CAROLINA TANAUAN INTERVENTION CENTER follows, has modified, and expanded the Carolina Curriculum originally formulated at the University of North Carolina.  The curriculum is developmental having been modeled after the normal development pattern of a regularly developing child.  The cognitive portions of the curriculum are based on the theories of Piaget; the foundation of item construction uses the behaviorist model; and there is focus on developing adaptive functional skills.

          The Carolina Curriculum was originally conceived as a result of the increase of intervention programs being handled by special educators.   A need for a comprehensive curricular sequences and materials that could be implemented by one interventionist with varying training skills was created.  As much as possible each teacher and therapist assumes an intra-disciplinarian approach in handling the needs of the special child.  The teacher/therapist can therefore handle areas of cognition as well as communication and language, fine and or gross motor skills development of students. 

            Since most SPED students have communication delays, the curriculum has been expanded to have a strong language and communication skill component.  The original curriculum is lacking in this very important curricular sequence.   Currently the language and communication program follows the Applied Verbal behavior model of Sundberg and Partington which was specifically designed for individuals with autism and other developmental disabilities.  The strength of the program as research shows is understanding the function of language, thus increasing student spontaneity in expressing communicative intent. 

        The curriculum for group session is the Modified Kinder curriculum. It is designed in compliance with the competency requirements of the Department of Education.  The curriculum for group is inspired by one-on-one approach to learning.



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