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Curriculum for Children with
       Special Needs
Consideration for Curriculum
         Development


• Amendments to IDEA
• Promulgation of Standard-based
  education
• No Child Left Behind (NCLB) legislation
Definition of Curriculum
• Courses taught in school
• A document that includes a design that others
  have developed and that teacher implement in
  the classroom
• Patton & Hoover(2004) as planned and guided
  learning experiences under the direction of the
  school with intended educational outcome
• Armstrong(1990) “master plan for selecting
  content and organizing learning experiences for
  the purpose of changing and developing
  learners’ behaviors and insights”.
Primary Concern Of CD
• “functionality” in the meeting the need of the
  individual student.
• It means the degree to which the curriculum
  prepares students for the environments in which
  they will live, work, and learn.
• And that careful attention be given to how a
  student’s needs can be met within the context of
  the general education curriculum while placed in
  the inclusive settings
Basic Curricular Orientation
Curriculum Types
Explicit curriculum – (intended curriculum)
  refers to the formal and stated curriculum
  that teachers and students are expected
  to follow.
• Is found in a state standards/school
• It includes specific goals and objectives for
  different subject areas across grade
  levels.
Curriculum Types
Hidden curriculum – (taught curriculum) refers to
  the actual curriculum implemented in the
  classroom.
• It is what the students are exposed to on a daily
  basis.
• It is likely to include much of the explicit
  curriculum as well as topics other than those that
  are stated in curriculum guides.
• It also includes the insertion of content that the
  teacher chooses to cover, either by necessity
  based on student needs (e.g. study skills
  instruction) or by personal interest (enrichment)
Curriculum Types
Absent curriculum – refers to the curriculum
  that , for whatever reason, is not included
  in school.
• Content that is not covered because
  certain content is not part of the explicit
  curriculum.
• Other times it is a choice made by the
  teacher
Comprehensive Curriculum
• Refers to a program of study that is guided
  by the reality that each student is in school
  on a time-limited basis.
• its goal is to develop an outcome focus
  that is consistent with the diverse needs of
  these students
• The real test of the value of the curriculum
  is how students fare once they exit the
  program
Central Attributes of CC
• Responding to the needs of an individual
  student at the current time
• Accommodating the concurrent needs for
  maximum interaction with nondisabled peers
• Developing curriculum from a realistic appraisal
  of potential adult outcomes of individual student
• Ensuring consistency with each individual’s
  transitional needs across level of schooling and
  life span
• Remaining sensitive to graduation goals and
  specific diploma track requirements
Universal Design for Learning
• Pisha & Coyne(2001) – development of
  educational curricula and materials that include
  potent supports for access and learning from the
  start, rendering them effective for a far wider
  range of students than traditional materials.
• It attends to the general need in a general
  fashion that does not draw attention to any one
  individual
• UDL capitalizes on new technologies and
  electronic devices
• Provide a new way of looking at students with
  disabilities
Differentiated Instruction
• Is the process to approach teaching and
  learning for students of differing abilities in
  the same class.
• The intent is to maximized each student’s
  growth and individual success by meeting
  each student where he or she is and
  assisting in the learning process.
Standard-based Education
Access to the General Curriculum
                                 Special Education and Related Services
                                 Expanded Curricula


     General Curriculum

       No
 Accommodations       Accommodations    Modifications         Alternate
  or Modification



No changes in:      No changes to:     Changes in some     •Individualized
•Content            •Content           or all of:          curriculum goals
•Performance        •Performance       •Content area       •Separate
expectation         expectations       •Performance        curriculum
•Sequence and       Changes to:        expectations
timelines           •Sequence and      •Sequence and
•instruction        timelines          timelines
                    •instruction       •instruction
Impact of the NCLB

•   Increased accountability
•   Parent and student choice
•   Greater flexibility
•   Putting reading first
•   Highly qualified teachers
Standard-based education
• Means what it taught must be cited to the
  state-derived content and performance
  standards that now exist in all states in the
  core subject areas of language
  arts/English, mathematics, social studies
  and sciences
• Its features:
  – content standard (knowledge, skills, etc.)
  – performance standard ( level of achievement)
Program Orientation
General Education Curriculum
 without Supports/Accommodation

• Refers to curriculum that students with
  and without specific learning needs
  experience.
• Students may flounder, receive poor
  grades, and be at risk of dropping out
General Education with
    Supports/Accommodation

• Appropriate support are being provided in
  the general education classroom
• Its goal is to enhance success in the
  classroom
• It presumes that students will profit from
  the curriculum offered.
General Education with
    Supports/Accommodation
Cooperative Teaching
• Collaborative teaching
• Monitoring students
• Developing units for general education
  teachers
• Sharing materials and expertise in
  programming
• Demonstrate special techniques and
  strategies
General Education with
     Supports/Accommodation
Tutorial Assistance
   Concerns:
• Materials taught are relevant and powerful
  enough for the learning needs
• Instruction is responsive to an individual
  student’s long-term needs
• Possible undertraining of special education
  teachers
• Possible overtraining that can be handled by
  paraeducators
Specialized Curriculum with a
   Focus on Academic and Social
      Skills Development and
             Remediation
• Academic Remediation – major attention
  of instruction should focus on developing
  academic skills
• Social Skills – emphasizing social
  competence typically recognized as critical
  to life adjustment.
Specialized Curriculum with
    Focus on Adult Outcomes
• Life Skills – emphasizes a comprehensive
  life-demands view of the postschool
  adjustment process
• Vocational training- it provides specific
  training skills for life beyond the school
  setting
• Apprenticeship

