A Curriculum for Profoundly Handicapped Students:

Abstract

Educational/therapeutic teams working with the pediatric population continue to be challenged by the intense needs of children with the most profound and multiple handicapping conditions. Through a critique of A Curriculum for Profoundly Handicapped Students: The Broward County Model, a variety of subjects are discussed relevant to the habilitation of persons with profound disabilities. Topics include areas such as functionality, age-appropriateness, and choice-making as well as expanded and partial participation options for this population. Combining therapeutic techniques, individualized adaptations, partial participation, and direct instruction applied to functional activities are suggested to increase the likelihood of meaningful outcomes for persons with even the most profound disabilities.