EDSP 221

CURRICULUM DEVELOPMENT
FOR CHILDREN WITH SPECIAL
NEEDS
Retrieval Chart

ADRIAN PAUL S. TORRES

EXCEPTIONALITY GOALS AND TYPE OF CURRICULUM CONTENT/STRATEGIES AND MATERIALS

OBJECTIVES METHOD IN TEACHING
1. Visually Impaired 2. To access and use braille Adaptation Curriculum CONTENT USE OF SPECIAL AIDS AND
 note takers,  Compensatory/Access Skills EQUIPMENT
braillewriters, mobile  Orientation and Mobility Pre-academic learning
devices, audio devices,  Independent Living Skills 1. Tactile toys animal
readers, computer  Recreation and Leisure Skills model
access, screen  Career Education Reading
magnification, screen  Assistive Technology/Technology 2. Multiple window
reading, and optical  Sensory Efficiency Skills typoscope
devices. 3. Optical magnifiers
3. To develop positive Visual Learning Strategies for Students 4. DAISY books
social interactions.  Supplement verbal lectures with a Writing
These may include handout, diagram, or other visuals 5. Braille and stylus
gestures, facial  Incorporate color into your 6. Perkins Brailler
expressions, presentations, the classroom, and Mathematics
conversation skills, body handouts 7. Tactile geometric kit
language, developing  Give written instructions and 8. Braille protractor
relationships, personal expectations 9. Braille cube
space and more. Science
 Vary your reading in class with
4. To be as independent as 10. Tactile human
solitary reading time so visual
possible. This includes digestive system
learners will take in the information
functional skills needed 11. Tactile anatomy kit
better.
for personal care, Orientation and Mobility
 Vary your instructional methods
clothing care and 12. Orientation and
(lectures, group work, solitary work,
management, eating mobility canes
pairs, circles) and assignments so
and food preparation, Games and Leisure
every learner is challenged
household maintenance 13. Braille chess
 Show your students how to complete
and time and money 14. Large print cards
a task instead of just telling your
management.
students how to complete a task.
5. To obtain and maintain
 Show students how to make great
a career. These include
vocabulary flashcards
learning about different
 Use video and still images to
jobs and work-related
enhance your presentations
skills, taking
 Provide written feedback on
responsibility, and
assignments
participating in
volunteer and other
work experiences.
 6. To improve Sensory
efficiency skills that
includes maximizing the
use of vision, hearing,
touch, smell, and taste
to learn from and
interact with the
environment.
7.
2. Physical Handicap 1. To offer them a general  Mainstream curriculum
education in ordinary,  Self-contained
special day or special
residential school setting
according to their needs.
2. To prepare them for
integration into ordinary
schools or society, and
to meet their
psychological needs for
security, love and
affection, acceptance
and success.
3. To teach them the basic
daily living skills for
independent living.
4. To help them realize
their limitations and
their potential and
hence develop a realistic
and positive outlook
towards life.
5. To cultivate interests
and hobbies for
improving their quality
of life.
CONTENT
 Be pupil oriented. The learning
curriculum content should match with the
characteristics of individual. (age,
mental and physical abilities)
 Emphasis is placed on the total and
balanced development of pupils. The
curriculum should be made up of
academic, cultural and practical
subjects. Elements related to basic
skills, daily living skills and
preparation for school leaving should
be stressed. Moreover, learning
areas should be interred- related
rather than compartmentalized.
 The curriculum should prepare pupils
to integrate in ordinary environment
regarding daily living schooling future
employment
 Some examples of learning
programmes are listed as follows :
(1) Civic Education (2) Moral
Education (3) Library Skill (4) Play (5)
Self-care Training (6) Social Skill
Training (7) Social Adjustment
Training
SMART Board: A new
technological tool in the 21st
century, the SMART board is
a combination of computer
inclusion and student access.
Students can have direct
interaction with the learning
and solve problems directly
on the board. For math
classes, the SMART board
provides instant assessment
and problem solving for
students processing math or
other subject content area
skills.
Computers and Assistive
Technology: Computers with
assistive software can open
up a whole new world of
learning and processing for
students with physical
disabilities. With the addition
of voice activated software
and wireless mouses that are
mobile and interactive with
the computer, students who
have verbal and kinesthetic
6. To enhance their social Learning Strategies for Students disabilities can process
development including  Use mnemonics such as SLANT (Sit information in a learning
their inter-personal up, lean forward, ask questions, nod modality that is computer
relationship. your head, track the teacher). adapted and inclusive.
7. To provide them with  Consider environmental issues:
medical and other seating placement in classroom,
auxiliary services such as workspace free from distractions,
physiotherapy, proximity seating, student remove all
occupational therapy, non-related materials from space.
speech therapy, career  Use textured mats under worksheets
and vocational and manipulatives to stabilize work
counseling. area.
8. To compensate for their  Provide a paper stabilizer (clipboard,
loss of life experience non-slip writing surface).
due to mobility  Use colored highlighters to direct
difficulties through attention to key information.
organized excursions  Use digital timer to help pace
and outdoor activities. student while working.
 Use a line or a place-marker.
 Provide adapted paper (bold line,
raised line, enlarged spacing).
 Use colored sticky notes to draw
attention or clarify important
information.
 Use large pencils and/or pencil
grips/weighted pencils.
 Use adaptive equipment for posture:
booster seats, arm rests, etc.
 Use computers with touch screen
capabilities.
 Demonstrate all concepts with
manipulatives.
 Provide copies of work that is
presented on the board or textbook
to cut down on. “Copying” for
students.
  Vary group size for instruction.
 Provide large-print handouts of text.
 Provide a bookstand for books and
assignment pages.
 Provide specifically lined/oriented
paper.
 Make available computer speech-
enhanced text and lessons.
 Use drawings and real-life examples
such as lunch counts and class lists.
3. Multicultural and 1. Create a safe, accepting  Multicultural Curriculum CONTENT Teacher Prepared
Bilingual Special and successful learning. o Questioning style Instructional Materials
Education 2. Promote the o Role-playing
understanding of unique o Cooperative learning
cultural and ethnic o Exposure to different
heritage. languages and cultures
3. Respect and appreciate Active involvement
cultural diversity
Learning Strategies for Students
o Contribution Approach
o Additive Approach
o Transformation Approach
o Social-Action Approach

