1. Curriculum for Children who are Deafblind
Martha M. Majors
Assistant Education Director
Kristin Carlson
Education Coordinator
Deafblind Program
January 14, 2014

2. We always want to RAISE the BAR!!!
Your Child’s Curriculum
We always want to RAISE the BAR!!!
We always want to improve the Content

3. Outline of Presentation
Language and Communication
Types of Curriculum
Martha’s Matrix/Concepts
Unique Learning Systems
Expanded Core Curriculum (ECC)

4. GOALS: Martha’s Matrix/CONCEPTS
IEP PROCESS
GOALS: Martha’s Matrix/CONCEPTS
OBJECTIVES
UNIQUE LEARNING SYSTEMS/ACTIVITIES
EXPANDED CORE CURRICULUM
Martha M. Majors Deafblind Program

5. Students Who are Deafblind
Have very unique learning needs
Have very unique communication
Expressive and receptive
Have very specific learning styles
Have the need for special content in the area of curriculum
Have the need for an individualized curriculum

6. Specific Communication Strategies
Total Communication: simple sign language, sign language, speech, gestures, facial expression, body language, objects, pictures ,line drawings, print, braille
Modeling and Hand under Hand
Pause/processing time for response

7. Language and Communication
Total Communication
Receptive Communication
Expressive Communication
Social Communication
Use of Calendar Systems
Choice making
Needs (expressive system) Boards

8. Calendar Systems Every Student Must Have One

9. CURRICULUM TYPES based on chronological age, not developmental age
Language
And
Communication
Life Skills
(ALL)
Early
Childhood
Preschool
3-6 years
Early Academics
K-3
6-12 years
Academics
K-12
All Ages
Functional
Vocational
12-22 years of
age
based on chronological age, not developmental age

10. CURRICULUM UNITS & ACTIVITIES
Martha M. Majors - Deafblind Program
Perkins School for the Blind
CURRICULUM UNITS & ACTIVITIES
LANGUAGE AND COMMUNICATION
LANGUAGE
LITERACY
MATCHING AND SORTING
FINE MOTOR
Concept / Activity
SEQUENCING
CLASSIFYING
ORGANIZATIONAL SKILLS
SOCIAL/GROUP ACTIVITY
Early Childhood Early Academic Academic Functional Academic

11. Curriculum Concepts Matching Common Core Curriculum Sorting
Classifying
Sequencing
Organizational Skills
Fine Motor Skills
Helping Out
Group Activities
Common Core Curriculum
Reading
Math
Science
History/Social Studies

12. CONSIDERATIONS When Developing Curriculum
Cognitive Level and Learning Style
Assessment to understand the overall developmental level of the student; how does the student think
Ask the question: what does the student need to know: Curriculum Content
How do we teach the content: Teaching Strategies

13. The Curriculum is Taught in Natural Settings
The concepts are taught across all settings:
Classroom
Gym
Kitchen/cooking
Music
Community

14. Expanded CORE Curriculum
Compensatory Skills
Sensory Efficiency
Career Education
Recreation and Leisure
Social Interaction
Assistive Technology
Self- Determination
Orientation and Mobility
Independent Living Skills

15. PRESCHOOL CURRICULUM Sample Goals and Objectives:
Access early concepts through activities involving sorting and
color identification as outlines in the benchmarks below.
-Sort two colors, with verbal and signed prompting, and decreasing physical modeling
-Identify colors: red, yellow, blue and green, by choosing from a field of two, with verbal and signed prompting, in.
-Match corresponding objects in a story box to each page in the book, with verbal and signed prompting, and decreasing physical modeling, in three out of five trials.
-Follow a sequence through use of a calendar system with photo/object symbols that correspond to activities throughout the day.

16. Preschool: Communication and Calendar System

17. Preschool: Matching/Fine Motor

18. Curriculum Examples Unique Learning Systems: Unit for September:
Family
Created all about me book
Created all about my family
Created my friend
Made a mobile of my family
Math: how many in my family
What is a friend
Curriculum Frameworks:
at Preschool –K
EXPANDED CORE:
Social Skills
Use of Technology

19. EARLY ACADEMICS CURRICULUM
Sample Goals and Objectives:
Develop concepts of numeracy and mathematics by participating activities related to the objectives listed.
-Sort up to 8 objects using a lightbox as well as other functional everyday items for A.D.L. and mealtime with slight wrist prompts in 3 out of 4 opportunities.
-Demonstrate basic concepts of early literacy through sequencing, sorting, and answering questions about a story.

20. EARLY ACADEMICS CURRICULUM
Sample Goals and Objectives (cont…):
-When provided with a three-letter sight word, student will sequence the letters of the word in the spelling order, with moderate assistance, in 3 out of 5 opportunities.
-Given all the main parts of the story or using real life experiences, student will sequence the picture symbols that represent the events with moderate prompting, in 3 out of 5 trials.
-Sort units into categories (ex. Farm, Winter, Body Parts), using pictures and words, with moderate prompting, in 3 out of 5 opportunities.

