People who work with very young handicapped children encounter problems in infant cognitive functioning. Standardized intelligence tests are inadequate tools for the assessment of these children's developmental capacities and the design of appropriate intervention strategies. This paper describes the adaptation of Piagetian sensorimotor concepts to the assessment of severely handicapped infants and toddlers. The objective of this procedure is to develop and validate a curriculum that will aid these children in the acquisition of sensorimotor skills.
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