Individualized Functional Curriculum We will: Discuss and identify when & for whom this approach is used Develop an understanding of the process involved in developing such a curriculum Devise and demonstrate strategies for developing and implementing such a curriculum

Individualized Functional Curriculum When is this approach more likely to be adopted? What is the criterion of ultimate functioning? Ultimate performance? What is a “socially valid” curriculum? With whom is this approach more likely to be adopted? How does this “fit” with the concept of mild/moderate disabilities? How does your value system affect the curriculum approach adopted?

Individualized Functional Curriculum The focus is on: age-appropriate materials and activities community-based or referenced instruction concurrent or consecutive instruction compensatory approaches developing independence in the most effective & efficient manner

Individualized Functional Curriculum Develop a weekday schedule Develop a weekend/holiday schedule Interview parents/caregivers & student Determine the activities that occur Determine which activities are functional & which are not functional Determine which activities are appropriate for instruction and which are not at this time

Individualized Functional Curriculum Use ecological inventories and task analyses to determine what skills, knowledge, & dispositions are required for success/independence Gather baseline data & determine what has been learned & what needs to be learned Determine where compensatory strategies can be use

Individualized Functional Curriculum Determine what instructional strategies need to be used: Modeling/demonstration, guided practice, independent practice, maintenance, generalization – Direct Instruction Prompting & graduate guidance Chaining – forward, backward, total task presentation Progress monitoring