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Moderately Mentally Disabled
Self-Contained Class
2008-2009

 

1. DESCRIPTION OF STUDENTS

My class consists of five moderately mentally disabled students ranging in age from five to eight years old.  A variety of syndromes and disabling conditions hinder my student’s ability to learn at a typical rate including Down syndrome and Autism.  I have four boys and one girl this year.  Each student has an Individual Education Plan (IEP) that was created for him/her to ensure an appropriate curriculum to meet their needs.  The related services of Speech, OT, and PT are provided as stated in their plans.   

All students are mainstreamed for a minimum of 1 period a week with typical peers.  They are accompanied by a paraprofessional.  My class also receives adapted music and PE through the Washington Center.     

2. INSTRUCTIONAL MATERIALS AND RESOURCES

The following is a list of materials and resources I use throughout the year to meet goals and objectives of my students. 

We also go on many community-based field trips as a part of our curriculum.   

Handwriting without Tears, computers/software/internet, Touch window for the computer, Intelli-Keys, Boardmaker software, Digital camera, Big Mak, Cheap Talk, puzzles, handwriting paper, children's literature, construction paper, crayons/markers, scissors/glue, flash cards, matching cards, Promethean board/DVD, cassette player, stickers, headphones, puzzles, computer, calendar, dry erase board, counters, bingo games, pegboards, number match, letter match, stringing beads,CD player, blocks, toys, home living, dress-up clothes, plastic food & dishes, play phone, weather chart, sand table, play-dough/cookie cutters, dolls/stuffed toys, balls, musical instruments, magnifying glasses, magazines, paint/brushes, finger paint paper, language master, sensory table, Big Books

3. UNITS OF INSTRUCTION

I use the South Carolina curriculum standards for Kindergarten and First Grade as a framework to establish the units I cover each year.  I also try to correlate as many standards as I can with each student’s goals and objectives on their IEP.  Listed below are the units I will be teaching this school year.

 

First Quarter

School rules/routines

Me and my Family

My Body

Healthy Habits

Grocery Stores/markets

Farm Animals

Zoo Animals 

Second Quarter

Fall /seasonal changes

Pets

Restaurants

Thanksgiving

Nature 

Winter Holidays 

Third Quarter

Dental Health

Weather

Community Helpers

My community

Safety 

Fourth Quarter

Special Olympics

Spring

Living things

Ocean life 

4. ADAPTED STATE STANDARDS for writing individual goals/objectives 

LANGUAGE ARTS

·        The student will match letters and objects

·        The student will name letters in random order

·        The student will recognize in print name, address and phone number

·        The students will use pictures derive meaning from text

·        The student will read/recognize survival signs

·        The student will name days of the week

·        The student will attend to stories

·        The student will show an interest in books

·        The student will answer simple questions about text read aloud

·        The student will name or point to familiar objects

·        The student will classify pictures and objects into categories  

MATH

·        The student will match numbers

·        The student will match colors and shapes

·        The student will identify colors

·        The student will identify shapes

·        The student will identify numbers in random order

·        The student will rote count 1-10

·        The student will rote count to 20

·        The student will count up to 10 objects in a group

·        The student will work age-appropriate puzzles

·        The student will recognize different/same

·        The student will identify instruments used to measure time, weight, temperature 

SCIENCE

·        The student will name body parts

·        The student will match body parts to their functions

·        The student will identify objects that sink/float

·        The student will name farm animals and zoo animals

·        The student will match mother/baby animals

·        The student will identify the weather daily

·        The student will identify seasonal activities 

SOCIAL STUDIES

·        The student will follow school rules/routines

·        The student will demonstrate safe behaviors at school

·        The student will identify family members

·        The student will identify community helpers

·        The students will participate in activities appropriate for National Holidays

·        The student will match community helpers to their jobs

·        The student will identify where to go in the community for a variety of services

·        The student will identify the American Flag

·        The student will stand for The Pledge of Allegiance 

PRE-WRITING/WRITING SKILLS

·        The student will trace lines & shapes

·        The student will trace or copy first/last name

·        The student will write first and last name

·        The student will draw a person

·        The student will color pictures for activities

·        The student will make class books

·        The student will complete peg boards, button boards, etc.

·        The student will color and paint

·        The student will imitate block designs

·        The student will complete stringing and sorting activities  

ADAPTIVE SKILLS

·        The student will indicate the need to use the restroom

·        The students will manipulate fasteners

·        The student will wipe nose

·        The student will wash own hands

·        The student will use utensils appropriately while eating

·        The student will use napkin appropriately

·        The student will carry own tray to/from trash can in café

·        The student will perform classroom chores

·        The student will demonstrate good citizenship in class/school

·        The student will run errands for the teacher

·        The student will behave appropriately on community-based training trips  

5. ASSESSMENT PROCEDURES  

The students who are assigned to my class have had a psycho-educational evaluation and have met criteria for a moderately mentally disabled self-contained class.  Evaluation data and formal and informal assessments are used to develop annual Individual Education Plans with appropriate goals and objectives.  

See IEP Evaluation Methods, Schedule, and Criteria for Mastery. Each student's IEP is updated at the end of each of the four quarters. The parents receive mid-quarter and end of the quarter reports. I also maintain checklists to keep track of progress on adaptive and classroom behaviors. The following grades are used: M  - Mastered, P - Progressing, SP - Slowly Progressing, NT - Not Taught. 

5. RULES AND PROCEDURES FOR MANAGJNG STUDENTS BEHAVIOR  

The rules in our classroom are:

1.    Listen to your teachers

2.    Keep hands and feet to yourself

3.    Do your best work

4.    Use quiet voices.   

6. PROCEDURES FOR ESSENTIAL NON-INSTRUCIONAL ROUTINES  

All non-instructional routines such as fire drills, transitional moves from place to place, breakfast and lunch, toileting, etc. are supervised by Ms. Stanley and myself.  

7. PROCEDURES FOR ROUTINELY COMMUNICATING WITH PARENTS 

I send a communication notebook home with the children every day to keep parents informed of school progress and classroom behavior.  Information is also sent in this notebook for school activities, class activities and upcoming field trips.  Parents are also encouraged to call me anytime; I frequently speak to parents on the phone or in person.  

Parents also receive interim and quarterly progress reports on IEP goals.  They also receive school district interim and quarterly report cards.