The Carolina Curriculum for Preschoolers with Special Needs Second Edition Excerpt
The Carolina Curriculum for Preschoolers with Special Needs
Second Edition
By
Nancy M. Johnson-Martin, Ph.D.
Bonnie J. Hacker, M.H.S., OTR/L
Susan M. Attermeier, Ph.D., PT
Excerpted from The Carolina Curriculum for Preschoolers with Special Needs (CCPSN), Second Edition by Nancy Johnson-Martin, Ph.D., Bonnie Hacker, M.H.S., OTR/L, & Susan Attermeier, Ph.D., PT
Contents
- About the Authors
- Acknowledgments
- Introduction
- Guiding Learning: Principles and Suggestions
- Environmental Factors Influencing Learning, Development, and Emergent Literacy
- Using The Carolina Curriculum
- Assessment Log
- Developmental Progress Chart
- Curriculum Sequences
- Personal-Social
- Cognition
- Communication
- Fine Motor
- Gross Motor
- Appendix
- Index
About the Authors
Nancy M. Johnson-Martin, Ph.D.
Consultant for assessment and early intervention. Formerly at the University of North Carolina.
Bonnie J. Hacker, M.H.S., OTR/L
Occupational therapist with over 25 years of experience, director of Emerge—A Child’s Place.
Susan M. Attermeier, Ph.D., PT
Pediatric physical therapist in private practice in Hillsborough, NC.
Acknowledgments
This volume would not have been possible without the efforts of those who played a major role in the development of the first edition.
Introduction
The first edition of The Carolina Curriculum for Preschoolers with Special Needs (CCPSN; Johnson-Martin, Attermeier, & Hacker, 1990) was an output of a federally funded "demonstration project" designed to facilitate the inclusion of preschoolers with special needs with typically developing children in community child care centers. The first edition included skills children typically develop between the ages of 2 and 5 years.
What is the CCPSN Approach?
The CCPSN links assessment to intervention through hierarchies of developmental tasks that are relevant to what children normally do with their caregivers and teachers and are pertinent to long-term adaptation.
What is Included in the CCPSN?
- A criterion-referenced assessment
- Suggestions for selecting educational objectives
- Guidelines for developing activities for IEPs or IFSPs that incorporate the educational objectives
What Has Changed in This Revision?
Reorganization of Sequences
This edition includes almost all items from the first edition, presented in a more organized manner.
Table 1.1 provides a list of the sequences and the developmental domains under which they are organized in this curriculum.
| Personal-Social | Communication | Fine Motor | Gross Motor |
|---|---|---|---|
| 1. Self-Regulation & Responsibility | 13. Verbal Comprehension | 17. Imitation: Motor | 22.I. Upright: Posture & Locomotion |
| 2. Interpersonal Skills | 14. Conversation Skills | 18. Grasp & Manipulation | 22.II. Upright: Balance |
| 3. Self-Concept | 15. Grammatical Structure | 19. Bilateral Skills | 22.III. Upright: Ball Play |
| 4.I. Self-Help: Eating | 16. Imitation: Vocal | 20. Tool Use | 22.IV. Upright: Outdoor Play |
| 4.II. Self-Help: Dressing | 21. Visual-Motor Skills | ||
| 4.III. Self-Help: Grooming | |||
| 4.IV. Self-Help: Toileting | |||
| Cognition | Cognitive Communication | ||
| 5. Attention & Memory: Visual/Spatial | 10. Concepts/Vocabulary: Receptive | ||
| 6.I. Visual Perception: Blocks & Puzzles | 11. Concepts/Vocabulary: Expressive | ||
| 6.II. Visual Perception: Matching & Sorting | 12. Attention & Memory: Auditory | ||
| 7. Functional Use of Objects & Symbolic Play | |||
| 8. Problem Solving/Reasoning | |||
| 9. Number Concepts |
Summary
The first edition of the CCPSN has been used in various settings to promote developmental progress in young children with special needs. This revision seeks to update the curriculum based on user feedback.
References and Resources
(Selected references relevant to the curriculum and development.)
Checklist for Emergent Literacy Skills
Print/book awareness
- Handles and plays with books
- Looks at pages, turns pages
- Has favorite pictures or pages
- Scribbles, copies lines
Metalinguistic awareness
- Uses environmental sounds in play
- Recognizes beginning sounds of a word
- Understands and produces rhymes
Oral language
- Uses words and sentences to describe experiences and express feelings
- Differentiates between real and pretend
- Describes an event with a beginning, middle, and end