PRESENTED AT

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

ON THE OCCASION OF

GROUP TRAINING WORKSHOP OF M.A/ M.Ed

(Special Education)

Imran Nazir
CURRUCULUM NEEDS OF HANDICAPPED CHILDREN
What is Curriculum

Curriculum is a scope and sequence of

instruction. It is essentially what tells you
what to teach and when to teach it. It’s a set
of skills, sometimes based on developmental
norms, sometimes linked to state standards
or core standards, and sometimes not.
Sometimes it includes the materials and
strategies to teach the skill.
 Curriculum

Curriculum is a structured set of learning

outcomes or task that educators usually call
goals or objectives. Students are expected to
learn the information specified in the
curriculum so that they will have the skills
needed to transition from childhood into adult
life. Curriculum provides the answer to the
questions what should students know and be
able to do as they progress through school?
 Components
Curriculum consists of four
components:
• Objective
• Contents
• Teaching Methodologies
• Evaluation
Distinguish

School personnel tend to

distinguish between curriculum
(the “what” or substance of
education) and instruction (the
“how” of curriculum delivery or
transmission).
 CURRICULUM
DESIGN

A curriculum is a planned
sequence of learning experiences.
Curriculum design includes
consideration of aims, intended
learning outcomes, syllabus, learning
and teaching methods, and
assessment.
 CHARACTERISTICS OF CURRICULUM:

1. Total School Environment

2. Totality of Experiences
3. Mirror of Curricular and Co-Curricular Trends
4. Mirror of Education Trends
5. Development of Balanced Personality
6. Process of Living
7. Energetic
8. Mirror of Philosophy
9. Achievement of Goals

9
Teaching Methods and Techniques
There is no denying the fact that the teachers have key
roles in determining the methods they choose to achieve
the aims and objectives of the planned and hidden
curriculum. They generate the bits and pieces to design
the palace of teaching and learning on the foundation
which a curriculum provides. Some still believe that 'every
one can teach’ but every one does not know how to teach
or the methods and techniques of effective teaching. A
competent teacher understands the .subject matter, and
knows the methods to 'achieve' conceived objectives,
keeping in view the individual differences.
 Conti . . . .
Keeping in view the special needs, we
suggest that the teaching methods for normal
children may be used after some modification
and with careful presentation for children
having special education needs. Brennan
suggests that the record of presentation must
be kept as a useful account for educational
achievements for an individual and the
teacher for future references.
INDIVIDUALIZED EDUCATION PLAN
 What is an IEP

• The IEP is a document developed by a team of

person’s from the child’s attending school system
who have a direct relationship to helping the
student with special needs to be able to reach his
full potential.
• It is used to better understand how and what a child
needs to succeed in his education.
• It is there to serve as a road map to address the
child’s goals. progress, and services.
• It is a legal document that is required for each
IEP Amended 2004

• Must include information about students

functional ability to perform & academic levels
• Must include measurable yearly goals that are
academic and functional
• Parents to be provided progress reports
Purpose of the IEP
The purpose of the IEP is to have a program that
provides the child with a disability:
• an education
• related services and supports
• necessary to meet the child’s individual needs
• to be involved in and progress in the general
curriculum
• with non disabled peers in the least restrictive
environment (LRE).
 IEP TIMELINES
Initial IEPs must be:

 developed within 30 days of determination

of eligibility
 reviewed at least annually, and adjusted as
appropriate
 in effect at the beginning of each school
year
 provided to the parents within a reasonable
period of time (generally 15-20 days).
23
 Meeting Consolidation
Under the most recent re-authorization of
Individuals with Disabilities Education Act. (IDEA),
districts are encouraged to strengthen meetings.

This means a meeting to review the

results of an evaluation may be
combined with the IEP meeting.
Make sure you know what is being
discussed/reviewed at your meeting.
This should be indicated on your

Notice of Meeting document.

24
 Input is Critical
– Come prepared with goals that you would
like to see your child accomplish in the
next year.

– Be prepared to talk about any services

that you believe your child might need,
and

– How those services will help your child

progress in the general curriculum.
Who are the IEP
team members?

The most important team member is

YOU!

You know your child best.

Your contribution is vital
to your child’s education.
26
 IEP TEAM MEMBERS
The LEA (Local Educational Agency)
representative is the school district staff person who:

• Is qualified to provide or supervise the

provision of special education.
• Is knowledgeable about the general
curriculum.
• Is knowledgeable about the availability of
resources of the school district.
• Has the authority to assign organization
resources to implement the IEP.
 Additional
Team Members

 At least one of your child’s regular

education teachers.

