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|Package of materials, objectives and activities
designed to guide instruction

|A theoretical model reflecting beliefs about

what should be taught and in what sequence

|An organized set of activities and experiences

designed to achieve particular mental or learning
objectives (Lynch, 1995)
|ºnclude planned, as well as unplanned
experiences ʹ is viewed as everything that
happens throughout the day

|For CSN, it is coupled with the individual needs

of the children and the environmental demands
that are placed on them

|ºt is what to be learned (Mc Cormick1997)

1. Developmental Curriculum Model

| Based on theories of typical child

development ʹ 5 domains

| Teaching the same sequence of skills to

young children with disabilities would help
them overcome many of their
developmental delays
r. Developmental-Cognitive
Curriculum Model

| Based on the work of Piaget ʹ

cognitive development occurs as a
result if physiological growth and
the child͛s interaction with the
environment
r. Developmental-Cognitive
Curriculum Model

| Similar to the developmental

model but the cognitive skills
domain is emphasized

| Drawback ʹ functional skills are not

addressed
 . Academic(learning
areas)/Preacademic Skills
(cutting,tracing,coloring)Curriculum
Model

| The development of nondisabled

children is based on a group of core
skills that are typically taught to
children during the preschool years
 . Academic/Preacademic Skills
Curriculum Model
Disadvantages
Î Social skills and adaptive or self-
care skills may not be addressed
Î Pre and academic skills are usually
taught in isolation with separate
materials and tasks
]. Behavioral Curriculum Model

| Emphasis should be place on the

    

 
  


   and the
skills that are necessary to
participate in those activities in an
!   
]. Behavioral Curriculum Model

| Focus ʹ identification of targeted

behaviors with the application of
direct instructional techniques
designed to increase or decrease
certain behavior
5. Functional Curriculum Model
(geared towards daily living skills)

| Functional skills or behaviors having

immediate relevance to a child are
emphasized, such as interacting in a
typical manner based on the demands
of the environment and the performing
skills required for daily tasks
5. Functional Curriculum Model
(geared towards daily living skills)
Advantages
Î Curriculum is based on functional
and chronologically age-
appropriate skills needed by
children in a number of natural
settings within the community
5. Functional Curriculum Model
(geared towards daily living skills)
Advantages
Î ºncreases opportunities for children
with disabilities to be successfully
included within the natural
environment
5. Functional Curriculum Model
(geared towards daily living skills)
Disadvantages
Î There are no universal or generally accepted
criteria for determining what skills are
relevant for children

Î Difficulty can arise when teachers attempt

to address the unique skills that each and
every child needs
Phase 1. Determine what goals or outcomes are desired for each child.

Phase r. Determine what skills each child must learn in order to achieve these
goals or outcomes.

Phase  . Determine the expectations of the environment(s) and the functional

skills requirements

Phase ]. Determine how the skills will be taught based on each child͛s learning
style, activity preferences and experiences

Phase 5. Determine how the goals or outcomes will be evaluated.

 5 Factors Should Be Considered ʹ ºntegrated
Thematic Units

1. Broad enough to address the wide range of

abilities of the children
r. The children͛s ºEP or ºFSP objectives can be
addressed
 . Generated based on the interests and
experiences of the children
]. Selected based on the availability of resources
and materials necessary
5. Designed on the interests of the teachers and
other team members.
 Activity-Based ºntervention

ÎCapitalize on the child͛s interests, preferences

and actions and emphasis is placed on the child͛s
initiations rather than the teacher͛s choices

ÎSkills are aquired by crossing developmental

domains in the activity using naturalistic,
instructional strategies and promoting creativity
and independence
The first key element of activity-based intervention (ABº)is based on
the premise that activities and actions initiated by children are more
likely to attract and hold a child's attention and as a result maintain
their involvement.

The term transactional refers to the child acting upon his or her
environment and the social and physical environment responding in
a reciprocal manner (Bricker & Carlson, 1980; Sameroff & Chandler,
1975).

When an child reaches out to his parent and the parent responds by
smiling back and giving him a ball, the interaction is considered to be
transactional.

The child initiated the interaction and, because the adult responded
in a positive manner the child will be more likely to make future
social gestures.
The second element of ABº involves the embedding of training and intervention
(addressing ºFSP/ºEP goals and objectives) within routine, planned, or child-
initiated activities.

Routine refers to those events that occur on a predictable or regular basis.

Toileting, meal time, cleanup, and dressing are all examples of routine activities.

Planned activities are those which the adults in the environment organize and
prepare for the children's participation.