4. ADHD  To develop the physical,  General Curriculum CONTENT Visual cues

mental, and social  Mainstreamed Academic Instruction; Assistive technologies
potentials of these Curriculum Behavioral Interventions; and ICT
children to the full  Self-Contained Classroom Accommodations. Stress Balls
potentials. Curriculum Language Arts and Reading Instructional Tools and the
 To develop Comprehension Physical Learning
independence, self- Phonics Environment
reliance, and Writing Classroom Lights
competence in these Spelling Egg Timers
children. Handwriting Music
 To develop life Math Computation\
 adjustment and self-care
skills in these children so
that they can become
well-adjusted and self-
reliant individuals.
5. ASD  Describes the difficulties
individual with ASD may
have in regulating their
Learning Strategies for Students
Academic Instruction
 Provide an advance organizer.
 Review previous lessons.
 Review several problems before
describing the current lesson.
 Set learning expectations.
 Set behavioral expectations.
 State needed materials.
 Explain additional resources.
 Simplify instructions, choices,
and scheduling.
Conducting Lessons
 Be predictable
 Support the student's
participation in the classroom.
 Use audiovisual materials.
 Check student performance.
 Ask probing questions.
 Perform ongoing student
evaluation
 Help students correct their own
mistakes.
 Help students focus.
 Follow-up directions
Lower noise level.
Divide work into smaller units.
Highlight key points.
Eliminate or reduce frequency of timed
tests.
Use cooperative learning strategies.
Use assistive technology.
 Communication CONTENT  Accessible Literacy
Curriculum Functional routines Learning Reading
 Functional And Life-Skill Program
 emotions and coping Curriculum Receptive Language  ASD Pre-Speaking
with stressful situations  Reading Literacy and Expressive Language Program
 Employ modifications to Comprehension Pre-Academic Concepts  ASD unlocking
the environment to Curriculum Learning Strategies for Students Language
make it easier for  Sensory Curriculum  Discrete Trial Training – Tasks  Boardmaker
individuals with ASD to  Social Skills Curriculum Software
are broken down in a
manage stressful  The Cartoon And
situations. simplest parts and taught in
Script Curriculum
 Use strategies to teach structured, controlled, for Teaching Social
students on the Autism methodical manner and step- Behavior And
Spectrum ways to cope by-step. Communication
and regulate their  Pivotal Response Training- is  Conversions
emotions. a behaviorally-based Framework
intervention designed  D0-Watch-Listen-
specifically for children with Say
ASD.

