Curriculum for Children who are Deafblind

1. Curriculum for Children who are Deafblind Martha M. Majors Assistant Education Director Kristin Carlson Education Coordinator Deafblind Program January 14, 2014

2. Your Child’s Curriculum We always want to RAISE the BAR!!! We always want to improve the Content

3. Outline of Presentation • Language and Communication • Types of Curriculum • Martha’s Matrix/Concepts • Unique Learning Systems • Expanded Core Curriculum (ECC)

4. IEP PROCESS GOALS: Martha’s Matrix/CONCEPTS OBJECTIVES UNIQUE LEARNING SYSTEMS/ACTIVITIES EXPANDED CORE CURRICULUM Martha M. Majors Deafblind Program

5. Students Who are Deafblind • Have very unique learning needs • Have very unique communication • Expressive and receptive • Have very specific learning styles • Have the need for special content in the area of curriculum • Have the need for an individualized curriculum

6. Specific Communication Strategies • Total Communication: simple sign language, sign language, speech, gestures, facial expression, body language, objects, pictures ,line drawings, print, braille • Modeling and Hand under Hand • Pause/processing time for response

7. Language and Communication • Total Communication • Receptive Communication • Expressive Communication • Social Communication • Use of Calendar Systems • Choice making • Needs (expressive system) Boards

8. Calendar SystemsEvery Student Must Have One

9. CURRICULUM TYPES Curriculum Types Language And Communication Life Skills (ALL) Early Childhood Preschool 3-6 years Early Academics K-3 6-12 years Academics K-12 All Ages Functional Academics Vocational 12-22 years of age based on chronological age, not developmental age

10. Martha M. Majors - Deafblind Program Perkins School for the Blind CURRICULUM UNITS & ACTIVITIES LANGUAGE AND COMMUNICATION LANGUAGE LITERACY FINE MOTOR MATCHING AND SORTING Concept / Activity SEQUENCING CLASSIFYING SOCIAL/GROUP ACTIVITY ORGANIZATIONAL SKILLS Early Childhood Early Academic Academic Functional Academic

11. Curriculum Concepts • Matching • Sorting • Classifying • Sequencing • Organizational Skills • Fine Motor Skills • Helping Out • Group Activities Common Core Curriculum • Reading • Math • Science • History/Social Studies

12. CONSIDERATIONSWhen Developing Curriculum Cognitive Level and Learning Style • Assessment to understand the overall developmental level of the student; how does the student think • Ask the question: what does the student need to know: Curriculum Content • How do we teach the content: Teaching Strategies

13. The Curriculum is Taught in Natural Settings • The concepts are taught across all settings: • Classroom • Gym • Kitchen/cooking • Music • Community

14. Expanded CORE Curriculum • Compensatory Skills • Sensory Efficiency • Career Education • Recreation and Leisure • Social Interaction • Assistive Technology • Self- Determination • Orientation and Mobility • Independent Living Skills

15. PRESCHOOL CURRICULUM Sample Goals and Objectives: Access early concepts through activities involving sorting and color identification as outlines in the benchmarks below. -Sort two colors, with verbal and signed prompting, and decreasing physical modeling -Identify colors: red, yellow, blue and green, by choosing from a field of two, with verbal and signed prompting, in. -Match corresponding objects in a story box to each page in the book, with verbal and signed prompting, and decreasing physical modeling, in three out of five trials. -Follow a sequence through use of a calendar system with photo/object symbols that correspond to activities throughout the day.

16. Preschool: Communicationand Calendar System

17. Preschool: Matching/Fine Motor

18. Curriculum Examples Unique Learning Systems: Unit for September: Family Created all about me book Created all about my family Created my friend Made a mobile of my family Math: how many in my family What is a friend Curriculum Frameworks: at Preschool –K • EXPANDED CORE: • Social Skills • Use of Technology

19. EARLY ACADEMICS CURRICULUM Sample Goals and Objectives: Develop concepts of numeracy and mathematics by participating activities related to the objectives listed. -Sort up to 8 objects using a lightbox as well as other functional everyday items for A.D.L. and mealtime with slight wrist prompts in 3 out of 4 opportunities. -Demonstrate basic concepts of early literacy through sequencing, sorting, and answering questions about a story.

20. EARLY ACADEMICS CURRICULUM Sample Goals and Objectives (cont…): -When provided with a three-letter sight word, student will sequence the letters of the word in the spelling order, with moderate assistance, in 3 out of 5 opportunities. -Given all the main parts of the story or using real life experiences, student will sequence the picture symbols that represent the events with moderate prompting, in 3 out of 5 trials. -Sort units into categories (ex. Farm, Winter, Body Parts), using pictures and words, with moderate prompting, in 3 out of 5 opportunities.

