Curriculum Guide for Reading
Principles:
Grasping the concepts of Phonics Instructions hence discover letter-sound connection while engaging in word-recognition activities (Browder, 2001)
Enhancing sight-word instructions so as to identify key high frequency words without decoding (Browder, 2001)
Usage of technology in reading hence advancement of skills (Singh, 2006).
Objectives:
To grasp letter sound correspondence so that they would grasp letters at a faster rate while having fun
To allow for phoneme blending which is very effective for students with IQ between 31-50 to blend certain sounds while reading
To allow phoneme segmentation that will allow students identify phonemes of spoken words
To allow students grasp class room instructions from enhanced sight-word instructions
To enable students use skill of sight-word so as they might function independently in the community and environment
Task Analysis:
Teachers to find materials similar to a textbook but written at a lower reading level so that they might indentify with certain sounds (phonemes) and know how to blend them
Loud reading to allow students to identify phonemes of spoken words
Teachers to Suggest students to use both visual and auditory senses when reading texts so as to help students discover letter-sound connection
Teachers to use flashcards and concrete references so as to enhance their sight-word skills
Simulations may also be introduced to make abstracts more concrete hence understand words without decoding
Tape recorders may be used to accelerate reading frequency
Regular reading assessment tests to gauge their letter-sound connection
Time quizzes which are recorded to gauge sight-word skill
Allowing students to read passages and sentences and gauging their speed of reading
Writing Curriculum Guide
Principles:
Enable students enhance structure and clarity in writing (Singh, 2006)
Improve Grammar when writing by paying particular attention to typical mistakes (OECD, 2003)
Enhancing cohesion in writing to make sure that thought and written words link (Singh, 2006)
Objectives:
To enable students to gain the basic concept of communication through writing in a tone that is understandable to the society.
Develop pre-writing and writing skills among mentally retarded students
Making the students understand the main reason for developing writing skills
Task Analysis:
Provide for activities such as joining of dots that would allow for students to recognise certain numbers and letters
Drawing activities, that is, both still life and imaginative that would allow for communication in writing
Allowing for copying of written materials that would enhance recognisability of letters and numbers
Exercises in writing from memory, such as small compositions that would facilitate cohesion, structure, and clarity in writing
Assessment:
Regular drawing exercises to gauge the effectiveness of written communication
Daily short compositions that would be marked for cohesion and logic
Dictation exercises to assess recognisability of letters and numbers
Joining dots exercises to gauge the structure and clarity of written words
Spelling Curriculum Guide
Principles:
Peer teaching that is found to improve familiarity of common words as opposed to independent teaching (Browler, 2001)
Home-bound tutoring where parents help out in enabling students advance their spelling skills (OECD, 2003)
Teaching similarities and differences between similar words and phonetics rules and their exceptions (Browler, 2001)
Objectives:
Enable students to quickly identify and spell words accurately through peer teaching
Provide an alternative methodology for imparting spelling skills by introducing other tutors such as parents
Enable students differentiate between spelling rules and reading and writing rules by studying phonetic rules
Tasks Analysis:
Dictation of words from a flash card to a group of MR students to identify with the word
Continuous recycling of non-mastered words
Give feedback if a word is correctly or wrongly spelled showing the right spelling
Putting spelling cards in bags of students for parents to help out at home as a tutorial strategy
Assessment:
Daily spelling tests with marks recorded
Norm-referenced spelling tests which are graded
Analysis of students error patterns during spelling that includes: phonetic substitution errors and non-phonetic word errors
Arithmetic Curriculum Guide
Provide basic skills in counting (Sacks, 2009)
Provide knowledge in number identification and familiarity (Sacks, 2009)
Allow for addition and general manipulation of numbers (Sacks, 2009)
Objective:
In providing counting skills the students will be able to: count objects, count orally, and develop cardinality principles
In manipulating numbers, the student can get skills in: mental arithmetic, strategy development, and obtaining arithmetic relationships
Task Analysis:
Encouraging students to think of sums and reflect on effects after adding certain numbers
Using numeric models that will aid in identification of numbers
Playing numeric games such as “would you have three candies or seven?”
Rehearsal of sequence of numbers such as between four and ten, or three to seven
Assessment:
Norm-referenced arithmetic tests done daily and graded
End of term tests with grades
Weekly multiple choice questions on arithmetic problems and graded
Grading Rubric
The grading criterion below is to be used in assessment of all assessment of mentally retarded students in Reading, Writing, Spelling, and Arithmetic.
A- (70-100)%:- grade shows significant achievement in grasping content in the curriculum. Student also displays superior reasoning and problem solving skills and communicates clearly and accurately.
B- (60-69)%:- Student is strong in many areas but still plagued by minor errors. Student still displays good reasoning and problem solving skills but is limited or lacking in consistency.
C- (59-50)%:- An average student demonstrating modest understanding in what is taught in the curriculum. Work demonstrates a mind that is taking shape on what is required.
D- (49-40)%:- There is some learning taking place but at a very low level. Skills required are very little with thinking lacking discipline and clarity. Therefore communication is may be absent
E- (39-Below):- Failure to grasp what is being taught and work shows a student that does not show reasoning or problem solving ability. Communication skill is therefore absent.
References
Browder, M.D. (2001). Curriculum and assessment for students with moderate and severe disabilities. New York: Guilford Press. Pp. 179-215
OECD (2003). Education Policy Analysis 2003. Washington DC: OECD Publishing. Pp. 26-37
Singh, B. (2006). Modern Special Education. New Delhi: Anmol Publications PVT. Pp. 329-359
Sacks, A. (2009). Special Education: A reference book for policy and curriculum development. Philadelphia: Grey House Publishing. Pp. 56-123
