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Curriculum Development for Students with Cognitive Disabilities

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Curriculum Development for Students with Cognitive Disabilities Access to General Education Content Core Curriculum Standards, & IEPS Denise Clark and Stacey Skoning – PowerPoint PPT presentation

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Title: Curriculum Development for Students with Cognitive Disabilities


1
Curriculum Development for Students with
Cognitive Disabilities
  • Access to General Education Content Core
    Curriculum Standards, IEPS
  • Denise Clark and Stacey Skoning

2
The Challenge for Teachers
  • Universities havent always prepared teachers of
    students with Cognitive disabilities to develop
    academic programs.
  • Many districts followed a traditional program
    with functional goals not related to general
    education curriculum
  • There are several sources of pressure to
    Re-envision the educational programs of students
    with intellectual disabilities

3
Why are we considering more emphasis on academic
programs now?
  • Research
  • Experience
  • Legislation

4
Increased Legislative Pressure for
Access to General Education Curriculum
  • NCLB
  • when measuring Adequate Yearly Progress (AYP),
    states, school districts and schools have the
    flexibility to count the "proficient" scores of
    students with the most significant cognitive
    disabilities who take assessments based on
    alternate achievement standards. (US DOE)
  • IDEA 2004
  • having high expectations for such children and
    ensuring their access to the general education
    curriculum in the regular classroom, to the
    maximum extent possible, in order to meet the
    developmental goals and, to the maximum extent
    possible, the challenging expectations that have
    been established for all children and be
    prepared to lead productive and independent adult
    lives, to the maximum extent possible."
    (Section 1400(c)(4)

5
How do teachers face the challenge?
  • Many teachers we work with have a set of
    questions first
  • What is the point in aligning students programs
    to academic standards?
  • Why is general education curricular content
    relevant for this population?
  • Doesnt this remove individual from their IEP?

6
Teachers need resources to understand and meet
this challenge
  • Many teachers lack experiences providing targeted
    general education curriculum to this population
  • Often there are no available models of curricular
    development that are immersed in the general
    education curriculum and are individually focused
  • Most districts lack a specific process to provide
    teachers of students with cognitive disabilities
    structure for curriculum development

7
What does academic participation look life for
this population?
8
An Initial example
  • Andy
  • Changing the context of reading instruction

9
Some trucks have scoops for pushing.
10
Some trucks have buckets to pick things up.
11
The Lee Familys Home
  • Robert and Anns favorite place was the house
    where Ann grew up.

12
General Lee
  • Robert E. Lee had made a very hard choice.

13
Moving toward math instruction that aligns to
High School Standards
  • Pats Class

14
Pats Class
  • Pats class
  • High school class for students labeled as CDMS
    (Students IQs range 24-67)
  • Math class always followed a functional
    curriculum with an emphasis on counting,
    shopping, money, time

15
2 years after changing to an academic focus
  • As you watch the video, think about how the
    teacher has shifted from a functional to academic
    focus?
  • Are the students working on high school
    curricular goals?

16
The following school year
  • How has the students thinking changed from last
    spring to this fall?

17
Functional goal within academic context enhances
the level of achievement
  • Melinda

18
Decrease Behavioral OutburstsUnderstand
EmotionsIncrease Vocabulary
  • Mad
  • Hate
  • Happy
  • Loving

19
Examples of academically based goals
  • When given five word problems with whole numbers
    up to 20 requiring any of the four basic
    mathematical processes (, -, x, /), the student
    will use manipulatives or pictures to solve four
    of the five problems correctly, write the
    equation for the problem, and explain/demonstrate
    how the solutions were determined.

20
In-depth case study
  • Identify core standards for a specific student
  • Determine goals related to text
  • Align students goals to these academic outcomes.
  • Ground students learning in a specific text

21
How can you support increased experience with
General Education Curriculum?
22
Experiences to Identify the Local Curriculum
  • Visit general education classrooms
  • Talk to the colleagues about what they are
    teaching
  • Attend grade level team meetings
  • Explain to their colleagues the need for access
    to general education access, not just least
    restrictive environment

23
Models of Curriculum Development Process
  • Michael McSheehan The Beyond Access Model
  • Michael Giangreco COACH Edition 3

24
How can you support the curricular design process
for this population in your district?
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