SPECIAL EDUCATION CURRICULUM

 

 

 

The mission of Special Education at the Clark County R-1

 

Schools is to provide a Free Appropriate Public Education (FAPE)

 

To all students identified as handicapped by criteria as set forth by

 

The Department of Elementary and Secondary Education (DESE).

 

 

 

Each identified student will receive services with integration to

 

The maximum extent possible as determined by their Individual

 

Education Program (IEP).

 

 

 

All identified students will have an Individual Education Program

 

(IEP), which will be an infrastructure of their curriculum, which will

 

Be reviewed at least once annually.

  Provide frequent student comprehension checks throughout lectures, demonstrations or instructions.

·         Emphasize key points; repeat or summarize them.

·         Prepare a few questions to help gauge the extent of your student’s subject knowledge.

·         Maintain eye contact.

·         Present lengthy material in short segments, allowing for breaks.

·         Use audiovisual aids to illustrate and clarify.

·         Actively involve the students; ask them questions and seek their help for demonstrations.

·         Vary methods of presentations.

·         Give feedback often.

·         Use concrete examples.

·         Use demonstration.

·         Break down tasks sequentially; provide step-by-step instruction.

·         Minimize irrelevant information.

·         Provide private work space for a student who is easily distracted.

Classroom modifications generally fall into “low-tech “solutions: adjustable tables, tilted monitors, one- handed keyboards, rolling chairs,  and creating enough space for a student who uses a wheelchair or crutches to easily access tools, equipment, and books. These might be considered architectural solutions. Classroom modifications also can be programmatic and applied to assist with individual student needs or general classroom management. Below are some common modifications for the classroom and some reasons for their use:

 

·         Arrangement of desks/ tables in a U- formation- Facilitates classroom discussion.

·         Desks/ tables in traditional line_ Helps keep students from distracting others.

·         Seating assignments- Separates students who distract each other, but also encourages a fast learner to help a slower peer.

·         Seating in front of class- Helps students with visual or hearing impairments or students with Attention Deficit Disorder (ADD).

·         Use of cooperative learning- Assists group learners and tactile/ kinesthetic leaners.

·         Video taped demonstrations- Helps students who have been absent or to reinforce a procedure.

·         A “quiet” area_ helps explosive or easily distracted students.

·         Use of a buddy system_ Helps student assist each other, especially in shop areas.

·         Development of behavior contracts- Assists student in defining appropriate behaviors and consequences for inappropriate behaviors.

·         Individual conferences- Assists all students in understanding how their behavior is helping/ hindering their learning.

·         Digital or talking watch

·         Guard rails on machines

·         Hand or foot controls

·         Warning lights or noises

·         Jigs or fixtures

·         Illustrated (not written ) instructions

·         Taped/audio- visualized instructions

·         Large print materals