Group 4

CURRICULUM FOR
CHILDREN WITH SPECIAL
NEEDS Gallogo
 Consideration for Curriculum
Development
1. Amendments to IDEA
2. Promulgation of Standard
Based Education
3. No Child Left Behind
( NCLB) Legislation

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Gallogo
cirriculum
- 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 learner’s behaviors and 3
Gallogo
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.
Gallogo
“ Basic

Curriculum
Orientation 5
Virtudazo
 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.
6
Virtudazo
 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) 7
Virtudazo
 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
8
Virtudazo
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.
- it’s 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

9
Manliguez
Comprehensive
Curriculum
- 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
Ensuring student
consistency with each individuals
transitional needs across level of schooling and life
-span
Remaining sensitive to graduation goals and
specific diploma track requirements 10
Manliguez
 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
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Sanchez
 Differentiated
instructions
Is the process to approach teaching and
learning for students of differing abilities in the
same
The intent
class is to maximized each students
growth and individual success by meeting
each student where he or she is and assisting
in the learning process.
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Sanchez
rd-
based
Educat
ion
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Gallogo
Access to the General
Curriculum Special Education and Related Services
Expanded Curricula

General Curriculum

No
Accommodations Accommodations Modifications Alternate
or Modifications

No changes in: No changes in: Changes in some • Individualized

• Content • Content or all of: curriculum goals
• Performance • Performance • Content Area • Separate
Expectation Expectation • Performance Curriculum
• Sequence and Changes to: Expectation
Timelines • Sequence and • Sequence and
• Instruction Timelines Timelines
• Instruction • Instruction 14
Gallogo
Impact of the
NCLB
 Increased Accountability
 Parent and Student
 choice
Greater Flexibility
 Putting Reading First
 Highly Qualified Teachers

15
Gallogo
 Standard-Based
 Means what it taught must be cited to the
Education
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
 It’s Features:
- content standard (knowledge, skills, etc.)
- performance standard ( level of
achievement)

16
Sajol
“ Program

Orientation
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Sajol
Supports/Accommodati
on
- 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
Sajol
Supports/Accommodatio
n
 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.

19
Pabion
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
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Pabion
Supports/Accommodation
Tutorial Assistance Concern:
 Materials taught are relevant and powerful
enough for the learning needs
 Instruction is responsive to an individual
students long-term needs
 Possible undertraining of special education
teachers
 Possible overtraining that can be handled by
paraeducators
21
Pabion
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.
22
Vergara
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
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Vergara
 Why there should be a
development in the curriculum
for children with special needs?

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Thank you!!!
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