Curriculum Goals for SpEd

AGE

EXCEPTIONALITY

GOALS

MANAGEMENT

2 - 9 years old

Learning Disability (dyslexia, dyscalculia, dysgraphia)

1. Improvement of social skills thru precision in following directions.

2. Improvement in graphomotor skills for better paper-task accomplishment.

3. Addressing specific area of disability (reading, math, writing).

1.a. Give instructions slowly and clearly.

1.b. Give multi-task instructions as they improve on their following directions skills.

2.a. Provide continues but varied excercises for finger dexterity. These may include but not limited to playdough, clothes pin, sand and water bin, folding, pouring, beading, tearing, cutting, coloring and tracing activities.

2.b. As their fingers get stronger, we will provide opportunities for tracing, copying and actual independent writing activities.

3.a. Provide varied activities that promotes letter and number recognition.

3.b. Provide activities for mastery (shapes, spelling and numeral writing).

2 - 9 years old

ADHD

1. Improvement of social skills by lengthening their sitting skills.

2. Improvement of social skills thru self regulation.

1.a. Provide opportunities that will require them to sit for longer periods of time.

1.b. Time the activities that require them to sit down and lengthen these activities for improvement.

2.a. Provide following directions tasks with verbal prompts.

2.b. Provide multi-task activities with little or no prompts from the teacher to strengthen self regulation skills.

2 - 9 years old

Slow Learner

and

Down Syndrome

1. Improvement of social skills thru enhanced self esteem.

2. Improvement of cognitive abilities which are age appropriate with consideration to their mental age.

1. Provide activities and tasks that they will succeed and excel on to feel competent and happy about themselves.

2.a. Provide academic instruction based on knowledge continuum thru the use of Montessori and other non-traditional methods.

2.b. Design an IEP for those who cannot cope with the regular classroom pace to better address their individual needs.

2 - 9 years old

Mental Retardation

and

Global Development Delay

1. Improvement of personal hygiene and self help skills.

2. Improvement of social skills for better community integration.

3. Improvement of coordination and agility for smoother flow of movements and actions and better muscle tone

4. Improvement of speech and other means of communication.

5. Improvement of cognitive abilities.

1.a. Attach a bib or towel to those who are still drooling.

1.b. Teach them to swallow their saliva and not to play with their mouth.

1.c. Introduce simple tasks like: hand washing, tooth brushing, toilet tasks, donning on and donning off their clothes, opening and closing of doors, kitchen tasks, playroom activities, etc.

1.d. Give them choices and chain the activities so they may decide and do tasks for themselves.

2.a. Give opportunities for social interaction to do cooperative and pretend play and modeling of manners, actions and speech.

3. Provide static and locomotor excercises and other ball sports, swimming and gymnastics activities to improve strength, balance and coordination.

4.a. For non-verbal and emergent students, model how to use gestures to label and communicate the child's needs and wants.

4.b. For non-verbal but seasoned students, teach sight or picture reading and writing to use a picture board in communicating their needs and wants.

4.c. For verbal students, provide a rich vocabulary to label their feelings and the things they want to express. Provide opportunities to practice how to converse for ease and mastery.

5.a. Provide academic inclusion to introduce concepts and ideas for increased understanding and more opportunities for modeling age appropriate work and behavior.

5.b. Provide table duties to enhance listening and following directions skills while assessing their cognitive competence.

2 - 9 years old

Cerebral Palsy, Physical Disability

And Other Nerve, Bone & Muscular Dysfunctions

1. To improve their self help skills and independence.

2. To improve their self esteem by enhancing the skills that they are good at.

1.a. Provide exercises and massages to stimulate the nerves and muscle functions.

1.b. Provide opportunities for class inclusion to interact with other children for sports and other cooperative and pretend play activities.

1.c. Provide opportunities for independence in self help tasks like donning on and donning off their clothes, toileting and dining tasks and being responsible for their own school materials.

2.a. To provide varied activities like singing, arts, crafts and literature in finding out in which area they can excel in.

2.b. Provide skill enhancement for mastery to find joy in discovering something they can be occupied with and be proud of.

2 - 9 years old

Mild Autism

1. To improve their social skills by being more aware of their surroundings.

2. To improve on the child's communication skills.

1.a. Provide constant interaction with an adult or a highly communicative child to converse with him all the time with emphasis on eye contact and communication context.

1.b. Involve the child in all class activities to gain a sense of self and surroundings.

2.a. Provide varied materials and activities to see what interest him.

2.b. Use his topic of interest to communicate with him for longer periods of time with emphasis on eye contact and context flow.

1.5 -4 years old

Gifted

1. To support the child's area of excellence and interest.

2. To improve the child's social skills by being accommodating and respectful to those who knows less than he does.

1.a. Provide activities that will further enhance the child's knowledge and skill.

1.b. Give challenges that will make him want to do and learn more.

2.a. To provide opportunities for interaction to enhance communication skills and learn how to get along with peers and adults alike.

2.b. To show ways on how to appropriately handle frustration and anxiety and eventually increase their frustration tolerance.