2. Curriculum for Special Education 2
Presented by:
Mariz Gancia
Monaliza Eudela

3. • Discussion
• Presentation
• Experiments and Laboratory Experiences
• Simulations
• Learning Centers
• Packets
• Projects
Activity Option

4. Activity Option…
• Conferences
• Instructional Games
• Parties, Assemblies, Field Trips and
Extracurricular Activities
• Community- Based Learning

5. Discussions
Discussions are
designed to stimulate
students to respond
diversely and at
higher cognitive
levels to what they
have been learning.
- Good and Brophy
(1991)

6. During discussions, “teacher and students, working
as a group, share opinions in order to classify
issues, relate new knowledge to their prior
knowledge or experience, or attempt to answer a
question or solve problems.

7. When students with disabilities are included in
discussions, it may be necessary to modify and
adjust the types and levels of questions asked.
Some students may be able to participate and
contribute better if asked recall and specific-
information questions rather than questions
requiring analysis of presented information.

8. Advantages Disadvantages
Providing a forum for Some students will not
students to present their participate
opinions and to respond to
those of their classmates
Challenging students to make Some students will have
connections between content difficulties hearing or
and their personal experience concentrating on what others
have to say and may miss out
on a great deal of content
Shifting curricular focus to Not all students will be willing
what is most important to to make contributions in front
students of a large group

9. PRESENTATIONS
This activity option offers ways to communicate
information to individual students, dyads,
cooperative groups, and large groups.
It is important to match the presentation formats to
the students’ needs and characteristics.

10. EXPERIMENTS AND
LABORATORY
EXPERIENCES
Experiments
challenge students to
develop hypotheses
and investigate them
to determine whether
they are true or will
hold under differing
situations.

11. They require students to observe, collect and
analyse data, communicate their ideas to others,
classify information and findings, and measure,
compute and predict.

12. Experiments and lab require teachers to set the
stage carefully for learning and to examine what
needs to be done to accommodate student needs
and differences. Part of this planning involves taking
into consideration students’ prior experiences in
conducting experiments, their learning styles, and
their motivation to participate.

13. SIMULATIONS
Through simulation,
students gain “almost
first- hand experience” of
what it would be like to be
involved intimately with
the concepts, ideas and
performance being
discussed.

14. Simulation may be used when access to authentic
contexts is unavailable, although it is known that
learning skills in authentic contexts helps to ensure
greater generalization and maintenance of
understanding.
Simulation may also be used to raise awareness of
disability.

15. Implementation of simulation can be especially
challenging. The attempt to convert a classroom into
setting similar to a targeted setting can fall short and
fall to help students generalize skills to actual
environment.

16. Good and Brophy
(1991) describe
learning centers as
places “where students
can go to work
independently or in
LEARNING CENTERS
cooperation with peers
on various learning
projects.”

17. Learning centers are places where all the materials and
equipment needed for a particular task are provided and
where students can go to complete those task.

18. Advantages
1. They provide opportunities for independent study and
add flexibility to the classroom because they expand
the range of learning opportunities available.
2. They encourage students to become independent
learners who monitor their own progress.
3. Centers allow teachers to individualize instruction.
4. Learning centers allow teachers to broaden the scope
of the curriculum.

19. PACKETS
Packets are collection of
activities that students
complete individually.
Packets may contain a
set of worksheets, a list of
directions and supplies
needed for completing
tasks.

20. In many instances, packets reflect individualized
instruction, containing activities that target students’
specific needs and skills.
Packets may be in the form of individual folders,
three- ring binders, files on the computer or activity
lists posted in learning centers.

21. PROJECTS

22. Instructional Goals
research skills,
critical thinking and problem – solving skills,
writing and presentation skills, and (for a
collaboratively completed project); and
skills for working effectively with others.

23. Students of all ages can engage in project learning.
Initially, and for younger children, projects may be of
short duration and take one or two days to complete.
At first, projects may be highly structured by the
teacher. As students, gain skills in project-based
learning, projects may be completed over extended
periods and require students to do most of the
organizing for completion.

24. To increase authenticity and value for students with
severe or multiple disabilities, it may be helpful if
projects are completed in community- based
settings. The projects may be conducted with the
support of nondisabled peers or with natural
sup[ports found in community environments.

25. Conferences- individual sitting down to
C discuss a topic, product, or event- are
O another learning experience or instructional
activity. Conferences allow for in-depth
F exploration and discussion of students’
E learning understanding and experiences and
they help to forge connection between
R
students, teacher, parents and other.
E
C
E
S

26. Types of Conferences
• Peer Conferences
• Student- Adult Conferences

27. Peer Conferences
These conferences may also be used to solve
problems in the classroom or school community.
They can be specifically designed to support
students with disabilities.
Student with disabilities may conference with
nondisabled peers to learn strategies for making
friends, for getting along with authority figures in the
school and community environments.

28. Student- Adult Conferences
From student- adult conferencing, students gain
personal insight into themselves as learners and
young citizens and adult learn to see children as
individuals with their own unique needs and
concerns.
The adult may be the classroom teacher,
instructional assistant, related services provider,
administrator, parent or community individual.

