Definition
An approach to identify functional, age-appropriate curriculum content a student needs in specific environments within the following curriculum domains: personal management, community, vocational, leisure, and school. The process involves five phases: (1) identify the curriculum domains, (2) identify current and future natural environments within each curriculum domain, (3) identify the subenvironments within the natural environments, (4) inventory the relevant tasks within each subenvironment, and (5) analyze each task into component skills needed to perform the task from start to finish.
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Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological age appropriate and functional curricular content for severely handicapped adolescents and young adults. Journal of Special Education, 13(1), 81–90.
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Kohl, F.L. (2017). Ecological Inventory. In: Volkmar, F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6435-8_150-3
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DOI: https://doi.org/10.1007/978-1-4614-6435-8_150-3
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