6. Multi-Handicap  Improve postural  Person Centered CONTENT  Patterned cut-out

stability and increase Planning Literacy and Functional Academics shaped
antigravity of Head,  Ecological Assessment Communications  Reflective Materials
Trunk, and extremities.  Adapting General Social And Behavioral Skills  Mylar-Pom-poms
 Increase bilabial lip Curriculum Motor Skills and Balloons
posturing, lip Life Skills  Cups with Handles
movement, and Learning Strategies for Students  Small, Brightly
laterization.  Early intervention is necessary as colored-stuffed
 Demonstrate increase soon as the childe begins school. animals
toleration of co-active  Involvement of the appropriate  Mason Jar rings
hand motions in various professionals(occupational  Bunches of colored
tactile media Therapist, Physiotherapist) ribbons
 Improve visual cognitive  A team Approach at the school  Garlands
attention level involving external
agency/community liaison who
meet on a regular basis is
essential
 Include Education Program
 Special Education Program
7. Learning Disability Helping Students with  Inclusion CONTENT  Laptops
Learning Disabilities Succeed Language Arts Instruction. Language arts  Ipads
by Setting Short- and Long- instruction encompassed reading and  3D printer and drone
Term Goals written language. Approximately half of  Latest hardware
 Encourage Student each instructional period was allocated to  And other Teacher
Participation. ... reading instruction, and the other half to Prepared Intructional
 Set Long-Term Goals written language instruction, which Materials.
First. ... included spelling.
 Use Long-Term Goals to
Set Short-Term Goals. ... The primary focus of our teacher's
 Make Goals reading instruction was phonics and
Reachable. ... reading fluency. Two curricula formed the
 Track Progress basis of our teacher's reading instruction
Regularly. ... in these areas: Explode the Code and
 Provide Students with Read Naturally. The teacher
Feedback. ... supplemented phonics instruction for the
 Revisit Past Goals. ... second-grade students with controlled
 Keep Your Baseline vocabulary readers and incorporated
Assessments. simple reading-comprehension activities
(such as answering comprehension
questions) into her instruction. For the
sixth-grade students, the teacher
emphasized reading comprehension
more heavily. Students read short novels
and then answered comprehension
questions and completed vocabulary
activities for each chapter in the novel.
Occasionally, the teacher and students
mapped the story on the board. In
addition to the phonics, reading fluency,
and comprehension activities described,
our teacher augmented each student's
instruction based on the student's
individual needs.
Learning Strategies for Students
 Provide an easily understood and
 detailed course syllabus. Make the
syllabus, texts, and other materials
available before registration.
 If materials are on-line, consider
colors, fonts, and formats that are
easily viewed by students with low
vision or a form of color blindness.
 Clearly spell out expectations before
the course begins (e.g., grading,
material to be covered, due dates).
 Make sure that all students can
access your office or arrange to meet
in a location that is more accessible.
 On the first day of class, you can
distribute a brief Getting to Know
You questionnaire that ends with the
question ‘Is there anything you’d like
me to know about you?’ This invites
students to privately self-disclose
important challenges that may not
meet the EAD accommodations
requirements or that may be
uncomfortable for the student to talk
to you about in person upon first
meeting you.
 Don’t assume what students can or
cannot do with regards to
participating in classroom activities.
Think of multiple ways students may
be able to participate without feeling
excluded. The next section on
“Teaching for Inclusion” has some
ideas for alternative participation.

