Issues in Curriculum and Instruction

IDEA requirements IEP—often thought of as the curriculum for kids in sped 1997 – focus on strengths – Strong parent participation – Progress in the general education curriculum

IDEA requirements 2004 – IEP team Will include parent, gened teacher, sped teacher, administrator. Someone to explain testing results. The student is encouraged to participate – PLEPS include Academic achievement Functional performance Focus on strengths

IDEA requirements 2004 – Goals Short term objects not always necessary In place for those taking alternative assessments – Assessment: must be included in state and district testing (NCLB requirement) – Consider these factors: Behavior problems Language needs Communication needs Assistive technology

The general education curriculum is the starting point for all instructional planning considerations. Research shows that educational professionals think the sped curriculum comes from: 1.Sped teachers judgment 2.The student’s IEP 3.Student and teacher needs, determined daily 4.The general education curriculum

Curriculum may be viewed as: The explicit curriculum The hidden curriculum The absent curricuum

UDL 3 core principles of UDL – Multiple means of representation – Multiple means of expression – Multiple means of engaging

UDL Students with disabilities fall along a continuum of learner differences rather than constituting a separate category, as do students with higher abilities

UDL Teacher adjustments for learner differences should occur for all students, not just those with learning problems; these flexibilities should be built in as choices throughout the lesson and school day

UDL Curriculum materials should be varied and diverse, including digital and online resources, rather than centering on a single textbook

UDL Instead of remediating single students so that they can learn from a set curriculum, the curriculum should be made more flexible to accommodate learning differences

UDL 9 instructional principles of UDL – Equitable use – Flexible use – Simple and intuitive – Perceptible information – Tolerance for error – Low physical effort – Size and space for approach and use – A community of learners – Instructional climate

Curriculum Slicing What must all students learn? What should most students learn? What content might some students benefit from learning?

Instructional Strategies Focusing on the big ideas Making learning strategies explicit Providing scaffolding to support learners Assisting with integrating knowledge Making connections to background knowledge Providing structured review opportunities

Hot methods Direct Instruction – Reviewing and reteaching when necessary – Explicit presentation of new content – Guided initial practice – Feedback and correction – Independent practice – Weekly and monthly reviews to support maintenance

Hot methods Peer Tutoring Cooperative Learning Cognitive Strategies – Self-instruction, self-questioning, self-monitoring, self-evaluation, self-reinforcement (Rock Chalk) Positive Behavioral Supports