This class consists of six profound to moderate mentally disabled students. These students range in the age from five to twenty years old and they represent multicultural and diverse backgrounds. Though the primary handicapping condition of these students is Intellectually Disabled, all of these students have secondary handicapping conditions such as vision and seizure disorders. They all have fine motor and sensory problems. 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. We will be using several different curriculums including Unique and Attainment. 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.
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 and Attainment Curriculum. These lessons reflect the common core standards. The Unique curriculum is highlighted in a different font below.
September: A-E; We Have Leaders the Rules (Government)
Introduces the basic role of authority figures at the school, local, state, and national levels.
October: E-I; Fall, Halloween, Living in an Ecosystem (Life Science)
Introduces plants and animals in various ecosystems and how they survive.
November: J-L; Thanksgiving, Load'em Up (Geography)
Explores maps, landforms, and different types of transportation.
December: M-O; Holidays, Winter
January: P-S; Snow, It's Just a Phase (Physical Science)
Explores the physical changes of matter.
February: T-W; Groundhog Day, Valentine's Day, Black History, Cultures of Change (History)
Explores how cultures have changed over time with a focus on the people who helped bring change. traditions of community, state and country.
March: X-Z; St. Patrick's Day, Energy All Around Us (Physical Science)
Explores different forms of energy and how electricity makes things work.
April: Easter, To Market, To Market (Economics)
Explores wants and needs, producers and consumers, and production of goods.
May: Mother's Day, Memorial Day, Making it Last (Earth and Space Science)
Focuses on renewable and non-renewable resources and how we can conserve them.
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, Ipad , Voice Output devices, Environmental control units, Velcro, Song Boards, Objects (Object communication), Specialized educational software and software for preparing communication systems, M.O.V.E. equipment, Thematic language units, Thematic science units, Thematic social studies units, Puzzles, Puzzle switches, Stickers, Sensory kits, Rubber stamps, Magnetic materials, Felt, Manipulatives, Art supplies, Assessment 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.
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.
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