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Table of Contents

Introduction

Guiding Learning: Principles and Suggestions

Environmental Factors Influencing Learning, Development, and Emergent Literacy

Using the Curriculum

Assessment Log

Developmental Progress Chart

Personal-Social

  • Sequence 1 Self-Regulation & Responsibility
  • Sequence 2 Interpersonal Skills
  • Sequence 3 Self-Concept
  • Sequence 4-I Self-Help: Eating
  • Sequence 4-II Self-Help: Dressing
  • Sequence 4-III Self-Help: Grooming
  • Sequence 4-IV Self-Help: Toileting

Cognition

  • Sequence 5 Attention & Memory: Visual/Spatial
  • Sequence 6-I Visual Perception: Blocks & Puzzles
  • Sequence 6-II Visual Perception: Matching & Sorting
  • Sequence 7 Functional Use of Objects & Symbolic Play
  • Sequence 8 Problem Solving/Reasoning
  • Sequence 9 Number Concepts

Cognition/Communication

  • Sequence 10 Concepts/Vocabulary: Receptive
  • Sequence 11 Concepts/Vocabulary: Expressive
  • Sequence 12 Attention & Memory: Auditory

Communication

  • Sequence 13 Verbal Comprehension
  • Sequence 14 Conversation Skills
  • Sequence 15 Grammatical Structure
  • Sequence 16 Imitation: Vocal

Fine Motor

  • Sequence 17 Imitation: Motor
  • Sequence 18 Grasp & Manipulation
  • Sequence 19 Bilateral Skills
  • Sequence 20 Tool Use
  • Sequence 21 Visual-Motor Skills

Gross Motor

  • Sequence 22-I Upright: Posture & Locomotion
  • Sequence 22-II Upright: Balance
  • Sequence 22-III Upright: Ball Play
  • Sequence 22-IV Upright: Outdoor Play
  • Sequence 23 Prone (On Stomach)
  • Sequence 24 Supine (On Back)

Appendix A: Selected Impairments and Their Effects on Development

Appendix B: Play and Children with Motor Impairments

Appendix C: Object Boards as Aids for Teaching Children with Severe Motor Impairments

Appendix D: Motor Milestones in Infant Development

Appendix E: Resources and Recommended Readings