Direct instruction (DI), a predetermined and systematic approach to the teaching/learning process, is advocated for teaching precise responses in the most efficient way to preschool handicapped students. Planning for DI includes specifying task sequences leading to a terminal behavior. Specific steps are followed in the presentation and curriculum…

The manual, part of a series on Special Olympics Sports Skills Instructional Programs, presents ideas for coaching and teaching bowling skills to mentally retarded persons. An overview introduces the sport and lists long-term goals, short-term objectives, and benefits. Warm up exercises are followed by two levels of skill instruction for rolling,…

The first of five guides in the Sports Skills Instructional Program focuses on teaching alpine skiing to mentally retarded students. Each unit contains the following elements: overview, long-term goal, short-term objectives, modifications and adaptations, sports skill assessment, teaching skill, skill sequence, task analysis, teaching suggestions,…

One of five parts of the Special Olympics' Sports Skills Instructional Program, the booklet addresses ways to teach swimming and diving to mentally retarded students. Short term objectives of the program encompass warmup, basic swimming and diving skills, safety, and good sportsmanship. The long term goal focuses on acquisition of basic skills,…

One of five guides in the Sports Skills Instructional Program of the Special Olympics, the booklet describes an approach to teaching soccer skills to mentally retarded persons. An introductory section lists the goals, objectives, and benefits of the program and provides criterion referenced instruments to assess the individual's current…

The last of five booklets on specific sports instruction in Special Olympics presents information on teaching cross country skiing to mentally retarded persons. The approach uses goals, short term objectives, task analyzed activities, assessments and teaching suggestions for individualizing and integrating the sports skills instruction with other…

The author presents a task analysis model for interpreting diagnostic test performance and for planning a remedial program for learning disabled students. A survey of evaluation instruments is given for eight skill areas, including oral expression, listening comprehension, and basic reading skills. A case study illustrates the approach. (CL)

Woodworking experiences based on a task analysis approach can be motivating instructional experiences for preschool handicapped children. The article presents sequentially ordered hammering and sawing skills adaptations for specific disability groups. (CL)

The article describes a program for developing visual perception in mentally handicapped students. The approach involves a scheme for grading visual matching tasks in order of difficulty. (SBH)

One of five guidelines in the Sports Skills Instructional Program, the booklet addresses ways to teach track and field to mentally retarded persons. The approach is designed to use volunteers as instructors. An overview considers such topics as clothing, equipment, and field preparation. The long term goal of acquiring basic fundamental skills,…

Using word attack reading skills as an example, the article focuses on a process for translating the IEP (individualized education program) into a guide for effective instructional planning with handicapped students. (CL)

Focuses on the selection and creation of mathematical tasks, drawing on QUASAR's research on mathematical tasks and experiences with teachers and teacher educators. Presents examples of task analysis and issues that teachers should reflect on. (ASK)

Task analysis procedures are used to determine the instructional importance of job tasks, and objectives are structured directly from task analysis information. The author examines the translation of this information into instructional outcomes and the determination of the functional relationship between job tasks and instructional components. (MF)

The paper describes how creative dramatics activities can be structured to promote appropriate leisure and recreational behaviors in autistic adolescents. The foundation of such an approach is the spontaneous, guided, and improvisational play processes of children. In addition to leisure and recreational skill development, creative dramatics are…

This module is intended to provide resources to persons interested in developing a prevocational curriculum for handicapped students. It provides nine definitions; discusses the timing, goals, and curriculum for prevocational education; identifies the implications of the Carl Perkins Act for prevocational training in Missouri; and lists the steps…