Why is a Pre-Academic or Academic Perspective an ineffective model for curriculum development for young children with delays or disabilities?

Question

What will be an ideal response?

Answer 1

There are several limitations or disadvantages of using a pre-academic or academic model for curriculum development for young children with delays or disabilities. First, a pre-academic or academic curriculum focuses on traditional subject areas such as math, science, and reading. Those skills that most children with delays or disabilities need the most are not academic in nature. Instead, these children may need to acquire social skills (e.g., taking turns and learning to interact appropriately with others) or adaptive skills (such as learning to perform self-care skills such as dressing themselves and toileting). A second concern is that these academic skills are taught in isolation yet require other types of skills to perform (e.g., use of cognitive skills, fine motor skills). These are skills that children with disabilities or delays may not have. Finally, children with delays or disabilities may not be able to generalize (or make connections between) these academic skills and necessary functional skills to interact in their natural environment.