2. Consideration for Curriculum
Development
• Amendments to IDEA
• Promulgation of Standard-based
education
• No Child Left Behind (NCLB) legislation
3. Definition of Curriculum
• Courses taught in school
• A document that includes a design that others
have developed and that teacher implement in
the classroom
• Patton & Hoover(2004) as planned and guided
learning experiences under the direction of the
school with intended educational outcome
• Armstrong(1990) “master plan for selecting
content and organizing learning experiences for
the purpose of changing and developing
learners’ behaviors and insights”.
4. Primary Concern Of CD
• “functionality” in the meeting the need of the
individual student.
• It means the degree to which the curriculum
prepares students for the environments in which
they will live, work, and learn.
• And that careful attention be given to how a
student’s needs can be met within the context of
the general education curriculum while placed in
the inclusive settings
6. Curriculum Types
Explicit curriculum – (intended curriculum)
refers to the formal and stated curriculum
that teachers and students are expected
to follow.
• Is found in a state standards/school
• It includes specific goals and objectives for
different subject areas across grade
levels.
7. Curriculum Types
Hidden curriculum – (taught curriculum) refers to
the actual curriculum implemented in the
classroom.
• It is what the students are exposed to on a daily
basis.
• It is likely to include much of the explicit
curriculum as well as topics other than those that
are stated in curriculum guides.
• It also includes the insertion of content that the
teacher chooses to cover, either by necessity
based on student needs (e.g. study skills
instruction) or by personal interest (enrichment)
8. Curriculum Types
Absent curriculum – refers to the curriculum
that , for whatever reason, is not included
in school.
• Content that is not covered because
certain content is not part of the explicit
curriculum.
• Other times it is a choice made by the
teacher
9. Comprehensive Curriculum
• Refers to a program of study that is guided
by the reality that each student is in school
on a time-limited basis.
• its goal is to develop an outcome focus
that is consistent with the diverse needs of
these students
• The real test of the value of the curriculum
is how students fare once they exit the
program
10. Central Attributes of CC
• Responding to the needs of an individual
student at the current time
• Accommodating the concurrent needs for
maximum interaction with nondisabled peers
• Developing curriculum from a realistic appraisal
of potential adult outcomes of individual student
• Ensuring consistency with each individual’s
transitional needs across level of schooling and
life span
• Remaining sensitive to graduation goals and
specific diploma track requirements
11. Universal Design for Learning
• Pisha & Coyne(2001) – development of
educational curricula and materials that include
potent supports for access and learning from the
start, rendering them effective for a far wider
range of students than traditional materials.
• It attends to the general need in a general
fashion that does not draw attention to any one
individual
• UDL capitalizes on new technologies and
electronic devices
• Provide a new way of looking at students with
disabilities
12. Differentiated Instruction
• Is the process to approach teaching and
learning for students of differing abilities in
the same class.
• The intent is to maximized each student’s
growth and individual success by meeting
each student where he or she is and
assisting in the learning process.
14. Access to the General Curriculum
Special Education and Related Services
Expanded Curricula
General Curriculum
No
Accommodations Accommodations Modifications Alternate
or Modification
No changes in: No changes to: Changes in some •Individualized
•Content •Content or all of: curriculum goals
•Performance •Performance •Content area •Separate
expectation expectations •Performance curriculum
•Sequence and Changes to: expectations
timelines •Sequence and •Sequence and
•instruction timelines timelines
•instruction •instruction
15. Impact of the NCLB
• Increased accountability
• Parent and student choice
• Greater flexibility
• Putting reading first
• Highly qualified teachers
16. Standard-based education
• Means what it taught must be cited to the
state-derived content and performance
standards that now exist in all states in the
core subject areas of language
arts/English, mathematics, social studies
and sciences
• Its features:
– content standard (knowledge, skills, etc.)
– performance standard ( level of achievement)
18. General Education Curriculum
without Supports/Accommodation
• Refers to curriculum that students with
and without specific learning needs
experience.
• Students may flounder, receive poor
grades, and be at risk of dropping out
19. General Education with
Supports/Accommodation
• Appropriate support are being provided in
the general education classroom
• Its goal is to enhance success in the
classroom
• It presumes that students will profit from
the curriculum offered.
20. General Education with
Supports/Accommodation
Cooperative Teaching
• Collaborative teaching
• Monitoring students
• Developing units for general education
teachers
• Sharing materials and expertise in
programming
• Demonstrate special techniques and
strategies
21. General Education with
Supports/Accommodation
Tutorial Assistance
Concerns:
• Materials taught are relevant and powerful
enough for the learning needs
• Instruction is responsive to an individual
student’s long-term needs
• Possible undertraining of special education
teachers
• Possible overtraining that can be handled by
paraeducators
22. Specialized Curriculum with a
Focus on Academic and Social
Skills Development and
Remediation
• Academic Remediation – major attention
of instruction should focus on developing
academic skills
• Social Skills – emphasizing social
competence typically recognized as critical
to life adjustment.
23. Specialized Curriculum with
Focus on Adult Outcomes
• Life Skills – emphasizes a comprehensive
life-demands view of the postschool
adjustment process
• Vocational training- it provides specific
training skills for life beyond the school
setting
• Apprenticeship
