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Special Education Inclusion in the Career Choices Curriculum Pendleton High School Pendleton, Oregon.

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Presentation on theme: "Special Education Inclusion in the Career Choices Curriculum Pendleton High School Pendleton, Oregon."— Presentation transcript:

1 Special Education Inclusion in the Career Choices Curriculum Pendleton High School Pendleton, Oregon

2 IEP Transition Goals Oregon IEP Transition Goals:  The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition assessment as an “…ongoing process of collecting data on the Individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (Sitlington, Neubert, & LeConte, 1997; p. 70-71). Federal law requires “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (§300.320[b][1]).  Published and distributed by:  National Secondary Transition Technical Assistance Center  University of North Carolina Charlotte  College of Education, Special Education & Child Development  9201 University City Boulevard  Charlotte, NC 28223  Phone: 704-687-8853  Fax: 704-687-2916  

3 Select assessment instruments and methods that help the student to answer the following questions: 1. Who am I? 2. What are my unique talents and interests? 3. What do I want in life, now and in the future? 4. What are some of life’s demands that I can meet now? 5.What are the main barriers to getting what I want from school and my community? 6. What are my options in the school and community for preparing me for what I want to do, now and in the future?

4 Career Choices Curriculum Workbook Based Curriculum Chapter 1 – Envision Your Future Pg. 6 Chapter 2 – Personality Profile Pg. 11, Identify Your Passions Pg. 12, Work Values Pg. 13-16, Strengths and Personality Pg. 17-19, Chapter 4 – Life Style Goals Budget Profile Pg. 42, What Salary Will Support This Lifestyle Pg. 42 Chapter 5 – Work Settings Pgs. 57 – 61 Chapter 6 – research on 3 specific careers Chapter 7 – Evaluate Your Choices Chapter 12 – 10 year plan Learning Objectives are listed at the beginning of every lesson in the Instructor’s and Counselor’s Guide for Career Choices

5 * A Certified Teacher steps the students through the Career Choices Curriculum *Any Teacher in the school can be given access to *Special education Teacher can look up a Special Education Student’s plan *The Special Education Teacher uses the student’s own words to write measurable, realistic goals and objectives

6 Teacher’s Lounge Multiple resources available  Worksheets  Student Activities  Exams  Fundraising Ideas  Classroom/Project Ideas  Inspirational Videos And more including: Modified Lesson Plans:

7 Accommodations Modifications

8 Accommodations-Can and should be provided to any student who needs them without changing the outcome of instruction.  Presentation  Remove the Reading & Writing Barriers to learning the content:  Books on tape, peer readers, teacher reads to class  Provide notes, either fill in the blank/skeleton or copies of entire notes with a highlighter, a good note taker could provide carbon copy notes for the whole class  Provide visual aids and reduce the visual clutter of environment, assignments, presentation, etc.

9 Accommodations Response Format & Procedures Provide page numbers for finding information * all page numbers go on board and are said at least 4 times Give the questions ahead of time * Workbook has all questions and students are encouraged to explore Highlight key words in directions * Key words are written out on board daily Provide a word bank for fill in the blank *vocabulary word bank in workbook for each chapter Provide a completed example on worksheets * use the day before to go over what is expected in the computer lab Sentence Frames or Sentence Starters for short answer items * Put examples up the students are allowed to use for their text box responses Break large assignments into smaller chunks with clear timelines for completion Oral responses Type work Break score down into content and process i.e. writing ideas separate from spelling and punctuation, math * correct answer separate from correct process Performance assessment rather than paper and pencil tests * posters or on-line work as a test grade

10 Modifications MUST BE USED WITH CAUTION These change what the child learns and therefore have major ramifications for the future. Sometimes they are necessary but we have to look at the long term plan and either have an alternate diploma plan already in mind or a solid plan for closing the performance gap and reducing the need for future modifications. Most students need a challenging curriculum in general education with accommodations and special education supports.

11 Instructional Level Partial completion-ideas and concepts crucial and attainable -Chapter 12 only the years of high school filled in, plus 1 year after Lower level writing expectations -type 1 word answers in text boxes on Lower level math expectations - chapter 4 limit number of items to filled in on Budget Profile Performance Criteria Reduction in the number of concepts for mastery -chapter 6 require 1 career search instead of 3 An alternative grading procedure/scale – Pass/Fail Grade based on alternative learning objectives – Participated in class with 1 verbal response

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