21. -Student will sequence the numbers 0 through 20 in numerical order, from a choice of four, with minimal prompts in 4 out of 5 trials. -Identify and sort common words into conceptual categories sequencing events using real life experiences. -Sort known vocabulary words into categories and identify labels for these categories given moderate staff assistance with 80% accuracy. -Given all the main parts of the story/events or using real life experiences, student will sequence the picture symbols that represent the events with 80% accuracy and independence.

22. Early Academics • Unique Learning Systems: • Handouts • Common Core and MCAS ALT/ECC: • Mathematics, Counting and Cardinality • Choose beyond an array of two during a counting sequence activity • English Language Arts- Reading and Literature • With prompting and support, retell a sequence of events from a story read aloud.

23. FUNCTIONAL ACADEMICS CURRICULUM • Sample Goals and Objectives: • Develop the ability to purposefully attend and utilize hands to participate in and complete the activities of daily routine. • -Given an initial prompt to locate a switch during a leisure or work activity, student will press down and maintain that pressure long enough to activate each device on 8 out of 10 opportunities. • -Given a variety of materials being used within scheduled activities, student will use both hands to manipulate materials. • Expanded Core Curriculum: • Self-advocacy • Technology access

24. Functional Academics Curriculum (Blind) Increase understanding of numbers, object classification, organization, through the use of a variety of tactile objects and activities, by addressing the following objectives. -Reproduce a pattern using tactile manipulatives, given minimal cues in 4 out of 5 opportunities. -Using a tactile checklist, student will correctly package 4 out of 5 objects, valued up to three.

25. Functional Academic Curriculum (Blind) Increase language capacity by sequencing social and experience stories and recipes, using tactile shopping lists in the community, and understanding a variety of new tactile object symbols, by addressing the following objectives. -Order 4-5 events in social stories and/or experience stories and recipes, using tactile object symbols, given minimal cues in 4 out of 5 opportunities. -During community trips, student will follow a tactile sequence by selecting 3-4 items to purchase using a tactile shopping list, and use of a finished pouch to place symbols of objects that have already been purchased, given moderate cues

26. Functional Academic Curriculum (Blind) She made "caramel corn". The lesson is adapted from the September Unique Curriculum (topic: Baseball).

27. Functional Academic Curriculum (Blind) • Expanded Core • Compensatory Skills • Independent Living • Sensory Efficiency • MCAS • English Language Arts, Reading-Literature • Grade: 9-10 • Standard: RL.9-10.5 • Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. • Essence: Order events in a literary work in chronological order.

28. Functional Academics Curriculum • Goal and Objectives: • Demonstrate reading comprehension skills by answering questions correctly. • -Sequence 5-10 parts of a story correctly in 4 out of 5 opportunities. • -Student will use money in a variety of settings at school, home, and in the community with one to two cues from staff/family. • -Student will arrange money in wallet from single dollar bills to higher bills independently. • Expanded Core: • Independent Living- money management • Career Education- organizational skills

29. Functional Academics:Expressive Writing Skills

30. Functional Academics: Sequencing

31. Functional Academics, Vocationaland Math

32. Unique Learning System:

33. VOCATIONAL CURRICULUM • Sample Goals and Objectives: • Student will identify a minimum of two career/job options that match her interests, abilities and preferences, and describe entry level skills and educational/training requirements for each option. • -Student will identify 2-3 potential job-site visits and prepare a list of questions to ask during her visits 9 out of 10 opportunities. • -Student will differentiate between her own strengths and the necessary skills needed to support recreational activities/hobbies and skills that support career/work activities in 8 out 10 opportunities.

34. VOCATIONAL CURRICULUM Unique Learning Systems:

35. VOCATIONAL CURRICULUM Common Core and MCAS ALT: English Language Arts- Writing Cluster: Research to build and present knowledge Standard: Grade 11-12, W.11-12.8 Gather (identify) relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism, and overreliance on any one source and following a standard format for citation. Essence: Recall information from personal experiences answer 1 or more questions.

36. VOCATIONAL CURRICULUM as the example aligns with the Expanded CORE Curriculum • Compensatory Skills • Sensory Efficiency • Career Education: responds to questions about where they would like to be employed • Recreation and Leisure • Social Interaction • Assistive Technology • Self- Determination: chooses activities based on personal preference; indicated preference • Orientation and Mobility • Independent Living Skills

37. THE PROM Expanded Core Social Skills Self-advocacy Leisure and Recreation THANK YOU VERY MUCH