Creating Units by liwenting

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									Creating Instruction
Using the Extended Content Standards
       and Functional Curricula



                  Presented By: Claire Greer
                  Department of Public Instruction
                  Exceptional Children Division
        What Do We Teach?
Students with the most significant cognitive
  disabilities should:
 receive instruction on grade level content
  standards (may be at a lower complexity
  level) within the context of grade level
  curriculum ensuring that the intent of the
  grade level content standard remains
  intact
 use the same or similar materials, or
  adapted version of the materials, and
  appropriate assistive technology to gain
  access
               Call of the Wild
   Written By: Jack London
   Adapted By: Jocelyn Watson-Garland and
    Amber Harris
    http://education.uncc.edu/access/apaptedbook
    s.htm
   Adapted further by: Claire Greer, Department of
    Public Instruction, Exceptional Children’s
    Division
Adapted version of
the same material
Balance of Academic and Functional
Students with the most significant
  cognitive disabilities should:
 be taught skills that will enhance
  their independence in the next
  critical environment
    Some of those skills must be
     embedded in natural routines and
     in socially valid contexts
 be taught academic content
Students with the most significant
   cognitive disabilities should:
   not have to wait until they are able
    to make a bed before they are
    taught to read or identify initial letter
    sounds before they are taught
    literature
   be presumed competent and not
    denied instruction offered to students
    of the same age (grade level content
    standards and curriculum)
         Is it Reading? Is it Math?
                Is it Science?
   Diane Browder in her book “Aligning IEP’s
    to Academic Standards” addresses the
    issue of, “Is it Reading?”

   Which means, Is the student actually
    learning a reading skill or is it something
    else?

   Let’s decide
     English/Language Arts Grade 7
           Competency Goal 5
   Grade level
       The learner will respond to various literary
        genres using interpretative and evaluative
        processes.
   Extension
       The learner will explore and respond to a
        variety of print and non-print texts (functional
        and literary)
                  Explore and/or analyze relationships of
                   characters, ideas, concepts (including literary
                   devices) and/or experiences
                  Extend understanding by creating products
                   that exemplify specific types of text.
                     Is it Reading?
   John will make a presentation to the class on
    “Call of the Wild” using a single switch voice
    output device
   Is it Reading? No, John is activating a single
    switch which is presented to him and then
    withdrawn.
       Does it link to the grade level content standard on
        exploring and responding to a variety of print and
        non-print texts? Yes. Although the presentation tells
        the class about the book it is very weak link because it
        does not show what John has learned about the book.
        There is no choice involved.
       Is it meaningful? Making a presentation is something
        all middle school students are expected to do, and it is
        important to work on this skill. John does a great job,
        but it is not reading. But it could be a skill targeted for
        the IEP.
                   Let’s Try Again
   John will identify concepts dealing with
    home and family.
       Is this Reading? Yes. John is gaining information from
        the cues symbolic of the concepts, and demonstrating
        comprehension by selecting the correct cue.
       Does it link to the grade level content standard on
        exploring and responding to a variety of print and
        non-print texts? Yes. John is reviewing the same
        concepts as all students – The learner will identify ideas
        related to home and family.
       Is it Meaningful? John is learning what has been
        identified as important for all students to know and
        home and family are personally relevant topics.
             Creating a Unit
   Unit
     Whale Rider
     3 students

     3 access points – Symbolic, Early
      Symbolic, Pre-symbolic
     2 grades
        Introducing Our Students
   Shyniqua- Symbolic, 6th Grade
     Label of Mental Disablity
     I.Q. of 59

     Has some word recognition skills
      Kindergarten level
     Verbal

     Difficulty with comprehension and
      creating text independently
     Good fine and gross motor skills
   Jonathan- Early Symbolic- 6th Grade
     Label of Mental Disability
     I.Q. of 40
     Non-ambulatory and fine motor
      difficulties
     Low vision abilities
     Some verbal ability but not able to
      communicate many basic wants and
      needs
     Does not appear able to read
   Kelly- Pre-symbolic- 7th Grade
     Label of autism and mental disability
     I.Q. below 30

     Seizures and sensory impairments

     Fine and gross motor skill deficits

     No conventional communication

     Runs away and sometimes hits

     Does not appear able to read
                  Our Dilemma
   What should their educational program
    look like?
       Academics?
       Frequent opportunities?
       Functional skills?
       Separate classroom?
       Part time in general education?
       Full time inclusion?
                  Our Dilemma

   How do we support their communication?
       Content vocabulary?
       Functional words?
       Sign language?
       Low tech or high tech?
          Unit on Whale Rider
   Whale Rider by Witi Ihimaera
Unit Title: Whale   Extension: 6th grade: The learner will
Rider               explore and respond to a variety of
                    print and non-print texts (functional
                    and literary) - Explore and/or analyze
                    relationships of characters, ideas,
                    concepts (including literary devices)
                    and/or experiences - Extend
                    understanding by creating products
                    that exemplify specific types of text.

