This project involves creating a comprehensive communication curriculum tailored for young adults with developmental disabilities. The curriculum will focus on enhancing both verbal and non-verbal communication skills, social interaction, and practical communication strategies for real-world settings. The goal is to empower students to communicate effectively in personal, educational, and professional environments. 

Objectives: 

1. Curriculum Development: Design a communication class curriculum that addresses the specific needs and learning styles of young adults with developmental disabilities. 
2. Inclusive and Accessible Materials: Create accessible, engaging teaching materials that incorporate multiple forms of communication (e.g., verbal, visual, and assistive technologies). 
3. Skill Development: Focus on building foundational communication skills such as listening, speaking, social interaction, and non-verbal cues. 
4. Real-World Applications: Include lessons that help students apply communication skills in daily situations, such as navigating public spaces, using communication devices, and interacting with peers and authority figures. 
5. Evaluation and Feedback Mechanisms: Provide strategies for assessing student progress and adjusting the curriculum based on individual needs and feedback. 

Project Phases: 

Research and Planning (Weeks 1–3): 

• Research best practices and identify key skills that need to be addressed in communication education for individuals with developmental disabilities. 
• Conduct interviews or focus groups with stakeholders (teachers, caregivers, families) to understand the students’ specific communication needs if possible. 

Curriculum Design (Weeks 4–7): 

• Develop the structure of the communication class, with input from experts in speech therapy and special education if possible. 
• Include topics such as, non-verbal communication, social cues, boundaries, trauma responses, and other valuable topics.
• Draft detailed lesson plans and worksheets for each week/module. 

Feedback and Revision (Weeks 8–9): 

• Based on for feedback make necessary revisions to improve accessibility, engagement, and relevance. 

Finalization and Presentation (Weeks 10–12): 

• Finalize the curriculum and teaching materials. 
• Present the curriculum to stakeholders at Resilient Hearts or a partnering organization. 

Project Deliverables: 

Curriculum Outline:

• A detailed plan for the communication class, including lesson objectives, teaching methods, and a weekly schedule. 

Modules to Include: 

• Basics of verbal and non-verbal communication 
• Using assistive communication tools (e.g., AAC devices, picture boards) 
• Social interaction in group settings 
• Communication in personal, professional, and public spaces 
• Conflict resolution and emotional expression 

Lesson Plans:

• Detailed lesson plans for each module, including: 
• Learning objectives 
• Activities and exercises (e.g., role-playing, worksheets, group discussions) 

Teaching Materials: 

• Visual aids (e.g., pictures, videos) 
• Interactive exercises (e.g., communication games, technology-based activities) 
• Customizable worksheets for various skill levels 

Teacher and Caregiver Guidelines (if applicable)

• A manual for instructors on how to effectively implement the curriculum, including tips on communication strategies for different developmental levels and use of adaptive communication devices

Learning Outcomes for Students: 

• Understanding of Developmental Disabilities: Gain insights into how individuals with developmental disabilities communicate and how tailored interventions can enhance their skills. 
• Curriculum Design Skills: Learn how to create accessible, inclusive educational programs that meet the diverse needs of learners. 
• Collaboration: Work with educators, speech therapists, and stakeholders to design a real-world, impactful curriculum. 
• Creativity and Problem-Solving: Develop innovative teaching strategies and adaptive tools for communication education. 

This project gives students the opportunity to contribute to a meaningful initiative that will directly benefit young adults with developmental disabilities, while also honing their skills in curriculum development and inclusive education.