A communication model is described within the framework of channels, levels, and processes. The model is intended to clarify evaluative, prescriptive, and instructional practices for exceptional children. Diagnostic procedures, remedial strategies, and types of learning are related to the theoretical construct and its components. Specific components of communication are isolated; tests to assess these components are listed; instructional activities are suggested to facilitate and remediate deficits; and principles of learning theory are related to model levels.
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