Description of Students and Classroom

This class consists of six students in grades Kindergarten through 2nd Grade.  Individualized Education Goals are written to reflect selected standards and student needs 

Due to diverse student abilities, I use a variety of individualized communication systems, supports such as physical assistance, physical prompts, verbal prompts, and a wide spectrum of assistive technology applications and/or devices. Supports may be intermittent, limited, extensive, or pervasive. Technologies in my room include: Promethean Board, iPad, touch screen computer, specialized software, voice output communication aids, Unique Curriculum and adapted books for literacy. A large variety of Low Tech devices are also utilized such as grips for writing implements, enlarged materials for easy access/grasp and an abundance of specially produced teacher made materials. 

Participation in our multi-sensory environments is a significant part of our classroom program. These students are engaged in activities in the multi-sensory room, the adapted playground, and adapted physical education program. These environments provide a safe way for them to engage in activities beneficial to their physical well-being as well as acquiring life-long healthful habits and expanding their repertoire of recreation/leisure activities. Sensory Integration is a necessary component of our students programming. 

The speech/language pathologists direct our assistive technology/augmentative communication program. Students who meet criteria receive services as mandated by the IEP Committee’s decisions within the student’s Individual Educational Plan (IEP). The speech therapists assist in developing communication systems that are unique to the different levels of functioning and needs of each child ranging from object communication to sophisticated communication devices. 

All related services, when appropriate, are provided in the classroom or the natural environment. For example, feeding skills may be taught in the cafeteria, mobility skills may be taught on the sidewalks, and speech therapy may be delivered during ‘Circle Time’.

Students are involved within a variety of environments which enable inclusion in many communities such as their school, nearby shopping areas, and other public venues. These different community environments provide real-life learning opportunities supporting a greater opportunity for independence, modeling, and inclusion with non-disabled persons.

Students also attend related arts classes including Art, Music, Adapted Physical Education, Library, Daily Living and Environmental Exploration weekly.  The Environmental Exploration program provides a variety of job skills training, while the Daily Living program addresses household and cooking skills.

Learning and Developmental Goals 

My primary goal is to actively engage students in learning activities that are as age appropriate as possible and lead to the greatest amount of independence.  Each student’s instructional day will be designed in a variety of activities 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 a quarterly report of their goals and objectives based on daily and weekly documentation.  IEP goals and objectives are written in the areas of: 

Academic Achievement (Math, ELA and Writing)

Life Skills

Communication

Physical Therapy

Occupational Therapy

Vision Services

Behavior Skills

Units of Instruction 

Throughout the year, focus will be placed on Personal Independence, Social Skills, and appropriate activities in the Community. Related service providers will be given notice of these themes to enable their participation. 

Each of the monthly topics will incorporate the student’s IEP goals and objectives and SC curriculum standards, Unique Curriculum and Attainment Curriculum.  In addition we are working on positive character traits in our lessons.  The topics are, but not limited to: 

August:  Back to School, Classroom routine 

September- Weather/Seasons, Foods, Getting along with others

October-  Fall, Human Body, Halloween, 

November- Elections, Native Americans, Thanksgiving, Make Music Together

December- Holidays, Traditions

January- Winter and Snow, Arctic Animals, History and Government

February- Valentine's Day, African American History, Forecast Fun

March - St. Patrick's Day, Insects, Spring, Reading Superpowers

April- Spring Animals, Easter, Community, Economics

May- Plants and Flowers, Beautiful Bugs Mother's Day

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 

Song Boards 

Objects (Object communication) 

Adapted computers 

Specialized educational software and software for preparing communication systems 

Adapted seating equipment 

Mats 

Finger paints 

Thematic language units 

Thematic science units 

Thematic social studies units 

Puzzles 

Puzzle switches 

Stickers 

Sensory kits 

Rubber stamps 

Magnetic materials 

Felt 

Manipulatives 

File Folders 

Audio/visual equipment 

Art supplies 

Digital Camera 

Pre-Vocational Materials 

Touch Screen Computer 

Headphones 

iPad

Unique Curriculum

Attainment Curriculum

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 are used to develop annual IEP’s 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 quarterly dates specified by the district calendar.  Students in 3rd through 8th grade and 10th 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: 

Mastered/Goal Met- Student has successfully completed objective according to criteria on IEP 

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

Slowly Progressing- Student is just beginning to perform task. 

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

No Progress- Student has not been able or has refused to perform the task. 

Regress- Student is not performing the skill as well as previously documented. 

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: 

Keep your hands to yourself

Listen

Work Hard 

Have a Positive Attitude

Communication with parents 

Each student has a notebook for communication to and from home. As well as the notebook, the parents receive monthly newsletters to notify them of events, holidays and community outings. In addition, the teachers website will be kept up to date with classroom and school information.  If needed, a personal phone call will be used.  School nurses will contact parents about medical needs or report to the teacher to make contact with parents.