The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition Excerpt

The Carolina Curriculum for Infants and Toddlers

with Special Needs

Third Edition

By

Nancy M. Johnson-Martin, Ph.D.

Susan M. Attermeier, Ph.D., PT

Bonnie J. Hacker, M.H.S., OTR/L

Contents

Curriculum Sequences

Personal-Social

Cognition

Cognition/Communication

Communication

Fine Motor

Gross Motor

Appendix A Selected Impairments and Their Effects on Development

Appendix B Resources and Recommended Readings

Appendix C Play and Children with Motor Impairments

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

Appendix E Motor Milestones in Infant Development

Index

About the Authors

Nancy M. Johnson-Martin, Ph.D.

Consultant for assessment and early intervention, formerly with the University of North Carolina.

Susan M. Attermeier, Ph.D., PT

Pediatric physical therapist, previously Assistant Professor at UNC.

Bonnie J. Hacker, M.H.S., OTR/L

Occupational therapist with over 25 years of experience, director of Emerge—A Child’s Place, a pediatric clinic.

Acknowledgments

This volume acknowledges the contributions of those involved in the development of earlier versions of the curriculum, including Kenneth Jens, Karen O’Donnell, Judy Burke, and others who provided support and feedback.

To the children, parents, and dedicated child care workers who:

for the past 30 years, have come into our lives, teaching us much of what we know about human development, courage, determination, adaptability, and the joy of accomplishment.

Introduction

This edition discusses the evolution of early intervention services in the United States following legislative changes in the 1980s. It highlights the shift from isolated child services to family-centric interventions involving multiple professionals. The curriculum aims to bridge the gap for children in the birth to 36 months' developmental range, accommodating varied development patterns across multiple domains.

CCITSN Approach

The curriculum integrates assessment and intervention through developmental task hierarchies, providing a structured method to address children's unique developmental trajectories. Several key characteristics include:

  1. Adaptability for typical and atypical development.
  2. Logical teaching sequences to foster developmental learning.
  3. Acknowledging the potential for teaching adaptive skills when typical development doesn't occur.
  4. Emphasis on functional skills that cater to individual needs over traditional developmental milestones.

What is Included in the CCITSN?

The CCITSN offers:

Changes in This Revision

This edition focuses on expanding age range, reorganizing sequences for smoother transitions, and relying on users' expertise for curriculum application. Functional activities and emergent literacy are emphasized to prepare children for educational settings.

Checklist for Emergent Literacy Skills

Summary

This revision updates the CCITSN based on user feedback while maintaining its strengths, aiming to foster developmental progress for children with special needs.