The paper reviews cognitive development during the sensorimotor period (approximately the first two years of life) and considers approaches to assessing multihandicapped, deaf-blind, or severely/profoundly retarded students functioning at this level. Evaluation and training of basic sensorimotor schemes (visual fixation and tracking, sucking, and…

The paper addresses the assessment of sensorimotor and communication skills in profoundly/multiply handicapped children. The problems inherent in assessing this population are described, including lack of validity of developmental norms established on children with intact sensory systems. Factors affecting sensory organization are reviewed,…

The capacity of high technology to expand the limited capabilities of young disabled children is discussed. The role of technology in cognitive development, communication, self-help, and socialization skills is discussed. The appropriate goals for utilizing technology in early childhood special education, and steps for implementing those goals,…

To help Louisiana school systems meet state competency based education mandates, the manual presents lists of skills for those moderately, severely, and profoundly handicapped students who are receiving an alternative to a regular placement instructional program and are addressing separate minimum standards. The sequential lists are provided in…

The report examines, from a cognitive developmental view, research on the teachable moment or critical learning period in handicapped infants. The author explains that developmental gaps are produced by a mismatch between the infant's readiness and opportunity to learn. Characteristics and educational implications of specific handicapping…