Community‐Based Educational Planning for Severely Handicapped Students: An Expanding Role for Teachers∗

∗ A version of this paper was presented at the 51st ANZAAS Congress, May 11-15, 1981, at the University of Queensland, St. Lucia.

Abstract

The emphasis on deinstitutionalization in recent years has resulted in a substantial increase in the use of small community-based residential facilities for disabled students; concomitantry there has been a shift towards a developmental or functional model for instructing these students. These initiatives have resulted in changes in the educational system and in the roles of teachers. Instructional planning for disabled students can no longer be viewed simply within the constraints of the classroom; rather a functional curriculum must be developed which provides for the learning and practising of skills across environments, including residences. Educators must fully participate with parents and residential staff to ensure the coordination of children's habilitation programs; without this involvement, crucial elements may be overlooked. In this paper a model is presented which describes how educators can participate in the planning of programs for severely disabled students in community-based residences. Steps in the process involve assessment of current skills and deficits, evaluation of the type and quality of services children are currently receiving, development of goals, identification and analysis of community resources, specification of individual objectives, monitoring of progress, and evaluation of overall service provision.

∗ A version of this paper was presented at the 51st ANZAAS Congress, May 11-15, 1981, at the University of Queensland, St. Lucia.

Notes

∗ A version of this paper was presented at the 51st ANZAAS Congress, May 11-15, 1981, at the University of Queensland, St. Lucia.