8. Communication  Response to a question  Adapted Curriculum CONTENT  Words and pictures

Disorder with one- to three-word Language  Sign language
 utterances 6 times. Speech  PECS
 Increase joint attention Academics & Behavior  Voice Output
skills as evidenced by his Physical Communication Aids
using 3-point gaze shifts Learning Strategies for Students
(i.e. object-person- Language
object or person-object-  Focus on interactive communication.
person) at least 10 times  Use active listening.
during one 50-minute  Incorporate the student’s interests
session. into speech.
 Improve skills to  Ensure that the student has a way to
regulate arousal level as appropriately express their wants
evidenced by using and needs.
language strategies (e.g.,  Reinforce communication attempts
pointing to and/or (e.g. their gestures, partial
repeating a “first, then” verbalizations) when the student is
model) during non-verbal or emerging verbal.
transitions 3 times  Paraphrase back what the student
during one 50-minute has said or indicated.
session.  Use storybook sharing in which a
 Increase his social- story is read to student and
emotional skills as responses are elicited (praise is given
evidenced by correctly for appropriate comments about the
identifying others content).
emotions and their  Ask open-ended appropriate
reason for feeling a questions.
certain way 90% of the  Use linguistic scaffolding techniques
time in short stories that involve a series of questions.
from a field of three for  Use language for social interaction
3 consecutive sessions and to resolve conflicts.
given visual aids.  Emphasize goals and tasks that are
 Increase his easy for the student to accomplish.
communication repair  Work at the student's pace.
skills as evidenced by  Present only one concept at a time.
correctly identifying an  Have speech therapist present
appropriate strategy to language units to the entire class.
use to solve a social  Use computers in the classroom for
breakdown (e.g., rigid language enhancement.
thinking, being  Encourage reading and writing daily.
distracted when others  Use tactile and visual cues (e.g.,
are speaking, not staying pictures, 3-D objects).
on topic) in stories 90%  Incorporate vocabulary with unit
of the time from a field being taught.
of three for 3  Provide fun activities that are
consecutive sessions. functional and practical.
 Be aware of the student's functioning
level in auditory skills, semantics,
word recall, syntax, phonology, and
pragmatics (and how they affect
academic performance).
Speech
 Develop a procedure for the student
to ask for help.
 Speak directly to the student.
 Be a good speech model.
 Have easy and good interactive
communication in classroom.
 Consult a speech language
pathologist concerning your
assignments and activities.Be aware
that students may require another
form of communication.
 Encourage participation in classroom
activities and discussions.
 Model acceptance and
understanding in classroom.
 Anticipate areas of difficulty and
involve the student in problem-
solving.
 Provide assistance and provide
positive reinforcement when the
student shows the ability to do
something unaided.
 Use a peer-buddy system when
appropriate.
 Devise alternate procedures for an
activity with student.
 Use gestures that support
understanding.
 Model correct speech patterns and
avoid correcting speech difficulties.
 Be patient when student is speaking,
since rushing may result in
frustration.
Academics & Behavior
 Reduce unnecessary classroom noise
as much as possible.
 Be near the student when giving
instructions and ask the student to
repeat the instructions and prompt
when necessary.
 Provide verbal clues often.
 Provide a quiet spot for the student
to work if possible.
 Speak clearly and deliberately.
 Provide visual cues - on the board or
chart paper.
 Redirect the student frequently and
provide step by step directions -
repeating when necessary.
 Allow students to tape lectures.
 Allow more time for the student to
complete activities.
 Modify classroom activities so they
may be less difficult, but have the
same learning objectives.
 Allow more time for the student to
complete assignments and tests.
 Design tests and presentations that
 are appropriate for the student
(written instead of oral).
 Divide academic goals into small
units, utilizing the same theme.
 Provide social and tangible
reinforcers.
 Focus on the student's strengths as
much as possible.
 Have the student sit in an accessible
location to frequently monitor their
understanding.
 Allow extra time to complete work
because of distractions, slow
handwriting, or problems in
decoding text.
 Have routines that students can
follow.
 Use a visual reminder of the day's
events to help with organization.
 Establish communication goals
related to student work experiences
and plan strategies for the transition
from school to employment and
adult life.
 and plan strategies for the transition
from school to employment and
adult life.
Physical
 Be aware that because of the way
the brain develops, it is easier to
acquire language and
communication skills before the age
of five.
 Be aware that if children have
muscular disorders, hearing
problems, or developmental delays,
 their acquisition of speech, language,
and related skills may be affected.
 Use augmentative communication
