Modified & Adaptive Curriculum For Special Needs Students

Report
Modified & Adaptive Curriculum
For
Special Needs Students
Group #10
Christine Gaode
Michaela Mullen
Rebecca Roussell
Areas of Discussion
•
•
•
•
Laws
Disabilities in the classroom
Assistive Technology
Strategies
Laws
Individual’s with Disabilities
Education Act (IDEA)
• Replaced PL 94-142
• Free and Appropriate Public Education
(FAPE)
• IEP for every student in special education
• Children are to be educated in the LRE
• Self Contained
• Resource
• Inclusion
Inclusion
• Full
• Student is included in
mainstream classes for
the entire school today
with little or no
support from special
education.
• Partial
• Student is included in
mainstream classes for
only part of the school
day or for only
specific classes
depending on the
student’s abilities.
Assistive Technology Act
• Technology is a valuable took
• Improves the lives of individuals with
disabilities
• Provides federal funds to develop training
and delivery system for assistive technology
devices and services
Science Education for Students
with Disabilities (SESD)
• Promote and advance the teaching of
science and the development of curriculum
and instructional materials for students at all
levels
• Goal:
– Inform educators about science materials and
strategies for accommodations for students with
special needs
Disabilities in the Classroom
Students with disabilities may need a
change in the way materials are
presented to them.
• Modified Curriculum
– Changes made in
instruction or
assessment to make it
possible for a student
with a disabilities to
respond more normally
• Adaptive Curriculum
– Developing unique
devices or methods
designed specifically to
assist persons with
disabilities to perform
daily tasks.
Assistive Technology
AT
• Any form of technology that assists a
student with disabilities throughout the day
» High Tech- Use of electronics or
computers as a solution
» Low Tech- Low cost, non-electronic
solutions.
Strategies
Attention Deficit Disorder
• Is a disorder that is characterized by serious
and persistent difficulties in attention span,
impulse control, and hyperactivity.
– Strategy
• Bring to the student’s attention science role models
with similar disabilities
• Give BOTH verbal and visual directions
Behavioral Disorders
• Becomes apparent when a student displays
a repetitive and impact persistent pattern of
behavior that results in the significant
disruption in other situations
– Strategy
• Use direct instruction
• Plan for successful participation
• Plan activities that have less difficulty but provide
the same learning experience
Communication Disorders
• Involves a wide variety of problems in
speech, language, and hearing. (apashia,
autism, etc.)
– Strategy
• Allow student to tape lectures
• Obtain adaptive access software: special switches,
Power Pads, touch screens, footmice, etc
• Use a peer-buddy system
Hearing Impairments
• Include deaf, hard of hearing and deaf-blind
– Strategy
• Get the attention of a student with a hearinf
impairment before speaking and communicating and
always face the student
• Provide an outline in advance of lessons/activities
– Write all homework assignments, class instruction and
procedural changes on chalkboard
– Label equipment and materials.
Intellectual Disorders
• Significantly sub average general intellectual function
which exists concurrently with deficits in adaptive
behavior and manifested during the developmental period
that adversely affects a student’s educational performance.
– Strategy
• Develop a protocol for the student to tell you when he/she
anticipates a need for assistance
• Provide opportunities to practice skills in both normal
environments vs. contrives experimental situations
Learning Disabilities
• A neurological disorder that causes
difficulty in organizing information
received, remembering and expressing
– Strategy
• Provide photocopies of lecture notes and overhead
transparencies
• Keep oral instructions logical and concise
• Allow extended time for responses
Motor/Orthopedic Disorders
• Nervous System Disorders
– Strategy
• For students who are in a wheelchair, go down to
their eye level
• Students with mobility impairment may be late
getting to class so do not talk about important
information before the student is in the classroom
• Lower supplies and equipment for easier access.
Activity
Resources
• Hallahan, Daniel. P. (2006). Exceptional Learners.
Boston: Pearson.
• Science Education for Students with Disabilities.
(2007). Retrieved on November 1, 2007 from,
http://www.sesd.info/aboutus.htm.
• IDEA. (2006). Building The Legacy. Retrieved on
November 1, 2007 from, http://idea.ed.gov/

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