Syllabus

10 of 78

Syllabus

Curricular Design

Syllabus for Curricular Design and Instructional Accomodations for Secondary Students with Mild Disabilities

The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

Module Overview:

Middle and high school curriculum design and general educators’ instructional accommodations for students with mild disabilities are described in this module. Characteristics of learners with mild disabilities are linked to instructional accommodations and techniques. These accommodations and techniques enable students with mild disabilities to learn and perform comparable to their peers or with appropriately challenging information and comparable progress to their peers. Moreover, because students who do not have disabilities benefit when their teachers use the planning and teaching techniques described in this module, focus is also on basic foundations for effective teaching. Traditional classroom accommodations for students with mild disabilities are described, sources for figuring out which students require accommodations are identified, and universally-applicable techniques that include some of the specialized accommodations are provided. Accommodations are defined and contrasted to adaptations, which may also represent appropriate challenges for students with mild disabilities. The emerging consensus for secondary teachers instructing diverse learners is that when more universally-applicable techniques are used in planning and teaching, some students with mild disabilities can receive accommodations and adaptations through flexible and varied presentation and assessment techniques in general education classrooms. Some students with mild disabilities also need specialized instruction from a special educator to enhance their capacity to access and proficiently accomplish general education setting demands. The primary focus in this module, however, is on what can happen within a general education setting.

Module Goals: There are five major goals for this module. Upon completion of this module, you should be able to do the following:

Describe how accommodations designed for secondary learners with mild disabilities can also benefit other learners.

Analyze your curriculum to determine areas that need to be enhanced so that more learners with mild disabilities can succeed in your course.

Analyze your planning and teaching to target individualized items that you can improve in order to be arranging and delivering a more universally-accessible general education environment.

Distinguish between the terms accommodation and adaptations and provide an example of each as each term pertains to a specific outcome in your curriculum.

Given characteristics of a student with mild disabilities, describe accommodations that are already built into your planning and teaching, and then describe how you can build in more specialized accommodations for that learner.

Content Map: The content map below provides an overview of the subject matter that will be covered within the Academy's Staff Development modules.

Module

Curricular Design and Instructional Accommodations for Secondary Students with Mild Disabilities

Rationale and Requirements for Accommodations

Overview of Accommodations and Adaptations

Traditional Interpretations and Applications

Universally-Accessible Content

Differentiation for Diverse Students

Assessment and Grading

Module

Relating Instructional Assessments to Standards

Educational Accountability: What does it really mean?
Standards-Based Instruction

Accommodations for the Classroom
Preparing Students for Testing and Assessment

Module

Models of Collaboration

Defining Cooperative Teaching
Identifying Key Interpersonal Skills

The Five Key Elements of Cooperative Teaching
Getting Started

Module

Transition-Focused Secondary Education for All Students

Transition Planning and the IEP
Participation in Transition IEP Meetings

The Importance of Student Self-Determination During the Transition from School to Adult Life

Module

Developing Standards-based IEPs

IEP Fundamentals
Initiating IEP Development
Developing the Heart of the IEP

Completing the IEP
Does the IEP Provide FAPE?

