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A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults

University of Wisconsin-Madison

Mary Beth Branston

University of Wisconsin-Madison

Susan Hamre-Nietupski

University of Wisconsin-Madison

Ian Pumpian

University of Wisconsin-Madison

Nick Certo, Ph.D.

Bureau for Education of the Handicapped Washington, D.C.

Lee Gruenewald, Ph.D.

Madison (Wisc.) Metropolitan School District

The paper points out the inappropriateness of the typical bottom-up or norm-referenced curricula offered to severely handicapped adolescents and young adults. As an alternative, it is proposed that curricula for this population teach chronological-age-appropriate functional skills in natural environments. Functional skills, natural environments, and chronological-age-appropriate skills are defined in this context. A six-phase curriculum-development strategy is constructed based on these concepts. The paper concludes by discussing the implications of this strategy for traditional curricular content and service delivery for severely handicapped adolescent and young adult students.

The Journal of Special Education, Vol. 13, No. 1, 81-90 (1979)
DOI: 10.1177/002246697901300113


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