Educational Services for Individuals with Exceptionalities

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Educational Services for Individuals with
Exceptionalities

• Adapted Lesson Plan

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The Art of Teaching - Six Principles of Effective
Curriculum Design

• Big Ideas
• Conspicuous strategies
• Mediated scaffolding
• Strategic integration
• Judicious review
• Primed background knowledge
• Excerpted from Toward Successful Inclusion of
  Students with Disabilities The Architecture of
  Instruction by Edward J. Kameenui, and Deborah
  Simmons(1999)

http//www.teachervision.fen.com/teaching-methods/
special-education/3759.html
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Big Ideas

• Concepts or principles that facilitate the most
  efficient and broad acquisition of knowledge
• Focus on essential learning outcomes
• Capture rich relationships among concepts
• Enable learners to apply what they learn in
  varied situations
• Involve ideas, concepts, principles, and rules
  central to higher-order learning
• Form the basis for generalization and expansion

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Conspicuous Strategies

• Useful steps for accomplishing a goal or task
• Planned
• Purposeful
• Explicit
• Of medium-level application
• Most important in initial teaching of concept

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Mediated Scaffolding

• Instructional guidance provided by teachers,
  peers, materials, or tasks
• Varied according to learner needs or experiences
• Based on task (not more than learner needs)
• Provided in the form of tasks, content, and
  materials
• Removed gradually according to learner proficiency

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Strategic Integration

• Integrating knowledge as a means of promoting
  higher-level cognition
• Combines cognitive components of information
• Results in a new and more complex knowledge
  structure
• Aligns naturally with information (i.e, is not
  "forced")
• Involves meaningful relationships among concepts
• Links essential big ideas across lessons within a
  curriculum

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Judicious Review

• Structured opportunities to recall or apply
  previously taught information
• Sufficient
• Distributed over time
• Cumulative
• Varied
• Judicious, not haphazard

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Primed Background Knowledge

• Preexisting information that affects new learning
• Aligns with learner knowledge and expertise
• Considers strategic and proximal pre-skills
• Readies learner for successful performance

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Selecting Appropriate Adaptations

• Determine needs of student
• Identify learning objectives
• Selecting priority objectives
• Introduction of lesson
• Identify meaningful participation
• Closure of lesson
• Evaluating participation and determine
  proficiency on objectives

http//www.washington.edu/doit/Faculty/Strategies/
Disability/
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Determining Needs of Student

• Identify student needs
• Motor and sensory abilities
• Cognitive abilities
• Communication abilities
• Functional life skills

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Identify Learning Objectives

• Review educational history
• Review current goals and objectives
• Selecting mutual objectives
• Adapting lesson components to meet objectives

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Selecting Priority Objectives

• What is the primary need area
• What is the primary outcome of the lesson
• Match the primary need with the primary outcome

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Introduction of Lesson

• Capture attention of students
• Generate an genuine interest
• Review objectives
• Review materials needed (if any)
• Review expectations

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Identify Meaningful Participation

• Determine level of participation
• Ensure at least minimal level of meaningful
  participation
• Assure necessity of participation by all
• Reinforce meaningful participation

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Closure of Lesson

• Wrap up activity
• Summarize work completed
• Reinforce participation
• Check for understanding

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Evaluating Participation

• Determine proficiency on objectives
• Reflect on process
• Determine positive outcomes
• Consider negative outcomes

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Lesson

• Level - Middle school
• Class - Science
• Unit - Circulatory system

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Materials

• None for general plan
• Red t-shirt for Jeremy

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Learning Objectives

• General Plan
• Demonstrate scientific process
• Identify parts of circulatory system
• Work cooperatively
• New look at scientific process
• Enjoy learning science

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Learning Objectives

• Jeremy
• Understand blood is red
• Understand blood passes through body
• Integrate sensory needs into classroom
• Attend to activity for extended period

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Introduction

• Describe scientific process of circulatory system
• Assign students to groups
• Encourage creative role play of process

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Introduction

• Compare path of circulatory system to map

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Procedures

• Each student is assigned a "character
• Student reads function of "character
• Each student "acts out" function in order

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Procedures

• Assign role of "blood" to Jeremy
• Jeremy "passes" through system

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Closure

• Students are asked to review the process
• Students write down steps of process

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Closure

• Check for understanding of "blood
• Assemble puzzle of circulatory system
• Encourage Jeremy to share feelings

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Evaluation

• Understand function of "character"?
• "Act-out" in proper sequence?
• Recall steps of process in written format?

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Evaluation

• Did Jeremy participate fully?
• Was Jeremy tolerant of input?
• Was Jeremy able to express feelings?

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