Outline: The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Rationale and Requirements for Accommodations
1. Preview: Rationale and Requirements for Accommodations
  1. Political pressures for teachers to ensure their students achieve high scores on state and local assessments
  2. Teachers are required to teach an enormous amount of information to a range of diverse students in their classrooms.
  3. The range of diverse students include students with mild disabilities.
  4. Overview of effective instructional methods for all learners
2. Rationale and Requirements for Accommodations
  1. Middle and High School Education and Diversity
    1. Middle and high school educators are challenged to effectively respond to a variety of curricular pressures and student diversity.
    2. Educators find it challenging to respond to each student's need in a heterogeneous classroom.
  2. Overview of Individuals with Disabilities Education Act of 1997 and Section 504 Requirements
    1. Basic components of Individuals with Disabilities Act Amendments of 1997 (IDEA'97)
    2. Impact of IDEA '97 on general education teachers
    3. New methods for dealing with students with disabilities
  3. Effective Teaching Methods for All Learners
    1. Methods to increase learners' motivation, learning, interests, and focus on the content to be learned
    2. Preplanning and organizing for student learning and On-the-spot responses and decisions
    3. Provide ample time for all students to complete warm-up problems at the beginning of class sessions.
    4. Teachers self-evaluate their teaching, acknowledge the effective behaviors and set goals for themselves on areas the would like to add to their repertoire of effective methods.
3. Conclusion
Overview of Accommodations and Adaptations
1. Definition of Accommodations and Adaptations
  1. These terms have different interpretations according to a specific state or school system
  2. Accommodations: learners receiving the same content and difficulty of curriculum with flexibility of instruction and assessment
  3. adaptation: learners who receive the same content as other students with a minor change in difficulty level of curriculum with flexibility of instruction and assessment
  4. Other terms may be used in different school systems
  5. The most importanrt aspect of using accommodations and adaptations: match and challenge the learners with mild disabilities
2. Characteristics of learners who require accommodations and adaptations
  1. Learning Disability (lD)
    1. Students with LD have problems receiving, remembering, and/or expressing information in traditional auditory or visual formats
    2. Characteristics may vary among students with learning disabilities
    3. Teachers should keep in mind that for each LD student there is evidence that he/she has average or above-average capabilities
  2. Emotional Disturbance (ED)
    1. ED students have mental health issues in a significant way with their learning
    2. Federal definition of emotional disturbance
  3. Attention Deficit Disorder (ADD) or attention deficit hyperactivity
    1. ADD and ADHD may occur concurrent with a learning disability or emotional disturbance
    2. ADD or ADHD may not be identified until middle of high school years
3. Sources for Identifying Students who Require Accommodations or Adaptations
  1. IEP
    1. One source of identifying students who require accommodations or adaptations
    2. A written plan which details annual goals and short-term objectives
  2. Section 504
    1. Another source for indentifying students who require accommodations or adaptations
4. Conclusion
Traditional Interpretations and Applications
1. Visible versus Hidden Disabilities
2. Four Considerations When Using Accommodations and Adaptations
  1. Specific student characteristics drive the accommodations, not the student label.
  2. Using an accommodation is dependent on the targeted learning outcome.
  3. There are varied forms of the same accommodation.
  4. Students should be assuming control over their need for accommodations and areas where they can become more independent.
3. Traditional Types of Accommodations and Adaptations
  1. Traditional interpretation of accommodations: specific tasks or activities within the classroom. (Lesson 3)
  2. Broader interpretation of accommodations: the content, curriculum design and delivery, and ways of demonstrating students' knowledge and skill. (Lesson 4)
  3. Focus of this module: accommodations and adaptations in the classroom instruction related to local curriculum.
4. Specifying Accommodations
  1. Accommodations and adaptations that may be listed on the IEP or Section 504 plan:
    1. Adjusted workload
    2. Assisted notetaking
    3. Large-print text
    4. Modified materials
    5. Tape recorder
    6. Modified curriculum
    7. Modified assessments
    8. Specialized presentation formats
    9. Specialized response formats
    10. Scheduling recommendations
    11. Setting recommendations
    12. Specialized equipment needs
  2. Example of an accommodation in mathematics.
  3. Example of an adaptation in mathematics.
  4. Example of classroom setting accommodations.
  5. Examples of presentation and response accommodations.
  6. Examples of presentation and response adaptations.
  7. Presentation and response as input and output factors.
    1. Input: what and how to teach
    2. Output: How students show what they know and can do
5. Conclusion
  1. Summary of Lesson 3
  2. Objectives of Lesson 4
Universally-Accessible Content
1. Contextualizing Accommodations as They Relate to the Curriculum, Instruction, and Learner Characteristics
  1. Curriculum
  2. Instruction
  3. Learner Characteristics
2. Curriculum Analysis
  1. The importance of curriculum analysis
  2. Four types of knowledge and skills permeate all content:
    1. Key facts
    2. Concepts
    3. Principles
    4. Explanatory frameworks
3. Six Curriculum Design Principles
  1. Big Ideas
    1. Themes
  2. Background knowledge
    1. Examples of priming students' background knowledge
    2. The concept of "embedded refreshment"
  3. Strategies
    1. Example of using strategies to solve mathematical problem
    2. Students' characteristics that are responsive to conspicuous strategy instruction
  4. Integrating strategies
    1. Ways to conceptualize what your content's BIG ideas are
  5. Scaffolding
    1. Bridging the gap between students' current abilities and the goal.
    2. Mediated scaffolding
  6. Review of Previously Taught Material
    1. Considerations for lesson planning, presentation, and practice
4. Strategies Instruction Model (SIM)
  1. The Learning Strategies Curriculum
  2. The Content Enhancement Model
    1. How teacher organizes the content and explains the connections
    2. Functions of Organizers
5. Universal Design for Learning (UDL)
  1. Distinction between access and learning
  2. Emphasis of UDL
  3. Three areas of UDL:
    1. Representation
    2. Engagement
    3. Expression
6. Conclusion
Differentiation for Diverse Students
1. Activities-Oriented Instruction
  1. Benefits of activities-oriented instruction
  2. Three types of practices to prepare students for academic and social activities involved in group work and scientific exploration.
  3. Differentiated techniques: Tomlinson's nine techniques
2. Cooperative Learning
  1. Peer-assisted learning strategies (PALS)
  2. Collaborative strategic reading (CSR)
    1. Benefits of CSR
    2. Four reading strategies used in CSR
3. Mnemonic Techniques
  1. Three types of mnemonics:
    1. Keyword mnemonics
    2. Pegword mnemonics
    3. Letter strategies
4. Conclusion
Assessment and Grading
1. Two types of assessment
  1. Formative assessments
  2. Summative assessments
2. Pretests, Inventories, and Observations
  1. Items included on a pretest can be:
    1. Prerequisite skills
    2. Course skills
    3. Next course skills
3. Error Analysis
  1. Patterns of errors
    1. Study of Cawley et al.
    2. Study of Vallecorsa and deBettencourt
4. Curriculum-Based Measurement (CBM)
  1. Definition of CBM
  2. Suggestions for using curriculum-based measures:
    1. Teaching students how to assess each other for CBM.
    2. Accessing volunteers, para-educators, or special educators to focus on specific students.
    3. Selecting representative students from their class diversity to use CBM, and use those students' data as indicators of how similar peers are performing.
5. Rubrics
  1. Examples: self-evaluation, writing persuasive arguments
6. Homework
  1. Middle school students' preferences for homework assignments:
    1. Finish the assignments at school
    2. Work in small groups to complete the assignment
    3. Earn extra credit for assignment completion
  2. Middle school students' less desired preferences for homework assignments:
    1. Giving fewer assignments to certain students
    2. Giving different assignments to different students
    3. Requiring use f an assignment notebook
7. Portfolio Assessment
  1. Considerations for using portfolios:
    1. Purpose
    2. Types of projects or products
    3. Scoring criteria
    4. Match between outcome and criteria
8. Report Card Grades
  1. Personalized grading plans
  2. School district policies on grading
9. Conclusion

