The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils--most of whom have profound intellectual and multiple disabilities (PIMD)--who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting…

The article discusses procedures for development and implementation of a curriculum to shape functional skills for severely multiply or severely profoundly disabled preschoolers. Five response levels of increasing complexity are suggested. Teachers urged to be sensitive to child-determined instructional occasions in early assessment and…

The article examines different curriculum models and suggests a functional approach to curriculum development for multiply involved hearing impaired students. The functional approach selects tasks for the curriculum based on their potential to contribute to independent living in multiple environments. (Author/SB)

The article provides guidelines for developing curriculum objectives for multiply involved hearing-impaired students. Emphasis is placed on procedures for establishing instructional priorities, assessing the learner against these priorities, selecting and using prosthetics to overcome learning and behavioral deficits, providing educational…

First discusses the philosophy, structure, and content of instruction for students with severe disabilities and then presents procedures to define and incorporate strategies to meet the unique needs of students with visual and multiple impairments. A five-step analysis process is suggested for modifying a core curriculum to individualize…

This article describes a process for customizing instruction for students with profound multiple disabilities that has been used to design instructional programs and maximize attainment of functional outcomes. The process focuses on collaborative teamwork and problem solving to design and implement instructional programs and includes five major…

Students with the dual handicaps of hearing impairment and mental retardation display special problems in language acquisition. These problems do not appear to have been addressed by curricula that have been designed for either of the single handicap groups. Since specially designed curricula for this population are virtually nonexistent, a…

This discussion considers implications of the British National Curriculum for young students with multiple sensory impairments, suggesting that "disapplication" is preferable, to allow emphasis on basic skills, followed by application of a modified curriculum at a later stage in the child's schooling. (DB)

Computer-assisted instruction can aid in the implementation of British National Curriculum requirements with children having profound and multiple learning difficulties. Suggestions are given for developing visual skills, auditory skills, cognitive skills, vocalization, communication, fine motor skills, and gross motor skills. (DB)

A survey was developed and administered to local education agency directors of special education regarding the future role of state schools for students with sensory impairments. Questions touched upon resources/curriculum, supervision, evaluation, satellite programs, and non-typical deaf and visually handicapped students. Regarding schools for…

This first volume in a two-volume series which contains training modules on the education of children and youth with dual sensory and multiple impairments focuses on training parents to be knowledgeable consumers of intervention strategies and educational services for their children. The four modules in this volume address the following areas: (1)…

This article describes a program at the Dallas (Texas) Regional Day School for the Deaf for multihandicapped elementary and secondary students. The program utilizes the Functional Skills Screening Inventory to identify current skills, develop objectives, monitor student progress, facilitate long-range planning, and evaluate the instructional…

Describes a framework for teaching British National Curriculum subjects to pupils with profound learning difficulties. Discussion focuses on curriculum adaptations, educational rationale for subject selection, insights from subject specialists, and integration of therapies, health care, and emotional support within education. (DB)

The need for a core curriculum for students with visual impairments, including those with additional disabilities, is evaluated. The curriculum's components include compensatory or functional academic skills, orientation and mobility, social interaction, independent living skills, recreation and leisure skills, career education, technology, and…

Two surveys of personnel preparation programs in education of the hearing impaired were conducted, to determine teacher educators' opinions on the preparation of teachers to serve learning-disabled and socially/emotionally disturbed hearing-impaired students. The 98 responses indicated a need to modify existing curricula in personnel preparation…