 At least one of your child’s special

education teachers or one of your child’s
related services providers.

 At the district’s or parents’ carefulness

any other person who has knowledge or
special expertise regarding your child.
 Members of
IEP team

Each meeting should include, but is not limited

to, the following participants:
• A local representative from the school agency
• The child's teacher.
• One or both of the child's parents or
responsible party
• The child, where suitable.
Where Do
We Begin?

You should begin your meeting by reviewing

the current IEP and/or most recent evaluations
before writing a new IEP.
A review of the expiring IEP will help
the team to determine what was/was
not successful, and what changes to
make for the new IEP. This
information becomes the basis for the
new IEP.
 Writing the IEP
After reviewing the previous IEP and/or recent
evaluations, you now have the baseline information
necessary to write the Present Level of Academic
Achievement and Functional Performance.
The new Present Level should reflect the progress that
you have just reviewed, or in some cases, lack of
progress.
Present Level of Academic Achievement &
Functional Performance (PLAAFP)

PLAAFP Must Include:

• How the child’s disability affects his/her involvement in the

general education curriculum.

• The strengths of the child.

• Concerns of the parents.

• Any changes in current functioning since the prior IEP.

• A summary of the most recent evaluations results.

 Special Considerations
In writing the IEP, all of these areas must be
considered and address any accommodations,
modifications, interventions, and devices needed for:

Visual impairment/Blindness
Hearing impairment/Deafness
Behaviors that delay learning
Limited English Proficiency
Communication needs
Assistive Technology
 Conti . . . .
The team must also consider:

• Extended School Year

• Post – Secondary Transition Services (no later than the

first IEP when the child turns 16)

• Transfer of Rights (one year prior to child turning 18)

• State and District wide Assessments

accommodations/modifications
 Related Services
Related Services can be any service that allows
your child to benefit from the education
provided. Including, but not limited to:
 Speech and Language Therapy
 Physical Therapy
 Occupational Therapy
 Psychological Services
 Transportation needs
 Audiology
 Orientation and Mobility Services for the visually impaired
• Related Services shall be provided on an
individualized basis.
• Does the child need behavior services?
• Occupational therapy, etc…
 Types of Related Services

• Transportation
• Speech therapy
• Audiologist services
• Interpreting services
• Psychological services
• Physical therapy
• Occupational therapy
• Recreation, including therapeutic recreation
• Social work services
• School nurse services
• Counseling services, including rehabilitation counseling
 Considerations in Developing the IEP
• Assessment of Students needs (identify
strengths and weaknesses)
• Details of disability that are being addressed
• Individualization of IEP
– Classification
– Parental involvement
– Teacher involvement
– Collaboration of what best suites student’s
needs
IEP in the Classroom

• To include accommodations
• -To include modifications on class work
• To use a different assessment tool if needed to
measure child’s academic abilities
• Teacher shall be an active part of the child’s
• planning and must use modifications
Placement Decisions

Parent’s are to be included as a member of the IEP

Placement decisions can not be reached without
IEP team agreement
 Necessary to have:
parent and team agreement about features
relative to child’s needs and placement
 Placement
Decision

A placement decision can only be made after all of the preceding

requirements of the IEP have been addressed to meet the individual
needs of the child.

The placement decision is made by the team after considering:

• the unique needs of the child,

• the meaning of the evaluation data,
• the placement options,

and is made in the Least Restrictive Environment (LRE).

The child’s placement is determined at least annually, is based

on the
child’s IEP, and is as close to the child’s home as possible.
 Placement
Considerations

The team must always consider if the IEP

goals can be met with the services provided,
100% of the time in a regular classroom.

Additionally the team must state:

 If not participating 100% of the time with non-

disabled peers, why not.

 Other placement options considered, and

 The extent to which the child will participate in

physical education.
42
Reviewing and
Revising IEP

Reviewed yearly.
*Reassess annual goals.
*Revise the IEP to address:
- any lack of expected progress
- results of any reevaluation
-information provided by the
parents
 Free Appropriate Public
Education

The IEP is the

vehicle that
delivers FAPE.

Does your IEP

FA
PE

deliver FAPE?
44
Thanks for your
attention!
Questions ?