Chapter: 3 Developing Curriculum and instruction

1. Chapter: 3Developing Curriculum and instruction

2. A Framework For Developing Curriculum and instruction • Grounded in research • In this chapter the framework is guided by five principals. • Person centered/family centered • Ecologically based assessment • Functional and social relevance • Individualized systematic assessment • Active and informed participation

3. Systematic supports • Three supports for an effective program in schools • Inclusive schools • Positive behavior supports • Collaborative teamsmakes effective curriculum and instruction

4. Collaborative teams • The team needs to agree on a vision for the child. How do we gather information on the child? • There are three methods that can be used. • Person-centered planning • Held before the iep meeting and it centered around the student- their strengths, weaknesses, goals, vision of future and plan of getting there. • Making action plans (maps) • Choosing outcomes and accommodations for children (coach)

5. Instructional Activities across ecological domains • In this method you gather information by looking at the current levels and participation levels. • Four domains to look at: • Home, school community, and work • You then take an inventory of same-aged peers and set the child’s goals based on that.

6. Prioritizing the school day and week First you need to delineate responsibility. Map out the students day. Know when the goal/skill will be taught- in isolation or across multiple environments. At a secondary level this can be an issue- How much time to spend in general education vs. time spent in community or other areas. Reference a typical age students day in order to get a guide line.

7. Individualizing outcomes, supports and services with the gen ed. classes Learning outcomes should be modified and aligned with curriculum. This will require scaffolding. The goals may be the same between children with disabilities and peers but the level will vary. Turn to page 93 to see an Example.

8. Continued Adaptations and accommodations are key to the child accessing the curriculum and having an individualized plan for them. Adaptations can be in: input or output. Examples. Seating in the room, the way they give an answer (written, verbal, etc.).

9. Designing a support plan When planning or co-teaching the book lists several focus questions to help guide the meeting. What are the primary outcomes/ expectations for the students during the curricular unit? What are the main teaching activities and routines being used to engage students.\

10. continued 3. The special education may want to ask: What do these activities look like? 4. What are the primary assignments and how will the students be evaluated? Determining expectations for student with disability 5. Will the outcomes need to be modified within the primary teaching activities?

11. continued 6. Are there any adaptations in the way the information is presented? 7. Any adaptations in the way the student provides the information? What type of instructional and social supports will be needed in order for success? Page 103 for examples.

12. Individualizing supports within other school or community contexts Similar to in the classroom but in this situation the relative services staff has more responsibility in the design of the activity. This can be done by using an activity matrix. See page 109 for the graph. What skills will be needed for each activity?