Chapter One discusses four principles of curriculum design. In developing educational programs for learners with Developmental Cognitive Disabilities, it is important to adhere to these principles to provide a longitudinal approach to curriculum, preparing these individuals to function in integrated environments in their adult lives. These principles: INDIVIDUALIZED & PERSON CENTERED, FUNCTIONAL, ADAPTIVE, AND ECOLOGICALLY ORIENTED, focus on skill development that is important to the individual and their family. Continuity in students' programs, across the school years, occurs when all personnel that provide services focus on the aforementioned principles. Students' progress in skill development and transfer or generalization of learned skills leads to greater independence as they move to adult life.
| Principle #1 | Read: Individualized & Person Centered (pp. 3-4) |
Read: Miguel's scenario on pp. 1-2 | Identify: How does Miguel's education program reflect Principle #1? 1.
2.
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| Principle #2 | Read: Functional & Practical | Review: Table 1.3, p. 10 Note the environments in column one. These represent relevant environments for teaching functional skills (in the employment area). |
Identify: From Table 1.3, p. 10, identify a specific task from the "Skills to Learn" in the second column that represent each of the following areas: 1. A functional academic skill: Example: Operating a washer--reading the words on the washer 2. A functional fine motor skill:
3. A functional communication skill:
4. A functional gross motor skill:
5. A functional social skill
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| Principle #3 | Read: Adaptive, pp. 5-6 | Read: Lucy & Ted's scenarios, p. 1 | Identify: Two adaptations from Lucy's scenario: 1. 2. Two adaptations from Ted's scenario: 1. 2.
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| Principle #4 | Read: Ecologically Oriented, pp. 6-7 | Review: Figure 1.1, p. 7 Your review of this ecological inventory for a grocery store should help you understand how to develop and ecological inventory. |
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A few additional questions. . . .