systems to ensure that nonverbal
students and students with severe
physical disabilities have effective
ways to communicate.
 Ensure that the student has access to
their (portable) communication
system across all contexts, all of the
time.
9. EBD  To understand  Modified Curriculum Learning Strategies for Students
emotional disturbances Rules and Routines
as defined in IDEA Rules need to be established at the
 To understand the beginning of the school year, and must be
clinical features that written in such a way as to be simple and
lead to a differential understandable. The wording of rules
diagnosis of emotional should be positive: "Respect yourself and
disturbances. others" is a better rule than "Don't hurt
 To understand and apply anyone." Keep it simple: 6 rules or less.
various instructional and
managerial strategies Consequences for breaking rules should
that have proven also be established at the beginning of
successful when the school year, and applied consistently
teaching students with and firmly whenever the rules are
behavioral disorders. broken. The consequences must be
consistent and predictable. When
administering consequences, provide
feedback to the student in a calm, clear
manner. That way, the student
understands why the consequence is
necessary. Try to avoid becoming
emotionally reactive when rules are
broken. Emotional reactivity gives the
student negative attention, which many
children find very rewarding. Remain
Students with emotional and
behavioral disorders often
need to receive instruction in
a special education setting
because their behavior is too
maladaptive for a general
education classroom. Here
are a few ideas to guide and
support growth towards
more positive, adaptive
behavior:
Token Economy - Students
earn points, or tokens, for
every instance of positive
behavior. These tokens can
then be used to purchase
rewards at the token store.
In order for a token economy
to be effective, positive
behavior must be rewarded
consistently, and items in the
token store must be
genuinely motivating for the
student. This takes a fair
calm and detached, be firm yet kind. It's a
difficult balance to achieve, but crucially
important for positive results.
Routines are very important for
classroom management. Students with
emotional and behavioral disorders tend
to struggle with transitions and
unexpected change. Going over a visual
schedule of the day's activities is an
effective way to start the day, and helps
the students feel grounded.
 Ask previous teachers about
interactive techniques that have
been effective with the student in
the past.
 Expose students with behavioral
disorders to other students who
demonstrate the appropriate
behaviors.
 Direct instruction of target behaviors
is often required to help students
master them.
 Have pre-established consequences
for misbehavior.
 Administer consequences
immediately, then monitor proper
behavior frequently.
 Determine whether the student is on
medication, what the schedule is,
and what the medication effects may
be on his or her in class demeanor
with and without medication. Then
adjust teaching strategies
accordingly.
amount of preparation and
organization, but has proven
to be quite effective.
Classroom Behavior Chart -
A chart which visually plots
the level of behavior of every
student in the classroom.
Students who are behaving
positively progress upwards
on the chart; those who are
behaving negatively fall
downwards. This makes
every student accountable,
and helps you monitor and
reward progress. This won't
work if difficult students
perpetually stay on the
bottom of the chart. Focus
on the positive to the fullest
degree possible, and keep
them motivated.
Lottery System - Similar to
the token economy, students
who behave in positive ways
are given a ticket with their
name on it. These tickets are
placed in a jar, and once or
twice a week you draw one
out. The winner of the
lottery is rewarded with a
prize.
Positive Peer Review -
Students are asked to watch
their peers, and identify
positive behavior. Both the
 Use time-out sessions to cool off student who is behaving
disruptive behavior and as a break if positively and the student
the student needs one for a who does the identifying are
disability-related reason. rewarded. This is the exact
 In group activities, acknowledge the opposite of "tattle-telling,"
contributions of the student with a and fosters a sense of
behavioral disorder. teamwork and social support
 Devise a contingency plan with the in the classroom.
student in which inappropriate forms
of response are replaced by
appropriate ones.
 Treat the student with the behavioral
disorder as an individual who is
deserving of respect and
consideration.
 When appropriate, seek input from
the student about their strengths,
weaknesses and goals.
 Enforce classroom rules consistently.
 Make sure the discipline fits the
"crime," without harshness.
 Provide encouragement.
 Reward more than you punish, in
order to build self-esteem.
 Praise immediately at all good
behavior and performance.
 Change rewards if they are not
effective for motivating behavioral
change.
 Develop a schedule for applying
positive reinforcement in all
educational environments.
 Encourage others to be friendly with
students who have emotional
disorders.
 Monitor the student's self-esteem.

