In other words, the teaching of any specific skill must be justified by its ultimate contribution to the functioning of the individual in society. Teaching people to "walk in line" or to make pot holders would not contribute to their lives in the community. Dr. Charles Galloway challenged the role of non-public education settings in "supporting an exclusionary and isolationist community policy toward a segment of the population." Dr. Burton Blatt talked about the importance of supporting each individual "to realize his gifts, while society seeks to trap him, tame him and standardize him to fit society's picture of itself."

Victor Baldwin emphasized some key components of curriculum.

Children at a table
Photo courtesy William Bronston, M.D.
  • The best curriculum in the world is worthless without a delivery system adapted to individualized student objectives.
  • Task Analysis. Program implementers must analyze the task to be mastered, break it down into small sequenced components, and build as many branch steps on that level as are needed until the desired behavior is achieved
  • When the teacher becomes a classroom manager, aides, volunteers, and paraprofessionals can play a key role in implementing the curriculum objectives.
  • Generalization Self care skills should occur in the most functional setting to insure generalization of the skills learned.