Curricular Connections
Have you ever thought about what
you are learning in your classes? Have you ever wondered how teachers
decide what to teach you? The word curriculum is a term from Latin that
might best translate as “road map.” The curriculum is the road map for
teaching and learning. The state of Kentucky has adopted a national road
map of skills that all students should learn in each grade level. The Common
Core Standards are a framework for assuring that all students are provided
common content and the opportunity to learn. The document helps school
districts plan their curriculum. Read more here (
http://www.pta.org/CCSSIsummary.pdf).
In the past, students receiving
special education services were often taught a special curriculum that was
different from the “regular” curriculum. This usually meant that there was
no clear road map by which to chart the progress of students receiving special
education services. In its statements about what makes up special
education, IDEA is very clear that special education is about providing extra
help to students with disabilities so they can succeed in the same general curriculum
as other students. It provides a clear statement of curricular inclusion:
Specially-designed instruction
means adapting, as appropriate to the needs of an eligible child under this
part, the content, methodology, or delivery of instruction—
- To address the unique needs of the
child that result from the child's disability; and
- To ensure access of the child to
general curriculum, so that he or she can meet the
educational standards …that apply to all children (Authority: 20
U.S.C. 1401(25)) (underlining not in the original)
This statement puzzles many
people, because they know that some students with severe disabilities cannot learn
everything that everyone else must learn to graduate from high school.
So, does that mean that these words in IDEA are just a nice ideal that has no
contact with reality? No, it calls attention to the fact that the basic
road map is the same for everyone, but the actual accomplishments may look very
different for some students because of their disabilities. In Kentucky,
this means that the Common
Core Standards outline the curriculum for all students, but the
IEP for each student with a moderate or severe disability will describe how these expectations will be achieved
for that particular student, and the supports
that the student needs in order to achieve those expectations.
|
*Activity*
| Look at the following document to see how students with disabilities can take part in the general curriculum while working on their specific objectives.
Why do you think it is important that your buddy and other individuals with disabilities have access to the general curriculum? Why is setting goals that include both the individual’s specific learning needs and the general curriculum important? Thinking of your buddy or a fictional student with a disability, what are some ideas for goals that if implemented would help the student to better access the general curriculum? Answer these questions in a reflection that is at least one page in length.
|
We have looked at the curriculum expectations for all students. You might be wondering how students with significant needs will demonstrate those skills when there are some students who cannot yet read or write or even speak. We will look at how students can work on their IEP objectives while also participating in, and learning, important parts of the regular curriculum. We will use what is called an Activity/IEP Matrix. A matrix can be used to plan activities for the student, while keeping in mind what he or she is expected to learn. In the example below, the first column lists the student’s IEP objectives and the next two columns describe the classes and how that student will work on his or her IEP goals while also demonstrating participation in the general curriculum. This can be a useful tool for teachers when planning the instruction for students with diverse learning needs.
Example of a curriculum matrix:
IEP Objective | English | Math | Social Studies | Science | Specials | Student will use iPad
independently across a variety of settings to communicate answers and
complete modified assignments, 8 out of 10 trials for 5 consecutive days | Student will use iPad to answer
questions about the sequence of events in the book being read by the class Student will use iPad to tell
the class about their writing | Student will use iPad to work
with a partner on solving math problems Student will use iPad to
communicate answers to the teacher and class | Student will use iPad to work
together with peers on creating a PowerPoint presentation about the civil
rights movement Student will use iPad to
communicate his or her beliefs on current topics | Student will use iPad to present
a research project to the class Student will use iPad to work
with other students in lab | In gym, student will use signs
to communicate basic needs to the teacher during games In art, student will use iPad to
tell the class about his or her work | Student will calculate the time on
his iPad independently and use it to prepare for transitions with minimal prompting (less than three
reminders) on 6 out of 8 trials for 5 consecutive days | Using the digital clock on his or her iPad, student will
recognize the time, check his or her schedule and prepare for transitions
appropriately (both for activities during class and for the next class) | Using the digital clock on his or her iPad, student will
recognize the time, check his or her schedule and prepare for transitions
appropriately | Using the digital clock on his or her iPad, student will
recognize the time, check his or her schedule and prepare for transitions
appropriately | Using the digital clock on his or her iPad, student will
recognize the time, check his or her schedule and prepare for transitions
appropriately | Using the digital clock on his or her iPad, student will
recognize the time, check his or her schedule and prepare for transitions
appropriately | Given an age-appropriate, adapted passage at an
appropriate reading level, the student will identify the main idea and two
details with 80% accuracy. | When asked, the student will
read a paragraph of the material silently, then provide the main idea and two
details with 80% accuracy | The student will read and solve word
problems with 80% accuracy | When asked, the student will
read a paragraph of the material silently, then provide the main idea and two
details with 80% accuracy | When asked, the student will
read a paragraph of the material silently, then provide the main idea and two
details with 80% accuracy | |
Now that you have been exposed to some of the documents that guide your teacher in planning what you are learning, you may want to think about how one of the students with whom you are working can have better access to and progress in the general curriculum.
|
*Activity*
| |
As a project, look at your class schedule, and based on your experience, develop a curriculum matrix that outlines how a student with a significant disability could be involved in one or more of your classes. Talk with your teacher about ideas for your project. For a week, keep a log about how a particular student with a disability could participate in every class you attend.
|
|