The ‘teaching objectives’ envisaged under an Individualized Education Program requires serious reflection to optimize the restricted repertoire in children with developmental disabilities. This cross sectional exploratory study combines case history, clinical interview, field observation and behavioral assessment techniques on a purposive sample of 52 toddlers and preschoolers with developmental disabilities. By using a locally standardized, psychometrically valid tool, a case-intensive mapping of contemporary skill behaviors on what they ‘can do’ and/or ‘cannot do’ was individually undertaken. Gap analysis, an innovative, objective, observable and measurable procedure was employed for measuring the deficit quotient between ‘where they are’ (current developmental age level) and ‘where they are required to be’ (targeted age level). Results indicate a measurable gap to the extent of 40 per cent in this sample with variations between some domains being represented significantly higher (p: <0.001) at the exclusion or less representation for others (p: >0.05). Gap analysis as indication of teacher-caregiver skewed prioritizing, an imposed agenda setting, over-expectancy error and demand over-load resulting in the child's achievement deficit, and perceived as pendency, non-compliance or failed habilitation is enunciated with illustrations deduced by content analysis. The findings are discussed with implications for advocating more realistic goal setting, program planning and implementation for benefit of these children.
Gap Quotient-Targeted Age-Developmental Age
