As the first step in curriculum development, 12 educational programs for young deaf children with learning disabilities and communication problems were studied in order to identify the atypical deaf child. Subjects were 193 children (age range 6 to 14 years) selected from 12 schools for the deaf in New York State. Data was obtained from school…

Examined are the steps involved in developing a curriculum for young deaf children with specific learning disabilities; the curriculum is thought to reflect an educational and remedial model based upon findings in previous studies in perceptual, cognitive, and educational psychology. The earlier studies are summarized briefly to explain the…

Fifty partially sighted children (7 to 18 years old) were studied along 143 variables to provide a comprehensive profile in the areas of cognitive, psychomotor, academic, and neuropsychological development. The Halstead-Reitan Neuropsychological Battery was the principal data collection instrument, supplemented by the Stephen's Piagetian Battery…

Discusses the debate on curriculum content and quality for children with profound and multiple learning difficulties. Points out that new and imaginative patterns of teaching and learning need to be explored across those children's lifespans. Suggests that through high quality early intervention and an innovative curriculum, educators must ensure…