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Curriculum for Special Children

  • 1. Curriculum for Children with Special Needs
  • 2. Consideration for Curriculum Development • Amendments to IDEA • Promulgation of Standard-based education • No Child Left Behind (NCLB) legislation
  • 3. Definition of Curriculum • Courses taught in school • A document that includes a design that others have developed and that teacher implement in the classroom • Patton & Hoover(2004) as planned and guided learning experiences under the direction of the school with intended educational outcome • Armstrong(1990) “master plan for selecting content and organizing learning experiences for the purpose of changing and developing learners’ behaviors and insights”.
  • 4. Primary Concern Of CD • “functionality” in the meeting the need of the individual student. • It means the degree to which the curriculum prepares students for the environments in which they will live, work, and learn. • And that careful attention be given to how a student’s needs can be met within the context of the general education curriculum while placed in the inclusive settings
  • 6. Curriculum Types Explicit curriculum – (intended curriculum) refers to the formal and stated curriculum that teachers and students are expected to follow. • Is found in a state standards/school • It includes specific goals and objectives for different subject areas across grade levels.
  • 7. Curriculum Types Hidden curriculum – (taught curriculum) refers to the actual curriculum implemented in the classroom. • It is what the students are exposed to on a daily basis. • It is likely to include much of the explicit curriculum as well as topics other than those that are stated in curriculum guides. • It also includes the insertion of content that the teacher chooses to cover, either by necessity based on student needs (e.g. study skills instruction) or by personal interest (enrichment)
  • 8. Curriculum Types Absent curriculum – refers to the curriculum that , for whatever reason, is not included in school. • Content that is not covered because certain content is not part of the explicit curriculum. • Other times it is a choice made by the teacher
  • 9. Comprehensive Curriculum • Refers to a program of study that is guided by the reality that each student is in school on a time-limited basis. • its goal is to develop an outcome focus that is consistent with the diverse needs of these students • The real test of the value of the curriculum is how students fare once they exit the program
  • 10. Central Attributes of CC • Responding to the needs of an individual student at the current time • Accommodating the concurrent needs for maximum interaction with nondisabled peers • Developing curriculum from a realistic appraisal of potential adult outcomes of individual student • Ensuring consistency with each individual’s transitional needs across level of schooling and life span • Remaining sensitive to graduation goals and specific diploma track requirements
  • 11. Universal Design for Learning • Pisha & Coyne(2001) – development of educational curricula and materials that include potent supports for access and learning from the start, rendering them effective for a far wider range of students than traditional materials. • It attends to the general need in a general fashion that does not draw attention to any one individual • UDL capitalizes on new technologies and electronic devices • Provide a new way of looking at students with disabilities
  • 12. Differentiated Instruction • Is the process to approach teaching and learning for students of differing abilities in the same class. • The intent is to maximized each student’s growth and individual success by meeting each student where he or she is and assisting in the learning process.
  • 14. Access to the General Curriculum Special Education and Related Services Expanded Curricula General Curriculum No Accommodations Accommodations Modifications Alternate or Modification No changes in: No changes to: Changes in some •Individualized •Content •Content or all of: curriculum goals •Performance •Performance •Content area •Separate expectation expectations •Performance curriculum •Sequence and Changes to: expectations timelines •Sequence and •Sequence and •instruction timelines timelines •instruction •instruction
  • 15. Impact of the NCLB • Increased accountability • Parent and student choice • Greater flexibility • Putting reading first • Highly qualified teachers
  • 16. Standard-based education • Means what it taught must be cited to the state-derived content and performance standards that now exist in all states in the core subject areas of language arts/English, mathematics, social studies and sciences • Its features: – content standard (knowledge, skills, etc.) – performance standard ( level of achievement)
  • 18. General Education Curriculum without Supports/Accommodation • Refers to curriculum that students with and without specific learning needs experience. • Students may flounder, receive poor grades, and be at risk of dropping out
  • 19. General Education with Supports/Accommodation • Appropriate support are being provided in the general education classroom • Its goal is to enhance success in the classroom • It presumes that students will profit from the curriculum offered.
  • 20. General Education with Supports/Accommodation Cooperative Teaching • Collaborative teaching • Monitoring students • Developing units for general education teachers • Sharing materials and expertise in programming • Demonstrate special techniques and strategies
  • 21. General Education with Supports/Accommodation Tutorial Assistance Concerns: • Materials taught are relevant and powerful enough for the learning needs • Instruction is responsive to an individual student’s long-term needs • Possible undertraining of special education teachers • Possible overtraining that can be handled by paraeducators
  • 22. Specialized Curriculum with a Focus on Academic and Social Skills Development and Remediation • Academic Remediation – major attention of instruction should focus on developing academic skills • Social Skills – emphasizing social competence typically recognized as critical to life adjustment.
  • 23. Specialized Curriculum with Focus on Adult Outcomes • Life Skills – emphasizes a comprehensive life-demands view of the postschool adjustment process • Vocational training- it provides specific training skills for life beyond the school setting • Apprenticeship