PSYC 3850 Chapter Notes - Chapter 10: Brainstorming, Decision-Making, Universal Design
3 Apr 2016
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Document Summary
There is no shortage of voices telling educators what should be taught in contemporary schools. No child left behind: requires periodic assessment of students, schools and gauges progress in achieving these national goals. A nation at risk- 1983, challenged educators and public to examine increasing numbers of students unprepared for society characterized by increasing complexity, diversity and reliance on technology. Because students with cids have various challenges to learning, they also are expected to gain a set of critical skills. In 1974 a new organization, aaesph, holds its first conference to advocate for those with the most severe disabilities -now known as tash. Young children with and without cids have a large portion of their instructional programs devoted to these. Those with severe disabilities typically have goals that target assistance or participation in many self-care routines. Skills often fall into 4 broad categories: hygiene and toileting, dressing, home living (maintaining clothes, dishes, living environment, food prep)
