- Children learn best through interaction and active learning processes and materials.
- Children learn best through affective involvement and emotionally meaningful interactions.
- Children learn best when they utilize multiple processing capacities simultaneously and have different ways to learn.
- Children should not skip steps in the hierarchy of goals but should go back to foundation pieces.
The educational goals outlined above are based on four
interrelated premises essential for their implementation. The first is
the understanding of individual differences. The second is the central
role affect plays in processing and learning. The third is the
importance of process over content. The fourth is critical role of
relationships in learning.
Program Principles and Best Practices:
For each child, individual goals must be identified that ensure
that the child will learn to think, relate, and communicate at different
developmental levels. To this end, certain principles and best
practices must guide educational programming.
- Programs should be designed for children, rather than fitting
children into programs. This means having the flexibility to take into
account each child's individual differences in sensory processing and
regulation, rather than designing programs for specific categories of
- Programs should be comprehensive, providing a full range of
educational services, including a continuum of inclusion service
delivery options and special education, as well as therapeutic services -
speech, occupational, physical, vision, music, art, and sensorimotor.
- Programs should provide teachers trained to work with children
with special needs individually, as well as with typical children in
small groups and with parents.
- Programs should provide teacher training, supervision, and
mentoring as an ongoing developmental process so that teachers are
informed about new and effective intervention strategies.
- Programs should include parents in the education process as active participants interacting with their children.
- Program should not be provided solely on the basis of a
diagnosis. There is a wide range of individual differences among
children identified as having ASD or PDD, pragmatic language disorders,
multi system developmental disorders (MSDD) or regulatory disorders.
Federal law has mandated services to all children demonstrating
developmental delay without requiring specific diagnosis an ongoing
process, including how the child responds to intervention, without the
risk of diagnosis as a condition for receiving services.
The content of this page is based on chapter 13 of the ICDL
Clinical Practice Guidelines, written by Serena Wieder, Ph.D. and
Barbara Kalmanson, PhD.To read the complete text of chapter 13 click here.