21. -Student will sequence the numbers 0 through 20 in numerical order, from a choice of four, with minimal prompts in 4 out of 5 trials.
-Identify and sort common words into conceptual categories sequencing events using real life experiences.
-Sort known vocabulary words into categories and identify labels for these categories given moderate staff assistance with 80% accuracy.
-Given all the main parts of the story/events or using real life experiences, student will sequence the picture symbols that represent the events with 80% accuracy and independence.

22. Early Academics Unique Learning Systems: Handouts
Common Core and MCAS ALT/ECC:
Mathematics, Counting and Cardinality
Choose beyond an array of two during a counting sequence activity
English Language Arts- Reading and Literature
With prompting and support, retell a sequence of events from a story read aloud.

23. FUNCTIONAL ACADEMICS CURRICULUM
Sample Goals and Objectives:
Develop the ability to purposefully attend and utilize hands to participate in and complete the activities of daily routine.
-Given an initial prompt to locate a switch during a leisure or work activity, student will press down and maintain that pressure long enough to activate each device on 8 out of 10 opportunities.
-Given a variety of materials being used within scheduled activities, student will use both hands to manipulate materials.
Expanded Core Curriculum:
Self-advocacy
Technology access

24. Functional Academics Curriculum (Blind)
Increase understanding of numbers, object classification, organization, through the use of a variety of tactile objects and activities, by addressing the following objectives.
-Reproduce a pattern using tactile manipulatives, given minimal cues in 4 out of 5 opportunities.
-Using a tactile checklist, student will correctly package 4 out of 5 objects, valued up to three.

25. Functional Academic Curriculum (Blind)
Increase language capacity by sequencing social and experience stories and recipes, using tactile shopping lists in the community, and understanding a variety of new tactile object symbols, by addressing the following objectives.
-Order 4-5 events in social stories and/or experience stories and recipes, using tactile object symbols, given minimal cues in 4 out of 5 opportunities.
-During community trips, student will follow a tactile sequence by selecting 3-4 items to purchase using a tactile shopping list, and use of a finished pouch to place symbols of objects that have already been purchased, given moderate cues

26. Functional Academic Curriculum (Blind)
She made "caramel corn". The lesson is adapted from the September Unique Curriculum (topic: Baseball).

27. Functional Academic Curriculum (Blind)
Expanded Core
Compensatory Skills
Independent Living
Sensory Efficiency
MCAS
English Language Arts, Reading-Literature
Grade: 9-10
Standard: RL
Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
Essence: Order events in a literary work in chronological order.

28. Functional Academics Curriculum
Goal and Objectives:
Demonstrate reading comprehension skills by answering questions correctly.
-Sequence 5-10 parts of a story correctly in 4 out of 5 opportunities.
-Student will use money in a variety of settings at school, home, and in the community with one to two cues from staff/family.
-Student will arrange money in wallet from single dollar bills to higher bills independently.
Expanded Core:
Independent Living- money management
Career Education- organizational skills

29. Functional Academics: Expressive Writing Skills

30. Functional Academics: Sequencing

31. Functional Academics, Vocational and Math

32. Unique Learning System:

33. VOCATIONAL CURRICULUM
Sample Goals and Objectives:
Student will identify a minimum of two career/job options that match her interests, abilities and preferences, and describe entry level skills and educational/training requirements for each option.
-Student will identify 2-3 potential job-site visits and prepare a list of questions to ask during her visits 9 out of 10 opportunities.
-Student will differentiate between her own strengths and the necessary skills needed to support recreational activities/hobbies and skills that support career/work activities in 8 out 10 opportunities.

34. VOCATIONAL CURRICULUM
Unique Learning Systems:

35. VOCATIONAL CURRICULUM
Common Core and MCAS ALT:
English Language Arts- Writing
Cluster: Research to build and present knowledge
Standard: Grade 11-12, W
Gather (identify) relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism, and overreliance on any one source and following a standard format for citation.
Essence: Recall information from personal experiences answer 1 or more questions.

36. VOCATIONAL CURRICULUM as the example aligns with the Expanded CORE Curriculum
Compensatory Skills
Sensory Efficiency
Career Education: responds to questions about where they would like to be employed
Recreation and Leisure
Social Interaction
Assistive Technology
Self- Determination: chooses activities based on personal preference; indicated preference
Orientation and Mobility
Independent Living Skills

37. THE PROM THANK YOU VERY MUCH Expanded Core Social Skills Self-advocacy
Leisure and Recreation
THANK YOU VERY MUCH