Curriculum Development - Essay Example

Running head: Curriculum development Introduction Intellectual disability, also known as mental handicap, refers to considerable cognitive and learning disabilities that affect a student’s capability to access course content with no educational services and supports. Wade defines it as general adaptive and intellectual functioning that is considerably below average and is apparent during the period of development – from birth to 18 years of age and results in considerable delay in academic skills. Children who have intellectual disabilities need support in skill and academics development. These kinds of disabilities have a considerable effect on the educational performance of a child, its expressive and receptive language ability, economic independence and capability for living independently. Compared to their age mates, children with intellectual disabilities take longer in learning the computation of simple mathematics, numbers, learning the alphabet and how to read and write. Those with major cognitive disabilities may not do mathematics, write or read in their lifetime to any notable degree. All the same, it is necessary to provide them with education and technology to ensure that they participate in recreational and social activities as well as employment (Grigal, 2008). The term curriculum development refers to the systematic planning of what teachers teach and what students learn in schools as study courses and school programs reflect. In the delivery of special education, there are three curriculum options. The first one is integrated approach where students with intellectual and other disabilities attend general education classes and during some part of the day, they attend special education resource rooms, where they receive individualized special education services and support. There is also mainstreaming which best suits students with mild disabilities. Such students should participate in the general curriculum even if they do not enroll in their neighborhood schools. They may either receive extra help with various skills or access the curriculum in other ways like tape recording or Braille. This approach assumes that students must possess the ability to compete with others in class. Finally is inclusion where students with disabilities, depending on their chronological age, join their non-disabled peers in general education classrooms. These students, through a team approach, receive individualized supports and services like technological supports, learning objectives and goals, personal assistance, modified materials and adapted curricula. Special education teachers lead these undertakings and organize other concerned educators (Horner et al, 2004). There are various approaches to curriculum development for students with intellectual disabilities. The first approach is the developmental approach, which depends on the scope and sequence of normal development. The components of normal development sequence are divided into smaller steps and the teachers teach them in developmental order. There has also been functional approach, which also uses developmental sequencing. It teaches the concepts within materials that are age-appropriate and within typical contexts and assumes that students would apply skills in activities outside learning. Another approach is the ecological/activity-based/community-referenced approach, which focuses on individual students and their learning and living environs. It emphasizes on activities that are age-appropriate and have their basis on individual students’ immediate and future needs (Horner, et al, 2004). One way in which I would approach curriculum development for students with intellectual disabilities while still promoting access to the general curriculum is by referencing to their peers’ activity patterns. This would provide a useful guide for choosing invaluable instructional objectives and encourage inclusion and interaction opportunities with non-disabled peers. Making students with different levels of skills work on similar activities would allow easy adjustment of individual student’s specific objective. As advanced students focus on one area, others could be working on a less complex objective within the same activity. Although it is challenging to make a class inclusive for intellectually disabled students, I would develop a curriculum that would allow teachers to make special adjustments in teaching methods and in performance assessment. Such adjustments include demonstrating a concept whenever possible, splitting information into distinctive steps and monitoring student’s comprehension in small phases to enhance understanding through multisensory teaching methods and using different formats like overheads, audios, visuals and handouts depending on suitability among others (EOC.org, 2006). I would also encourage teaching in natural environs through referencing curriculum procedures to natural contexts. Two concepts provide the basis for the need to focus on natural environs: focusing on ultimate functioning criterion where students need to execute behaviors to the criterion that natural environment demands and skill generalization which the natural context rather than simulated and contrived environments makes easy. The heterogeneity of students with intellectual disabilities would make me stress on the students’ unique performance and learning characteristics. Students’ varying strengths and needs calls for the use of multiple strategies while teaching. While some students would excel if provided with auditory information, others would excel if the same information were demonstrated. Likewise, when dealing with basic addition, some students could use number lines while others could be doing work sheets. In addition, I would promote behaviorally and socially functional support activities by ensuring that curriculum strategies support the teaching of functional skills. Curriculum strategies should encourage the teaching of socially functional activities or those activities that the society values as well as behaviorally functional activities or those activities that an individual values (Horner et al, 2004). In assessment, I would incorporate in the curriculum a provision for teachers to make special plans such as extra time, alternative formats and alternative assessment modes for the students with intellectual disabilities. When carrying out assessment on such students, the various considerations would include selection, administration and interpretation of test. Normally, the best assessment methods on students with disabilities concur with lawfully justifiable methods for this undertaking (EOC.org, 2006). I would also encourage teachers to teach within activities or in skill clusters. Performing individual skills in the context of activities makes most individual skills functional promoting generalization and helping in the teaching of connection between and among skills. Additionally, curriculum strategies that teach a student the desirable skills within an activity enhance the chance to use the skills instantly (Horner, et al, 2004). Moreover, I would ensure that the curriculum allows and stresses on teachers’ use of various strategies for efficiency in assisting students with intellectual disabilities. These include enhancing their participation in class by positioning them according to their needs, promoting peer support and forming a system of support for students with intellectual disabilities during rest time and extracurricular activities, acknowledging their achievements as contributing class members and allowing all students time to share their ideas, concerns and feelings. Teachers should also intervene on their behalf to protect them from any teasing (BC Ministry of Education, 2009). Conclusion I concur with Horner and his co-authors that although some students may have severe intellectual disabilities, they, together with their families, have many expectations in education that are similar to those of their non-disabled peers. It is vital for teachers to understand the social, productive, health and safety needs and the strengths and interests of these students in order to prepare instructions for them effectively. References BC Ministry of Education - Special Education. (2009): Students with Intellectual Disabilities. Retrieved May, 23, 2009 from http://www.bced.gov.bc.ca/specialed/sid/19.htm EOC.org, (2006): Intellectual Disabilities/Mental Handicap: Learn about Intellectual Disabilities. Retrieved May 23, 2009, from http://www.eoc.org.hk/EOC/otherproject/eng/text/youthcorner/education/dis_edu/id.html Grigal, M. (2008): National Update on Postsecondary Education for Students with Intellectual Disabilities. Retrieved May 24, 2009, from http://74.125.93.132/search?q=cache:yDkeXQ34HNUJ:www.transitiontocollege.net/percpubs/Fall2008Forum/PERC_Fall2008ForumSlides.ppt+curriculum+development+for+students+with+intellectual+disabilities&cd=14&hl=en&ct=clnk&gl=ke&client=firefox-a Horner, R.H. et al, (2004): Educational Strategies for Students with Severe Intellectual Disabilities. Retrieved May 23, 2009, from http://idea.uoregon.edu/~ncite/documents/techrep/tech03.html 2004 Wade, D. (2009): Intellectual Disabilities. Retrieved May 23, 2009, from http://www.broward.k12.fl.us/STUDENTSUPPORT/ese/html/mh.htm Read More