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 No, John is activating a single switch which is presented to him and then withdrawn.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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