Readings:

Required Readings

Boudah, D. J., Lenz, B. K., Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (2000). Don’t water down! Enhance content learning through the unit organizer routine. Teaching Exceptional Children, 32(3), 48-56.

Burke, M., Hagan, S., & Grossen, B. (1998). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 31(1), 34-38.

De La Paz, S., Owen, B., Harris, K. R., & Graham, S. (2000). Riding Elvis’s motorcycle: Using self-regulated strategy development to PLAN and WRITE for a state writing exam. Learning Disabilities Research & Practice, 15, 101-109.

Fuchs, L. S., Fuchs. D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309-318.

Guastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21, 356-365.

Hardiman, M. M. (submitted for publication). Connecting brain research with Dimensions of Learning: Teaching students with learning disabilities in general education classrooms.

Jitendra, A. K., Hoff, K., & Beck, M. M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special Education, 20, 50-64.

King-Sears, M. E. (in press). Three steps to gain access to general education curriculum for learners with disabilities. Intervention in School and Clinic.

Maheady, L., Harper, G. F., & Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial and Special Education, 22, 4-14.

Matlock, L., Fielder, K., & Walsh, D. (2001). Building the foundation for standards-based instruction for all students. Teaching Exceptional Children, 33(5), 68-72.

McCleery, J. A., & Tindal, G. A. (1999). Teaching the scientific method to at-risk students and students with learning disabilities through concept anchoring and explicit instruction. Remedial and Special Education, 20, 7-18.

McLaughlin, M. J., Nolet, V., Rhim, L. M., & Henderson, K. (1999). Integrating standards: Including all students. Teaching Exceptional Children, 31(3), 66-71.

Munk, D. D., & Bursuck, W. D. (1998). Report card grading adaptations for students with disabilities. Intervention in School and Clinic, 33, 306-308.

O’Brien, J. (2000). Enabling all students to learn in the laboratory of democracy. Intervention in School and Clinic, 35, 195-205.

Rose, D., & Meyer, A. (2000). Universal Design for Learning. Journal of Special Education Technology, 15, 67-70.