10. GT Academic Objectives
Targeted in the Gifted
Programs
 Promote critical thinking
and reasoning abilities.
 Develop and expand
thinking skills.
 Utilize differentiated
strategies for learning.
 Build or extend cognitive
language skills.
 Facilitate opportunities
for learning.
Gifted students receive
instruction that
differentiated in content,
process, product, learning
environment and
assessment.
 Creative and Productive
Assist in modification, as needed.
 Self-esteem and interpersonal skills
are especially essential for all
students with emotional disorders.
 Do not expect students with
behavioral disorders to have
immediate success; work for
improvement on a overall basis.
 As a teacher, you should be patient,
sensitive, a good listener, fair and
consistent in your treatment of
students with behavioral disorders.
 Present a sense of high degree of
possessiveness in the classroom
environment.
Enhanced Curriculum CONTENT Teacher Prepared Material
Mathematics for instructions
Language Arts
Content. Complex, abstract ideas
presented in a variety of disciplines,
including interdisciplinary curriculum.
Process. Higher-level thinking through
Bloom's Taxonomy and the Multiple
Intelligences
Products. Alternative methods of
demonstrating mastery with a range of
complexity
Learning Environment. Student-centered,
flexible grouping based on readiness,
is interests and abilities
Assessments. Pre-assessment and testing
out-of-grade level curriculum
 Thinking. Students will
study techniques that
help in the search for
innovative solutions.
They will develop unique
and refined
conceptualized ideas.

 Problem Solving.
Students will learn
strategies for rational
decision making and
apply them to problems
and issues in today’s
world.

 Thinking Skills. Students

will make connections
between present
knowledge and new
information derived
from varied materials,
media, and
environments. They will
identify premises,
analyze relationships,
and validate
conclusions.
11. MENTAL 1. To develop social Segregated or Self Contained CONTENT Reading Program of the
RETARDATION responsibility and Curriculum Basic skills primary grades
citizenship  Social, personal, and pre- News Media
2. To provide an Vocational Development Recreational Reading
appropriate curriculum  Language Arts Reading readiness Materials
with proper guidance for and Reading Phonics Teacher Prepared Materials
vocational training and  Language
job.  Writing
3. To help student to  Spelling
acquire good work  Number Concepts
habits and attitudes in  Pre-Mathematics
school which will serve Correlated
him throughout life.  Art
4. To develkop the ability  Music
of the child as far as  Physical Education
possible; to enable him Learning Strategies for Students
to use academic skills
and tools in daily life. Combined Approach
There are many good features in both the
traditional and activity oriented
approaches. Because of this, attention
should not be focused on selecting one
method over the other but, rather, on
incorporating the advantages of each
method into a combined approach to
teaching. The traditional approach, for
example, gives structure and a sense of
order to the program. In addition, it
provides for the systematic teaching of
the basic skills and includes the teaching
of pertinent information in other subject
areas.