NotesFAQContact Us
Search Tips
ERIC Number: ED354637
Record Type: RIE
Publication Date: 1992-Oct-30
Pages: 601
Abstractor: N/A
Reference Count: N/A
An Integrated Parent-Teacher-Related Service Team Approach to Communication Intervention. Final Report.
Stremel, Kathleen; Wilson, Rebecca
This final report describes a federally funded 3-year project for integrating related services within educational objectives for children (ages 3-10) with dual vision and hearing impairments. A Training-Utilization model of inservice training and technical assistance was developed, implemented, and evaluated to address the communication needs of children with dual sensory impairments, utilizing an integrated team approach. The project was based on the premise that an integrated team approach is needed that includes a philosophical, physical, and programmatic basis for assessment, adaptations, intervention, and evaluation. The project was developed within the framework of four validated best practices, including service delivery in inclusive environments; an interpersonal-interactive approach within an age-appropriate, functional education curriculum; use of systematic teaching procedures; and ecologically based instruction. Project staff included a parent, special educator, communication specialist, and physical therapist, and each team participant received training from a project staff member from his or her discipline. This final report summarizes the objectives, activities, and accomplishments of the project. Detailed statistical data are provided concerning accomplishment of each project objective. Appendixes and attachments, which make up the bulk of the document, are as follows: (1) process delivery manual; (2) child assessment data; (3) communication module; (4) an integrated team programming module; (5) a functional curriculum module; and (6) a personal futures planning module. (JDD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: University of Southern Mississippi, Hattiesburg. Dept. of Special Education.
Note: Some tables will not reproduce adequately.