Schirmer, B. F., & Bailey, J. (2000). Writing assessment rubric: An instructional approach for struggling writers. Teaching Exceptional Children, 33(1), 52-58.

Tralli, R., Colombo, B., Deshler, D. D., & Schumaker, J. B. (1996). The Strategies Intervention Model: A model for supported inclusion at the secondary level. Remedial and Special Education, 17, 204-216.

Weinstein, R. S. (1996). High standards in a tracked system of schooling: For which students and with what educational supports?Educational Researcher, 25(8), 16-19.

Recommended Readings

Academy for Education Development.(n.d.). National Information Center for Children and Youth with Disabilities(NICHCY). Retrieved November 14, 2001 from: http://www.nichcy.org

Bauwens, J., & Rose, J.(n.d.). Curriculum Access. Retrieved November 15, 2001 from Boise State University website: http://education.boisestate.edu/accessbydesign

Bryant, D. P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2000). Reading outcomes for students with and without reading disabilities in general education middle-school content area classes. Learning Disability Quarterly, 23, 238-252.

California Department of Education/Special Education Division.(1999). Sample IEP Forms. Retrieved November 14, 2001 from: http://goldmine.cde.ca.gov/spbranch/sed/iepsmpl/iepsmpl.htm

Carnine, D., & Kameenui, E. J. (Eds.). (1992). Higher order thinking: Designing curriculum for mainstreamed students. Austin: Pro-Ed.

Center for Applied Special Technology/CAST. (n.d.). Retrieved November 15, 2001 from: http://www.cast.org

Cobb County Public Schools.(n.d.). Section 504 of the Rehabilitation Act of 1973. Retrieved November 14, 2001 from Cobb County School District website: www.cobb.k12.ga.us/~specialstudents/section.htm

Fisher, J. B., Schumaker, J. B., & Deshler, D. D. (1995). Searching for validated inclusive practices: A review of the literature. Focus on Exceptional Children, 28(4), 1-20.

Gorman, J. C. (1999). Understanding children’s hearts and minds: Emotional functioning and learning disabilities. Teaching Exceptional Children, 31(3), 72-77.

Mastropieri, M. A., & Scruggs, T. E. (1998). Enhancing school success with mnemonic strategies. Intervention in School and Clinic, 33(4), 201-208. Retrieved January 8, 2002 from LD Online website: http://www.ldonline.org/ld_indepth/teaching_techniques/mnemonic_strategies.html

Morocco, C. C., Hindin, A., Mata-Aguilar, C., & Clark-Chiarelli, N. (2001). Building a deep understanding of literature with middle-grade students with learning disabilities. Learning Disability Quarterly, 24, 47-58.

Munk, D. D., & Bursuck, W. D. (2001). Preliminary findings on personalized grading plans for middle school students with learning disabilities. Exceptional Children, 67, 211-234.

New York State Education Department.(n.d.). Sample IEP. Retrieved November 14, 2001 from the University of the State of New York website:http//nt5.nysed.gov/vesid/iep98004.htm

PALS.(n.d.). Peer Assisted Learning Strategies: Strategies for Successful Learning. Retrieved November 15, 2001 from Vanderbilt University website:http://www.vanderbilt.edu/kennedy/pals/

Raymond, Brenda, & Remz, Arlene.(n.d.). IDEA Practices. Retrieved November 14, 2001 from Education Development Center Incorporated website: http://www.ideapractices.org

Santos, K. E., & Rettig, M. D. (1999). Going on the block: Meeting the needs of high school students with disabilities in high schools with block scheduling. Teaching Exceptional Children, 31(3), 54-59.

The University of Kansas Center for Research on Learning.(n.d.). Learning Strategies Curriculum. Retrieved November 15, 2001 from University of Kansas website: http://www.ku-crl.org/htmlfiles/lscurriculum/ls.html

Vallecorsa, A. L., & deBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20, 173-188.

Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99-114.

Wood, E., Woloshyn, V. E., & Willoughby, T. (Eds.). (1995). Cognitive strategy instruction for middle and high schools. Cambridge, MA: Brookline.

Time Estimates: The amount of time required to complete this module will vary. Some students will have more background on the content of the module and thus may work more rapidly on the activities and assessments. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing all lessons and features, including the readings, will average about six hours per module. There are no qualitative performance expectations attached to the amount of time you devote to completing this module. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.

Navigation: Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level menu by clicking the level titles in the center of the menubar. Click the up arrow (top right) to access the menu for the current level.