ERIC Number: ED366134
Record Type: RIE
Publication Date: 1993-Aug
Skills, Activities, Matrixing System: Project SAMS. A Curriculum Process for Students with Profound Disabilities. Final Report.
Logan, Kent R.; And Others
Project SAMS (Skills, Activities, Matrixing System) was designed to develop and validate a curriculum process for educating students with profound disabilities. Central to the 3-year curriculum process was matrixing, or integrating, basic developmental skills across multiple functional, age-appropriate, and integrated activities. Components included the following: (1) assessing families to determine valued activities and routines for instruction; (2) assessing school and community environments for the selection of activities needed for functioning in current and future integrated environments; (3) assessing activities for the selection of basic developmental skills or skill steps in a chained task of instruction; (4) developing instructional objectives based on a concept of partial participation; (5) scheduling activities throughout the whole instructional day; (6) writing Individualized Education Programs; and (7) developing data collection and analysis procedures. The process was developed and evaluated with 14 teachers and 45 students with profound disabilities. The curriculum process was rated highly positive by both teachers and parents. The staff development course was rated very highly by teachers and administrators. Student progress data indicated greater learning and generalization than in previous years. Teacher maintenance of the process was high. Much of the document consists of the SAMS curriculum process guide and appendices that provide detailed behavioral objectives and other project material. (DB)
Descriptors: Basic Skills, Curriculum Development, Developmental Programs, Elementary School Students, Elementary Secondary Education, Experiential Learning, Family Involvement, Individualized Education Programs, Integrated Curriculum, Learning Activities, Secondary School Students, Severe Disabilities, Severe Mental Retardation, Social Integration, Student Educational Objectives
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Georgia State Univ., Atlanta. Dept. of Special Education.
Grant or Contract Numbers: N/A