This article defines the principle of partial participation and individualized adaptations and describes their use to generate functional school and nonschool curricula / or severely handicapped students. An eight-phase strategy is discussed for incorporating partial participation and adaptations. In addition, an example of the use of the eight-phase strategy is provided along with cautions for optimal utilization.
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FordA., BrownI.PumpianI.BaumgartD.LoomisR., & SchroederJ.Strategies for developing individualized recreation/leisure plans for adolescent and young adult severely handicapped students. In BrownL.FalveyM.PumpianI.BaumgartD.NisbetJ.FordA.SchroederJ. & LoomisR.Curricular strategies for teaching severely handicapped students functional skills in school and nonschool environments (Vol. X). Published by University of Wisconsin-Madison and Madison Public Schools. 1980.
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WchmanP.SchleienS.KiernanJ.Age-appropriate recreation programs for severely handicapped youth and adults. Journal of the Association for the Severely Handicapped. 1980. 5(4). 395–408.
