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4. Appropriate curricula specifc curriculum materials must oten be developed to

meet the special need o the severely handicapped. The criteria or selecting

these materials should be that (a) they are exible and can be used in a variety

o settings since we wish to help children acuire s!ills that can be adapted to

variety o situations" (b) the training materials must include precise behavioral

descriptions o ob#ectives$ the procedures or reaching these ob#ectives$ and the

criteria or determining when the ob#ectives have been met" and (c) there must

be a direct lin! between the curriculum materials and ob#ective measures o 

progress.

%. Ad#unctive services severely multiply handicapped persons hve a wide variety

o disorders & physical$ sensory$ and psychological$ as well as educational & and

there ore reuire that a diverse group o disciplines be available to provide

treatment. 'hildren with chronic health problems need consultative medical

supervision. 'hildren with moscular problems must have attention rom specially

trained individuals who can wor! directly with teachers and parents. therchildren will need the services o physical therapists$ speech & language

pathologists$ and other specialists. ne o the increasingly important roles

played by all o these ad#uction to the parents themselves$ since the parents are

the primary caregivers and the most highly motivated persons to help the child

develop on consistent basis.

. b#ective evaluation one o the most di*cult #obs acing educators is the

development o evaluation systems that will allow or the assessment o 

programs on a daily$ wee!ly$ and yearly basis. This issue can be partially dealt

with by developing curricula that have evaluation or assessment built into the

programs themselves.

 Table +,.- provides a developmental program across a number o dimensions

that shows what might be expected o a prooundly retarded child rom preschool

age to adulthood. The adult goals seem limited and ar rom the normal

educational goals even or other children with handicaps. et the impairment is

so severe with these children that the ob#ectives represent reasonable goals.

/iven these goals$ then$ a careul set o interactions with the child can be

established in attempting to reach a modest level o success in sel0care$

language$ social adaptations$ and other areas (luc!ey and addison$ +124)

'ontent using the broad goals noted by luc!ey and addison (+124) we can put

together an organi3ed seuence o activities that shows the teacher how to

proceed in specifc step. As sherr (+12) has stated$ the most adeuate

programs will have to be deveoped in the public schools$ since it is in this setting

that a ull & service program can be oered at reasonable cost to the public. The

mandate that public schools are reuired to educate all children has created a

demand or organi3ed curricula or the severly and multiply handicapped child.

 The essentials o a curricula or this group