waiting for a response, using routine objects/people in daily events, designing a routine with predictable pleasurable events, and looking for preferences and intentional communication. Includes 20 references. (JDD)
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Education Service Center Region 20, San Antonio, TX.