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Mary C. Zatta, Ph.D. 2004 Aligning IEP’s and Curriculum for Deafblind Students With Statewide General Curriculum Mary C. Zatta, Deafblind Program Perkins.

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Presentation on theme: "Mary C. Zatta, Ph.D. 2004 Aligning IEP’s and Curriculum for Deafblind Students With Statewide General Curriculum Mary C. Zatta, Deafblind Program Perkins."— Presentation transcript:

1 Mary C. Zatta, Ph.D Aligning IEP’s and Curriculum for Deafblind Students With Statewide General Curriculum Mary C. Zatta, Deafblind Program Perkins School for the Blind

2 Mary C. Zatta, Ph.D Why align curriculum for deafblind children? zAlmost all states have developed a statewide curriculum in response to education reform mandates zOnly a few states have developed an alternate curriculum for students with disabilities - a controversial stance which challenges the mandate for a unified educational system zThe goal is create a unified educational system with high standards for ALL students!

3 Mary C. Zatta, Ph.D What does curriculum alignment mean????? zALL student’s educational content must be linked to statewide general curriculum zFor students’s with significant disabilities e.g., deafblind students, their educational content does not lend itself easily to meet this mandate zHow can it be done???

4 Mary C. Zatta, Ph.D What are the barriers to curriculum alignment for deafblind students? zDeafblind students need instruction in areas in addition to the academic areas zInstruction for deafblind students must take advantage of natural opportunities for learning within real-life situations zThe scope and sequence of the general curriculum must be expanded to meet the needs of deafblind students

5 Mary C. Zatta, Ph.D How do we meet these challenges? z“Other” content areas must be included zInclude the teaching of skills which are not learned incidentally by deafblind students zBroaden the scope and sequence of the curriculum to meet the needs of deafblind students

6 Mary C. Zatta, Ph.D What are “other” content areas? zDeafblind students need instruction in additional content areas e.g., O&M, social skills, DLS, leisure & recreation skills, community skills, etc.

7 Mary C. Zatta, Ph.D Teaching of skills which are not learned incidentally Examples: zFinding their way around the school zUsing a vending machine zSocial skills: conversation, turn- taking, waiting in line, etc. zPlay and leisure skills zAppropriate dressing

8 Mary C. Zatta, Ph.D Broadening the Scope and Sequence zDetermine the “essence” of the learning standard zDetermine the entry points appropriate for the student

9 Mary C. Zatta, Ph.D Examples from the Massachusetts Curriculum Frameworks zLearning Standard zEssence of the standard zEntry points zIEP goal/objective

10 Mary C. Zatta, Ph.D Examples from the Massachusetts Curriculum Frameworks English Language Arts Standard – Language / Gr. 8 Learning Standard: The student will know and apply rules for formal discussion Essence of the Standard/Entry Points: (turn attention towards others, recognize the difference between self and others) IEP goal/objective: The student will communicate her preference/choice by visually attending to the preferred item

11 Mary C. Zatta, Ph.D More Examples…….. History/Social Science/Geography - Gr. 10 Learning Standard: The student will describe the earth’s natural features and their physical and biological characteristics Essence of the Standard/Entry Points: identify seasons, weather, different physical features of the earth IEP goal/objective: the student will identify the weather; the student will choose appropriate clothing for the weather

12 Mary C. Zatta, Ph.D More Examples…….. Mathematics/Patterns & Measurement - Gr. 10 Learning Standard: the student will identify and use the properties of real numbers Essence/Entry Points: sort and count, distinguish same/different, sort coins IEP goal/objective: Given a coin and an unrelated object, the student will distinguish the coin from other objects

13 Mary C. Zatta, Ph.D More Examples….. Science & Technology/Materials & Tools - Grade 10 Learning Standard: The student will identify and explain appropriate measuring tools, hand tools, and power tools Essence/Entry Points: identify, explore and manipulate a variety of materials and tools IEP goal/objective: the student will get the correct tool from a set of tools for a variety of tasks (fill soda machine, watering plants, etc.

14 Mary C. Zatta, Ph.D Assessing alignment with the general curriculum zLook at the educational content of the student’s program - can an alignment be made? zLook at the student’s schedule and activities - which curricular areas are being addressed?

15 Mary C. Zatta, Ph.D Aligning IEP goals/objectives with the General Curriculum zMatching goal areas with curricula content areas yLanguage and Communication = ELA yCooking, Voc, Func Academics = Math yCircle, cooking, shopping, Voc = Science yCircle, Func. Academics = History

16 Mary C. Zatta, Ph.D Finding Alignment by looking at the student’s schedule/educational content zMorning meeting/Circle zCooking zVocational zClassroom Activities zO&M zAPE zShopping zELA, Math, Science, History zMath, Science zELA, Math, Science zELA, Math, Science, History zELA, Math, Science zELA, Math zELA, Math, Science


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