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The Access Center and The National Technology Assistance Consortium for Children and Young Adults Who are Deaf-Blind Se

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The Access Center and The National Technology Assistance Consortium for Children and Young Adults Who are Deaf-Blind Se

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    1. The Access Center and The National Technology Assistance Consortium for Children and Young Adults Who are Deaf-Blind September 7, 2005 Making Abstract Curriculum Accessible to Students with Severe and Multiple Disabilities June Downing, Ph.D. California State University, Northridge June.downing@csun.edu

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    3. Challenges of Educating Students with Severe Disabilities in General Education Abstract Concepts Fast Pace Verbal Emphasis Appear to Require Highly Academic Skills Large Group Activities

    4. Adapting Academic Tasks Simplify Tasks Add Information Target Much Easier Concepts Have Less to Do Make More Active Make Tangible Make Materials Larger/Add Color Make it Fun/Game-like when Possible

    5. What to Teach? Who is the Student? Strengths Desires Needs What are the Core Standards? IEP Goals and Objectives (based on the above)

    6. Analyzing a Lesson to Identify Meaningful Learning Opportunities Can any meaningful vocabulary be targeted? What general knowledge would be important to teach? Can comparisons be made? (past/present, size, shape, amount, appearance) What math skills can be targeted?

    7. A 7th Grade Example Whale Rider by Witi Ihimaera

    8. BIG IDEAS Family

    9. Vocabulary Family—girl, boy, grandmother, grandfather, brother, old Ocean—water, fish, wet, dry, salt, shells, blue, white Whales—big, small, swim, eat, ride, on, gray, fish

    10. Comparisons Girl vs Whales Big vs Little Swim vs walk Wet vs dry Old vs young

    11. Numeracy Count stranded whales Count shells Count family members Compare number of boys to girls

    12. Check for Comprehension The girl rode on the surfboard whale spear The girl loved her grandfather boyfriend car

    13. Basic Skills Across the Day Reading (with pictures, objects, print) Writing (with pictures, stamps, by marking) Math (counting, number recognition, sequencing) Communication (greetings, requests, comments) Social Skills Fine Motor Gross Motor Following Directions

    14. Geometry Recognize Shapes (match) Count Like Shapes Recognize/Sort Big/Little Find Objects of Certain Shape Sort by Color

    15. Algebra Identify Numbers (2x + 3y = 14) Match Numbers Use a Calculator Create Problems with Objects (count) Identify Largest of Two Numbers

    16. Science Health—Decide good vs bad things to eat, drink, do; sort by food groups Weather—Determine what to wear in different weather (concepts of hot/cold/rainy) Astronomy—Count stars/planets, match by size/color, vocabulary associated with constellations

    17. More Science Earth Science—Care for plants, read color words (green/brown), vocabulary, read instructions (pictorial/written) Biology—Identify body parts and functions, count body parts, sort pictures (concepts of same/different) Electricity—Use of switches to turn on appliances, read words “on/off”, identify items needing electricity

    19. Electrical or Not?

    20. Learning Opportunities in Music Count beats to songs Read title of songs (words/pictures) Greet teacher (if new to class) Identify/choose instruments Learn concepts of up, down, fast, slow, loud, soft Use switch to turn music on/off

    23. English Literature Build Vocabulary Identify Big Ideas Add page numbers Count particular items on pages Determine color of ink to write with Same/Different concepts Sign name

    27. Social Studies Build Vocabulary Read maps of classroom/ school Sort pictures of different vehicles and label-Transportation Recognize different occupations, picture/object associations (Careers) Develop timelines (1st, 2nd, etc.)-Historical Events

    30. Government/History Create pictorial/written ballot of different topics and vote, count votes Create collage of things you like and want in your life (self-determination) Count branches of government and read # Sequence photographs of self from infant to current age (history), use # line Recognize artifacts of old (vocabulary building)

    31. Government--Sample Ballot Put a Mark by your Choice We should have ____ for Friday’s party. Pizza____ Coke_______ Popcorn____ Juice_____

    32. Ancient Rome

    34. Learning Opportunities During Lecture Times Gather materials needed and pass them out Organize class into groups by making decisions using individual photos Examine a model with specific instructions of the upcoming activity Make a visual representation of content selecting from distracters Read pictorial/written directions Use language master with headphones to identify key concepts Use of switch to turn overhead projector on/off

    36. Make Use of Daily Schedules Provides structure to the day (assists with behavioral challenges Serves as a communication device Teaches reading, writing, and math skills

    38. Train Staff to Identify Learning Opportunities Brainstorm with paraeducators to identify learning opportunities Make use of daily schedule a routine Wait for a student to request assistance Make data collection a regular routine

    40. Time For Questions

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