                    7th grade: The learner will explore and
                    respond to a variety of print and non-
                    print texts (functional and literary) •
                    Explore and/or analyze relationships
                    of characters, ideas, concepts
                    (including literary devices) and/or
                    experiences • Extend understanding
                    by creating products that exemplify
                    specific types of text.
What do I want the students to know and be able to do at the
  end of the unit? (based on academic extension) Essential
  skill(s)
Symbolic                 Early Symbolic            Pre-symbolic
Concepts/Vocabulary      Concepts/Vocabulary       Concepts/Vocabulary
 Family—girl, boy,       Family—girl, boy,        Family—Mom, Dad,
  grandmother,              grandmother,              Me grandmother,
  grandfather,              grandfather,              grandfather
  young, old                young, old·             Ocean—water, fish,
 Ocean—water, fish,      Ocean—water, fish,         wet, dry
  wet, dry, salt,           wet, dry, salt,         Choice
  shells, blue, white       shells, blue, white
 Whales —big, small,     Whales—big, small,      Individualize the
  swim, eat, ride, on,      swim, eat, ride, on,      teaching session.
  gray, fish                gray, fish                The child at a pre-
 Self-advocacy           Self-advocacy              symbolic level may
 Leadership              Leadership                 only participate for
                                                      5 minutes of a 20
Characters               Characters                   minute group
Girl, boy,               Girl, boy,                   session.
   grandmother,             grandmother,
   grandfather              grandfather
Country                  Country
New Zealand              New Zealand
What functional skills can be embedded into the unit?
    Symbolic        Early Symbolic      Pre-symbolic

Communication     Communication      Communication
Choice            Choice             Choice
Self-advocacy     Self-advocacy      Self-advocacy
Computer access   Computer access    Switch access
What instructional strategies and activities should be
 presented?
      Symbolic             Early Symbolic          Pre-symbolic

   Interactive Book      Interactive book       Interactive book
   Comprehension         Writing from            with repeated line
    pages                  picture bank           Concrete items to
   Retell story          Self-selection          represent
   Sequence               writing                 concepts
    storyline             Sequence pictures      Errorless writing
                                                  Self-selection
                                                   writing with
                                                   partner
What assistive technology will be needed to access lessons and
  or functional outcomes?
      Symbolic             Early Symbolic           Pre-symbolic

   Adapted book          Adapted book            Switch
   Vocabulary cards      Picture/icon cards      Voice output
   Word/picture          Concrete objects         device
    comprehension                                  Computer
    pages                                          Concrete objects
       Science Unit
               Weather
 Children for this unit are in 2nd grade
and functioning at all three access levels
Unit Title:          Extension: 2nd grade: Explore and/or
  Temperature          communicate the ways in which
                       weather is measurable
What do I want the students to know and be able to do at the
  end of the unit? (based on academic extension) Essential
  skill(s)
      Symbolic         Early Symbolic          Pre-symbolic
   A thermometer is     A                   Understands cold
    used to measure       thermometer          in response to
    the temperature       is used to           own body
   The sun gives off     measure the          temperature
    energy and the        temperature         Understands hot
    energy makes         Understand if-       in response to
    things warmer         then with            own body
    The temperature      weather: if it       temperature
    goes up               is cold             Communicates
    throughout the        outside, wear        need for item to
    day                   a coat, if it is     make warmer or
   When temperature      raining, wear        colder in
    is known it helps     a raincoat, etc.     response to own
    us know what                               body
    clothes to wear.                           temperature
What functional skills can be embedded into the unit?

    Symbolic          Early Symbolic         Pre-symbolic

Communication       Communication       Communication
Choice              Choice              (eye gaze, reach,
Internet   access   Number              switch etc.
Number              recognition          Communication
recognition          Number matching     mode)
Number matching     Color recognition   Choice
Color recognition   Match clothing to   Exposure to colors
                     icon of clothing     and numbers
                                          Switch access
What instructional strategies and activities should be
presented?

     Symbolic              Early Symbolic          Pre-symbolic
 Read thermometer      Identify                Indicates desire for
 Record temperature   thermometer from         clothing or object
on chart for several                            associated with
                       other objects            physical comfort due to
days indicate cold,     Identify weather       immediate weather
cool warm or hot       symbols/pictures         condition (leans toward
 Record temperature    Identify if/then       ice cube in teacher’s
on color-coded chart   related to weather- if   hand on hot day,
throughout the                                  gestures for coat in
                       rainy then raincoat      cool conditions,
course of the day       Participate in         gestures to take off
indicate cold, cool    recording                sweater, reaches for
warm or hot            temperature on color-    sunglasses, etc.)
 Use expected         coded chart              Indicates (puts on,
temperature to make     Match article of       requests, gestures for)
decisions about what                            that weather related
                       clothing to              objects such as
to wear tomorrow       appropriate icon         raincoat, umbrella,
                                                winter coat, scarf,
                                                gloves sunglasses, and
                                                visor are related to
                                                immediate weather
                                                conditions
What assistive technology will be needed to access lessons
and or functional outcomes?


    Symbolic         Early Symbolic        Pre-symbolic

                    Picture/iconcards   Switch
Vocabulary cards   Concrete objects    Voice   output
Word/picture                            device
comprehension                            Concrete objects
pages
    Standards Based Unit of Study
   Things to consider when creating a
    unit:
    • What do I want the students to know and be able to do
      at the end of the unit? (based on academic extension)
      Essential skill(s)

    • What functional skills can be embedded into the unit?

    • What instructional strategies and activities should be
      presented?

    • What assistive technology will be needed to access
      lessons and or functional outcomes?

								
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