Syllabus

Medical Home-Bound

Syllabus

Rebecca Davis

2018-2019

This class consists of seven profound to moderate mentally disabled students. These students range in the age from three to nineteen years old and they represent multicultural and diverse backgrounds. Though the primary condition of these students is Intellectually Disabled, all of these students have secondary conditions such as vision and seizure disorders. They all have fine motor and sensory issues. These students require some or total care for self-help. All of these students are offered an opportunity to learn under the South Carolina Curriculum Standards (Extensions and Adaptations) and Common Core Standards. A new curriculum, Unique, is also being implemented for the first time this year. Individualized Education Goals are written to reflect selected standards.

Due to the diversity of the students’ abilities, I use a variety of supports, such as physical assistance, physical prompts, verbal prompts, and a variety of assistive technology applications. Supports may be intermittent, limited, extensive or pervasive. Technologies include: specialized software, voice output communication aids, and adapted books for literacy.

The speech/language pathologists direct our assistive technology/augmentative communication program. Students who meet criteria will receive services. They will develop communication systems that are unique to the different levels of functioning of each child ranging from object communication to sophisticated communication devices. They also work on increasing vocabulary and appropriate communication for our verbal students.

Learning and Developmental Goals

My primary goal is to actively engage students in learning. Each student will be encouraged to meet the objectives described in his/her Individual Education Plan (IEP). The state curriculum standards for Language Arts, Math, Science, and Social Studies will be addressed this year when appropriate using accommodations and adaptations. These Standards will be evaluated using the SC-Alt assessment. A variety of instructions approaches will be utilized to accommodate the diverse levels of each student. Students will receive an interim and quarterly report of their goals and objectives based on daily and weekly documentation. IEP goals and objectives are usually written in the areas of:

Self-help skills

Community adjustment skills

Communication skills

Functional classroom skills

Functional community skills

Gross motor skills

Fine motor skills

Adapted physical education

Functional recreation /leisure skills

Social skills

Units of Instruction

Each of the monthly topics will incorporate the student’s IEP goals and objectives. In addition we are working on the ABCs in our lessons, along with the Unique curriculum. These lessons reflect the common core standards. The Unique curriculum is highlighted in a different font below.

September: A-E; Living with Rules and Laws (Government)

Basic look at diversity by comparing similarities and differences in people

October: E-I; Fall, Halloween, Fast and Slow, Objects Go (Physical Science)

Basic understanding of the Sun, Moon and stars in relation to day/night, seasons and weather

November: J-L; Thanksgiving, Ancient Communities (History)

A simple scientific process with easy projects related to Elementary Earth, Life and Physical Science targets

December: M-O; Holidays, Winter

January: P-S; Snow, Healthy Hygiene, Healthy Me (Health)

Basic understanding of our country by comparing past with present; Develop a sense of national identity

February: T-W; Groundhog Day, Valentine's Day, Black History, Fighting for Freedom

(History) Basic skills in making a simple map with understanding of physical features; Creation of a group map of own state

March: X-Z; St. Patrick's Day, Studying Weather (Earth and Space Science)

Basic recognition of objects by material and properties; Changes that are made to materials

April: Easter, Changes all Around Us (Geography)

Basic study of places in a town where people work; Understanding of how people earn money at a job

May: Mother's Day, Memorial Day, Plant Life (Life Science)

Basic understanding of the life cycle of animals by matching babies with parents

In addition, we will participate in activities related to various seasonal and holiday subjects.

*Our biggest unit of Study is the alphabet. Each week, we will present a letter of the week. Students will talk about that letter, write the letter, and complete crafts about the letter. An animal to represent the letter will be introduced and supplementary materials will be used to further the study of the chosen animal.

Materials and Resources

Chart Paper

Laminating Supplies

Adapted Books

Switches and a variety of mounting systems

Adapted toys

Communication vests

Communication systems

Voice Output devices

Environmental control units

Cooking materials

Velcro

Ethafoam supports

Song Boards

Objects (Object communication)

Specialized educational software and software for preparing communication systems

M.O.V.E. equipment

Finger paints

Thematic language units

Thematic science units

Thematic social studies units

Puzzles

Puzzle switches

Stickers

Sensory kits

Rubber stamps

Magnetic materials

Felt

Manipulatives

Audio/visual equipment

Art supplies

Digital Camera

A ssessment Procedures

The students who are assigned to this class have had psycho-education evaluations and have qualified for placement in a self-contained classroom for mentally disabled students; this procedure follows district, state and federal guidelines. Evaluation data and formal and informal assessments ate used to develop annual IEPs with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition, all students must also meet the attendance requirements of the district.

I will use data sheets to track progress. This progress will be reported to parents at interim and quarterly dates specified by the district calendar. Student's in K-5 and first grade will participate in SCRAPI Assessment. Students in 3rd and 4th grade will participate in the SC-ALT Assessment.

Information received from other staff serving students are required to keep a separate record and reporting data. According to the student’s model of service, data may be completed and evaluated with the therapist and the teacher. Objectives may be written with several different staff members who are responsible for implementation and data keeping. Evaluations to measure progress will be retrieved from data sheets. Parents will be contacted if a student is exhibiting poor progress where a revision of the IEP may be necessary.

Grading Scale

The grading scale utilized in my classroom will follow the standardized scale used to report progress in self-contained mentally disabled classrooms. See scale below:

M = Mastered- Student has successfully completed objective according to criteria on IEP

P = Progressing- Student is making progress toward goal, but not at criteria level.

SP = Slowly Progressing- Student is just beginning to perform task.

NT = Not Taught- Student has not been given opportunity to perform task.

Rules for Student Behavior

Classroom rules have been developed with the understanding of the level of the students. The rules in my classroom are posted using picture symbols, as this is the method the majority of my students use for communication purposes. Good behavior is rewarded with praise and sometimes special activity. Positive behaviors are always reinforced. Our rules are:

Share with others

Follow directions

Take turns

Behave

Presentation of rules

Classroom rules have been developed with the understanding level of the students. The rules in my classroom are posted using picture symbols, as this is the method the majority of my students use for communication purposes. Good Behavior is rewarded with praise and sometimes a special activity. Positive behaviors are always reinforced. None of my students require Behavior Intervention Plans attached to their IEPs.

Communication with parents

Sometimes specialized symbol/boards/books, etc. are sent to parents. These items will provide an opportunity for students to share information about special activities. If needed, a personal phone call will be used. School nurses will contact parents about medical needs.