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DOCUMENT RESUME EC 073 607 a Guide to Education And DOCUMENT RESUME ED 112 536 EC 073 607 TITLE A Guide to Education and Services for the Multi-Handicapped. INSTITUTION DeKalb County Board of Education, Decatur, Ga. PUB DATE 74 NOTE 427p. EDRS PRICE MF-$0.76 HC-$22.21 Plus Postage DESCRIPTORS Class Activities; *Curriculum Guides; Exceptional Child Education; Instructional Materials; Language Development; Motor Development; *Multiply Handicapped; Primary Education; *Program Descriptions; Self Care Skills; *Student Evaluation; Teaching Methods; Visual Perception IDENTIFIERS Georgia Center for the Multihandicapped ABSTRACT Presented is a.curriculum guide for children with multiple sensory impairments, and described is the Georgia Center for the Multi-Handicapped. Provided are developmental scales fcr evaluating receptive and expressive language, auditory skills, visual perception, and motor skills. Preprimary and primary curricula (covering such areas as self-care skills and social maturity) are reviewed. Motor skills and visual perceptual training activities are listed along with curriculum activities for preprimary and primary levels. Included in the activities description is information on materials and procedures. Excerpts from children's progress records are also provided. Covered in three appendixes are such topics as progress reports and explanations, and learning sequences to assist evaluation. (CL) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the micnofiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** 4 U.S DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY AvAll I 7 A GUIDE TO EDUCATION AND SERVICES O 'PERMISSION TO REPRODUCETHIS COPY. FOR THE MULTI-HANDICAPPED RIGHTED MATERIAL HAS BEENGRANTED BY DeKalb County School System DeKalb County School Systeth TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THENATIONAL IN. Decatur, Georgia STITUTE OF EDUCATION FURTHERREPRO. RUCTION OUTSIDE THE ERIC SYSTEMHE. CUIRES PERMISSION OF THECOPYRIGHT OWNER" Copyright 197% A GUIDE TO EDUCATION AND SERVICES FOR THE MULTI-HANDICAPPED THE GEORGIA CENTER FOR THE MULTI-HANDICAPPED DeKalb County School System DeKalb County, Georgia JUNE, 1974 FOREWORD It is with a great deal of pleasure that we make the "Guide to Services" available to you. This guide reflects the efforts of many dedicated staff members intent upon providing quality services for multihandicapped children and youth. The guide in its loose- leaf form should be utilized as a working document being updated continuously and localized for individualuse. The scales can be used to find developmental levelson each child in five to seven areas. The activities can be used for programming and teaching children to raise developmental levels. Bas.c experiences can stimulate teachers to be creative. It should be a stepping stone for each teacher to use his talents and imagination as he works with each child. I should like to thank those who worked so diligentlyas a team in putting together a guide of this nature. Their efforts as part of a total commitment to quality services for all ofour children are appreciated. James H. Hinson, Superintendent INTRODUCTION The staff of the Department of Special Education is pleasedto make this Curriculum Guide available for your use. Though the Curriculum Guide is designed specificallyfor teachers who work with multi-handicapped children in the DeKalb County School System,it should also be helpful to regular classroom teachers as wellas other special classroom teachers, general school administrators, and ancillary professionalswho assist us with our planning for these children. The Guide should also serve as an importanttool in parent education and interpretation. Continuous improvement and upgrading of the program for the childrenwith multiple sensory impairments is our primary goal. This Curriculum Guide will serve as an additional instrument in this effort. It must, however, be remembered that the Curriculum Guide will never be a finished product, and will always beundergoing revision. The reason for using loose leaf binders is to enhance thisconcept and lend flexibility to its use. The teachers and teacher assistants are encouraged to include their own revisions continuously, and through this, assist inperiodic major rewrites of the Guide. I should like to express my thanks to the teachers and others who worked so long and hard on