Having a "beauty shop" in the dramatic play area, painting with sponges, and
baking cookies are examples of activities that have been planned and set up by
the teacher.

Child-initiated activities are simply activities which the children initiate on their
own.

The focus of ABº is not on the activity itself, but rather on the opportunity for the
child to practice target skills during ongoing activities throughout the classroom
day.
The third component of ABº involves the systematic use of appropriate
antecedents and consequences which naturally occur during ongoing classroom
activities.

Antecedents include the materials, teaching strategies, and prompts (verbal and
physical) which are presented to the child.

Consequences are the logical outcome of the activity.

For example, if a child sees a ball (antecedent) and requests to play with it, the
outcome or consequence is the opportunity to play with the ball. ºt is extremely
important to remember that all the individuals working with a child in an inclusive
early childhood program must be aware of and understand the child's ºFSP/ºEP
goals and objectives.

ºt cannot be assumed that the child will learn just by "playing." ABº requires that
the adults in the child's environment take an active role in the learning process.
The teacher participates by providing materials and activities, and by
demonstrating and assisting as needed.
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A couple decided to go to the park one sunny day.
Constructing an Appropriate Curriculum

1. Provide for all areas of the child͛s

development: physical, emotional,
social, linguistic, aesthetic and cognitive.

r. ºncludes a broad range of content across

disciplines that is socially relevant,
intellectually engaging, and personally
meaningful to children
Constructing an Appropriate Curriculum

 . Build upon what children already

know and are able to do (activating
prior knowledge) to consolidate their
learning and to foster their acquisition
of new concepts and skills.
Constructing an Appropriate Curriculum

]. Plans frequently integrate traditional

subject matter divisions to help children
make meaningful connections and
provide opportunities for rich
conceptual development
Constructing an Appropriate Curriculum

5. Promotes the development of

knowledge and understanding,
processes and skills, as well as the
dispositions to use and apply skills and
to continue learning.
Constructing an Appropriate Curriculum

6. Curriculum content has intellectual

integrity, reflecting the key concepts and
tools of inquiry recognized of disciplines
in ways that are accessible and
achievable for young children
Constructing an Appropriate Curriculum

7. Provides opportunities to support

children͛s home culture and language
while also developing al children͛s
abilities to participate in the shared
culture of the program and the
community
Constructing an Appropriate Curriculum

8. Goals are realistic and attainable for

most children in the designated age
range for which they are designed.

9. When used, technology is physically

and philosophically integrated in the
classroom curriculum and teaching
A couple decided to go to the park ͙͙.
Standards for the Development and Use
of the Curriculum
ë
"   #

|Authentic
|Child-centered and democratic
|Experiential
|Social relations and collaborative learning
|Cognitive experiences
|Developmental
|Holistic
|Reflective( should address the personal and academic
development)
Standards for the Development and Use
of the Curriculum
è
"   #

|Functional
|Based on needs, wants, preferences and culture of the
student
|Natural cues, consequences and environments
|ºntegrated, normalized with nondisabled peers
|Partial Participation
|Chronologically age-appropriate
|Transitions
|Self-determination
 Content Curricular Approaches in
Special Education
[
 
$

Characteristics
ÎFocus on students͛ deficits
ÎThe goal is for the students with
disabilities to demonstrate the
same developmental milestones
Concerns:
ÎChildren with disabilities do not
necessarily develop in the same
sequence or manner
ÎProfessionals fail to understand
that milestones are indications of
capabilities and not necessities
 Content Curricular Approaches in
Special Education
 è   $

Characteristics Concerns:
ÎFocus on teaching students
about how they learn and to use ÎProven to be beneficial
what they have learned
ÎApplication of strategies is not
κmproved strategies for pacing, widespread among special
thinking, questioning, organizing, education
structuring, integrating
information and problem solving
 Content Curricular Approaches in
Special Education
  
$

Characteristics
ÎFocus on development of skills
and behaviors used in everyday
life.
ÎEmphasis on the acquisition of
age appropriate skills that
increase independence
Concerns:
ÎBehavior may not e generalized
to other environments
ÎTarget skills not usually
addressed in regular education
therefore unsuccessful in
inclusion programs
 Content Curricular Approaches in
Special Education
$ "   $

Characteristics: Concerns:
ÎFocus on vocational and adult
outcomes to prepare students to ÎNo exposure to curriculum in
assume adult roles and this area
responsibilities
ÎFew teachers adopt this
ÎCurriculum address daily living technique to integrate within the
skills, occupational awareness, scope and sequence of the
work habits and community regular school curriculum
access