CurrIculumFuncionalyEcolOgico

1

EDUCATIONAL LEADERSHIP PROGRAM

HILTON/PERKINS PROGRAM
PERKINS SCHOOL FOR THE BLIND
MASSACHUSETTS – U.S.A

CLASS 2000-2001

DEVELOPING A FUNCTIONAL
ECOLOGICAL CURRICULUM FOR A
PROGRAM OF CHILDREN AND YOUTH
WHO ARE DEAFBLIND IN BRAZIL

MARIA APARECIDA ( NINA) CORMEDI

2

I – INTRODUCTION

Planning an educational curriculum for a deafblind children program is a complex task when we
considerdifferent modes of communication, needs and abilities of each student.
In relation to curriculum, for deafblind students we can find a lot of suggestions about activities in
different books, but the professional who is working with deafblind person faces the challenger every day: how to
select, how to choose the best activities in accordance with the student’s and parent’s needs and desires.
Thepurpose of this project is to discuss how to develop a curriculum model for the deafblind
program of ADefAV – Associação para Deficientes da Audio-Visão, - São Paulo, Brazil, today assisting 90
students, but with the possibility to give assistance for 120 students in three years. So, the objective is to help the
ADefAV’s professionals how to elaborate activities, how to plan the next steps and how toorganize students
groups within a functional and ecological approach.
This project has a theoretical and practical part. First, we describe the philosophy about
communication, functional and ecological approaches, working with the parents and transdisciplinary team
development. Second, we discuss curriculum domain areas and finally how to develop the planning with parents
and professionals. As faras the practical part is concerned we add

models on planning individual and group

activities, learning styles as well as a communication maps and model of ADefAV’s Bulletin.
In addition, another objective is to make possible a wide discussion about curriculum, in order to
strengthen deafblind education in Brazil.

3

ACKNOWLEDGEMENT

To OPHÉLIA BASSETO, my friend (in memoriam).

To ALLSTUDENTS, PARENTS AND PROFESSIONALS from ADefAV – Associação para deficientes da AudioVisão, my biggest and best teachers, for 17 years…

To HILTON PERKINS PROGRAM, which made possible my experience in Perkins School for the Blind,
particularly, Mr. MICHAEL COLLINS, Director of Hilton Perkins Program and Mr. STEVE PERREAULT,
Consultant, the person who gave me the best and biggest incentive.

To Mr. CAFERBARKUS, Supervisor of Educational Leadership Program, for everything I learned from him.

To GRACIELA FERIOLI, MARIA BOVE, DEBBIE GLEASON, BARBARA McLETCHIE and ELIZABETH
GOMPPELS, for their friendship and encouragement.

TO PERKIN’S STUDENTS and STAFF, I learned very much from them, especially Carol Crook.
To my colleagues in ELP: Aree, Armi, Carmen, Diba, Mira, Monika, Saji and Sandra.

4CONSTRUYENDO UN CURRÍCULO FUNCIONAL Y ECOLÓGICO
PARA UN PROGRAMA DE SORDOCIEGOS EN BRASIL

Índice
I - INTRODUCCIÓN
II - JUSTIFICACIÓN
II.A - Histórico
II.B - Datos de los Alumnos
III - UN PROGRAMA FUNCIONAL Y ECOLÓGICO PARA SORDOCIEGOS
III.A - Filosofía
III.B - Comunicación
III.C - Modelo Funcional y Ecológico
III.D - El procedimiento transdisciplinario
III.E - Asistencia Individual y AsistenciaGrupal
IV - CURRÍCULO FUNCIONAL Y ECOLÓGICO
IV.A - Modelos Curriculares
IV.B - Las Características de los Modelos
IV.B 1 - Beneficios del Currículo
IV.B 2 - Limitaciones del Currículo
V - COMPONENTES DE UN CURRÍCULO FUNCIONAL
V.A - Áreas de Domínio
V.B – Materiales y Actividades Apropiados a cada Edad
V.C - Actividades Funcionales y Significativas
V.D - Preferencias de los Padres o de las Personas aCargo
V.E - Preferencias y Elección de losAlumnos
V.F - Clases en Ambientes Naturales
V.G - Participación Parcial
V.H - Integración con Personas sin Discapacidades
VI - DESCRIPCIÓN DE LAS ÁREAS DE DOMINIO DEL CURRÍCULO
VI.A - Vida Diaria Independiente
VI.B - Actividades Prevocacionales y de Trabajo
VI.C - Recreo y Distracciones
VI.D - Vida Comunitaria
VI.E - Escuela
VI.E 1 - Contenido Específico...