this Guide. Especially I extend my gratitude to the following: Mrs. Ruth H. (Pat) Carpenter, Director, Mrs. Sara R. Walsh, Teacher, Miss Wendie K. Nowlin, Social Worker-Center Coordinator, Mrs. Emma Barnes, Administrative Assistant, Miss Gray McKenzie, Teacher, Mrs. Stephanie Dirst, Teacher, Miss Patricia Hickey, Teacher, Miss Jane Grauer, Teacher, and Miss Linda Comento, Teacher Assistant. These pe,Dple spent'a great deal of effort in writing, editing, pulling together, and adding the final touches to the first edition. This Guide serves no other purpose than to help you better serve cLadren who have multiple handicaps. Harold Turner Director Department of Special Education TABLE OF CONTENTS Foreword Introduction Table of Contents A Parent Comments 1 Acknowledgements and Thanks It Goals and Purposes of Program 8 Personnel - Georgia Center for the Multi-Handicapped 12 Evaluation Center 14 Referral 15 Social Services 15 Language Development of theMulti-Handicapped Child 25 Diagnostic and Psycho-educational Evaluation 27 Day Classes 129 Pre-Primary - Curriculum 130 Primary - Curriculum 160 Activities 186 Motor Skills 187 Visual Perceptual Training 195 Curriculum Activities - Pre-Primary 200 Music 219 Curriculum Activities- Primary 222 Auxiliary Services- Day Classes 3/13 Parent Participation - Day Classes 344 Abbreviated Outline- Language Curriculum - Primary Class 347 Appendix 362 Progress Reports and Explanations 363 Learning Sequences 371 Article - Rubella and Handicapped Children'. 386 A PARENT COMMENTS July 29, 1974 Dear Mrs. Carpenter: It is difficult for me to express all the effects ofthe Center for Multi- Handicapped on our lives, especially mine. At a time when Monica's medical needs had been met, John Tracy Clinic was growingweary of my correspondence, and my preacher's only suggestion was prayer,we went in search of expert advice -- this search led us to Aidmore and the Center for Multi-Handicapped. Wendie Nowlin came to visit us and assured us that there wasa group who were not only !oncerned about Monica's future, but had the expertise to helpus cope with our situation. Monica was then two years old and since she would not be evaluated until shewas three we discussed goals which we as a family could work toward. These home visits gave us hope and direction. The following year Monica went to Aidmore to the Georgia Center for theMulti- Handicapped to be evaluated. Our group of concerned people grew- such a pleasant experience despite driving 300 miles each week. While they were observing Monica's potential I was trying to learn from their experience, methodsto help Monica grow mentally and physically. Questions were asked and answered, feelings expressed, and oh! that glorious experience of communication. While I was in Atlanta the Center arranged for me to observe variousprograms for the handicapped including the deaf-blind class in Macon and to meet the individuals involvedin them. Not only was the Georgia Center influencing Monica's future but mineas well. That spring Monica returned to Atlanta to participate in Sara Walsh's classat the Doraville Center for the Multi-handicapped. These classes are a joy to see and the dedication and ingenuity of the teachers is amazing. Even more was the progress their children had made since the previous fall. These experiences helped Monica to mature enoughso that in the fall of 1973 accompanied by a tutor-companion provided by the Center she climbedon a yellow bus in Albany and attended the pre-school deaf class. I had become so entausiastic after my experience in Atlanta that I worked as an aide in the pre-school program for the handicapped and became a member of the "State Advisory Board for Kindergartens." The Center continued to advise Monica's tutor-companion and two of the multi-handicapped children in my class were evaluated by the Center.We considered our year a success! Monica is now five and because she is deaf-blind and we do not live ina metro- politan area where an adequate educational program is provided on a daily basis, once again with Wendie's and Pat Carpenter's help and advice we are about to embark on another adventure. The Center had Monica re-evaluated at Perkins in Boston and she was accepted - with a grant-in-aid funded by the State of Georgia and the Federal Government this fall she will climb on a silver plane instead ofa yellow bus to attend school. The
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