29. INSTRUCTIONAL GAMES

30. Board games, word searches, logic problems and
other instructional games are excellent motivators
for students while teaching and reinforcing skills.
Games also provide authentic situations for
development of interpersonal skills.

31. To be educationally meaningful, games must be
connected with curricular goals and objectives.
However, teacher should be clear about the purpose
of games and how they can be used to support
student learning.

32. PARTIES, ASSEMBLIES, FIELD TRIPS,
AND EXTRACURRICULAR ACTIVITIES
Finn (1989) discusses the role of extracurricular activities in
reducing withdrawal from school and also states that involvement
may (a) increase students’ identification with school, (b) increase
their sense of belonging and (c) allow them opportunities to
become attached to school.

33. There is a need of discussion to the caregiver or
guardians of the student with disability to what may
happen in the field trip and whether the excursion might
provide an opportunity for student to work on IEP goals,
benchmarks, and objectives such as walking with eyes
and head up, listening for certain voices and moving
toward them, or trying new thing whether he or she
throughout understands them or not.

34. COMMUNITY- BASED LEARNING

35. Types of Community- Based
Learning
• Apprenticeship
• Shadowing

36. Apprenticeship
An apprenticeship allows students to learn skills
through close contact with an area expert.

37. Shadowing
Shadowing is similar in approach: students shadow,
or follow a person at work.

38. Student may also participate in service- learning
activities and serve as community volunteers. As
volunteers, they can learn secretarial skills, social
skills, and responsibility.

39. Identifying Appropriate
Activities

40. Two Approaches for Identifying
Appropriate Activities
• Analyzing Attributes
• Addressing Multiple Intelligences

41. ANALYZING ACTIVITY ATTRIBUTES
Each activity has attributes that influence when and
why teachers choose to include it in their instruction.
Activity attributes include authenticity, performance
demands, alignment with curriculum, grouping
arrangement and material and equipment.

42. 1. Authenticity
The authenticity of an activity is the degree to which
it is representative of what individuals outside school
setting are called on to do in their daily lives.

43. • Authenticity may be viewed as being high to
low.
 High authentic tasks mirror role performances
individuals carry out outside school, such as
balancing a checkbook, making purchase at a local
store, making phone calls, writing letters and notes,
or preparing summary reports on the job.

44.  Low- authenticity tasks in and of themselves are not
poor teaching opportunities or experiences – they
may play a vital role in students’ acquiring and
practicing basic skills.

45. Including authentic tasks in the curriculum can be
highly motivating for students.

46. 2. Performance Demands
Performance demands are what students are
required to do complete or participate in an activity
or tasks. Performance demands also may view as
being on a continuum.
• Awareness of performance demands allows
teachers to modify and adapt learning experiences
to reflect student needs.

47. 3. Alignment with curriculum
Alignment with curriculum refers to what degree of
learning experience match what has been identified
as important in the curriculum.

48. Some learning experiences are highly motivating for
both teachers and student but have very little time to
do with students learning key concepts or target life
performance. Such experiences must be carefully
screened for instructional intent and their ability
about those ends.

49. The match of between an experience and the
curriculum should be assessed to ensure that
selected experiences maximize students’
opportunities to learn and take advantage of
academic learning time.

50. 4. Group Arrangement
The way in which student work, whether individual,
or in group is another activity attribute.
Consideration of grouping arrangement – individual
working alone or in dyads, cooperative groups, large
groups – helps teachers to structure activities to
support students’ needs and goal achievement.
•

51. 5. Material and equipment requirements
While selecting activities to include in lessons, it is
helpful to anticipate – while the plan is being
developed – what materials and equipment will be
needed to carry out the lessons successfully, and to
avoid last- minute searches for materials.

52. • This attributes is especially important to teachers
working with individuals with disabilities. For
example, planning ahead of time for the reading
materials needed is important for a teacher of a
student with visual impairment

53. ADRESSING MULTIPLE INTELLIGENCES
• A second approach to the selection of activities
involves the application of the theory of multiple
intelligences (Gardner, 1982) to instructional
practice and is proposed by Armstrong (1994).
Armstrong encourages teachers to consider all
types of intelligence when selecting activities and
designing lesson plans.

54. • His procedure for lesson design emphasizes
expanded notions of the activities that may be most
appropriate in meeting objectives by addressing
seven (logical- mathematics, spatial, musical,
bodily- kinaesthetic, interpersonal, intrapersonal,
linguistic) of eight intelligences.

55. Procedures in Addressing Multiple
Intelligences
1. Identify the objective.

56. 2. Ask questions about how each intelligence will be
addressed in the lesson.

57. 3. Consider all the possibilities for including the seven
intelligences to meet the objective.

58. 4. Brainstorm ideas about how to include each of the
intelligences in the lesson.

59. 5. Select approaches and activities from the
brainstormed list.

60. 6. Develop a plan that arranges these ideas in a
systematic order.

61. 7. Teach the lesson.