Physical and Health Disabilities

1
Physical and Health Disabilities

• Curriculum
• Task Analysis

2
Curriculum

• Goals
• Standards
• Learning outcomes

3
Curriculum

• Curricular options
• General education curriculum with accommodations
• General education curriculum with accommodations
  and modifications
• Life skills curriculum
• Curriculum in modified means of communication and
  task performance
• Fundamental curricular options
• Self-determination
• Transition

4
General Education Curriculum with Accommodations

• Core courses
• Electives
• Basic academic skills

5
Accommodations vs. Modifications

• Accommodations
• Supports to aid access to the curriculum
• Does not change what is expected, just how it
  is expected
• Modifications
• Changes or adapts what is being taught
• May change content, outcomes, or levels of
  complexity

6
General Education Curriculum with Accommodations
and Modifications

• Same as previous
• Modified through
• Curricular analysis
• Requirements
• Proficiency level
• Thinking and problem-solving skills
• Learning and strategies and study skills
• Natural supports

7
Life Skills Curriculum

• Functional academics
• Reading
• Writing
• Mathematics
• Listening
• Speaking

8
Life Skills Curriculum

• Daily and community living skills
• Vocational
• Home and family
• Leisure
• Community/transportation
• Health
• Relationships
• Social skills

9
Curriculum in Modified Means of Communication and
Task Performance

• Physical tasks
• Speech and language
• Assistive technology
• Augmentative and alternative communication
• Information acquisition and management

10
Assistive Technology

• Curricular software
• Support general education curriculum
• Modify general education content
• Hardware for access to curriculum
• Access curricular software
• Access curricular materials
• Access functional life skills materials

11
Task Analysis

• Definition - Content and sequence of skills,
  behaviors, and activities to be taught through
  instruction
• Benefits
• Identify students strengths and needs
• Observe and record the learning process
• Prioritize instructional goals
• Plan for sequence of instruction

12
Assessment Tool

• Formative assessment - how a student is doing in
  the process
• Summative assessment - what a student has learned

13
Process

• Using typical sequences
• Defining results of trials
• Differentiating motor from cognitive difficulties
• Identifying student response difficulties and
  needs
• Determine type and amount of assistance needed

14
Outcomes

• Use as a screening
• Compare skills
• Develop curriculum

15
Situation Analysis

• Ecological inventory - evaluating a student in an
  environment where the student functions
• Format
• Domain
• Environment
• Sub-environment
• Activity
• Skills