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Functional Curriculum

Functional Curriculum. For Students Who Are Blind or Visually Impaired with Additional Disabilities Nathalie de Wit, MS Perkins School for the Blind. Fundamental Questions. Where are we going? How will we get there?. Functional Curriculum. What is Functional Curriculum?

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Functional Curriculum

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  1. Functional Curriculum For Students Who Are Blind or Visually Impaired with Additional Disabilities Nathalie de Wit, MS Perkins School for the Blind

  2. Fundamental Questions • Where are we going? • How will we get there?

  3. Functional Curriculum • What is Functional Curriculum? • A curriculum that helps our students learn their world around them • A curriculum that helps our students learn how to interact in this world • A curriculum that teaches our students in a systematic way what other students might gain through incidental learning • So, a curriculum that teaches functional skills

  4. Things to think about… • Chronological Age • Natural Environments • Teach Incidental Learning • Importance of Routines • Individualization • Independence

  5. Chronological Age • Are the activities age appropriate? • Are the students treated as their peers? • Are students given autonomy? • Is the focus on independence?

  6. Natural Environments • Different types of environments • Home • School/Work • Community • Leisure • Carry-over • Routines • Independence

  7. Incidental Learning • We need to teach it! • Routines • Opportunities throughout the day • Purposeful – what is the function?

  8. Individualization Each student is unique Understand where the student is Understand the student’s goal How can we get there?

  9. Routines are Crucial • Activities that teach should be part of the routine • Understanding within context • Activities: • Cooking • Hygiene • Object Identification • Independent activities • Pre-Voc

  10. A Total Communication Approach • Using Behavior • Using Gestures • Using Manual Signs • Using Augmentative Communication Devices • Using Picture symbols or tactile symbols

  11. Choices are Essential • Choices give students their voice • Choices make the world more predictable • Choices can increase preferred behavior • Choices can show comprehension

  12. Choices via iPad

  13. Tactile Schedulesand Routines

  14. Object Identification

  15. Daily Living Skills turn into Functional Curriculum Activities • Setting the table • Object Identification • Left/right – Top/Bottom – next to • Cleaning up after meals • In/out • Hygiene • Doing the laundry • Object Identification • Matching/Sorting • Texture Discrimination

  16. Cooking

  17. Story Boxes

  18. Experience Books

  19. Pre-Vocational

  20. Accessing the Computer

  21. Independent Activities

  22. Conclusion • Understand your student and his or her needs • Analyze each routine activity to understand what can be taught • Give choices • Celebrate, celebrate, celebrate!

  23. Functional Curriculum Resources • Using Developmental Checklists such as The Oregon Project for Blind and Visually Impaired Pre-School Children: Skills Inventory • Independent Living Skills Assessment (ILSA) • Perkins Activity Resource Guide • http://www.tsbvi.edu/curriculum-a-publications/3/1032-functional-academics-a-curriculum-for-students-with-visual-impairments • http://products.brookespublishing.com/The-Syracuse-Community-Referenced-Curriculum-Guide-for-Students-with-Moderate-and-Severe-Disabilities-P314.aspx

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