CURRICULUM MODIFICATIONS

Curriculum Modifications

Curriculum Modifications

Introduction

Cognitive impairments differ from learning disabilities in that all areas of development are affected. Cognitive impairments range from very mild (slow learners) to severe (dependent upon others for all care and support.) Students with such cognitive delays tend to need additional repetition to learn new skills and knowledge, but are capable of learning and participating in general education classes with accommodations and modifications. Students with cognitive impairments may also have other conditions such as attention deficit or speech disorders.

Students with cognitive impairments usually lack in quick response of a question or problem and memory retrieval. Their brain cannot process the complications of a problem quickly, while other students are easily able to solve the problems. Due to this situation they feel somewhat left behind their fellows, and this impacts their self confidence in a very bad way.

Curriculum modifications involve combinations of altered content knowledge, conceptual difficulty, educational goals, and instructional method versus building scaffolding and bridges between existing curriculum and people involved in the educational process. Such differentiation between curriculum modification and curriculum enhancement is based on ranging degrees in which our educational approach becomes distinct from or maintains the similarities to existing general curriculum.

Many elementary students with learning disabilities experience difficulties in basic mathematics computation skills and/or in problem solving. These difficulties frequently inhibit full participation in classroom mathematics instruction. Some intensive, direct instruction of students with special needs in learning mathematics (either individually or in small groups) may be necessary. However, with close attention to the scope and sequence of instructional content, to teaching strategies, and to the design of practice activities the level of participation and success of students can be greatly enhanced.

Proposed One Week Plan

In our classroom, we are bringing certain modifications for math course for students with cognitive impairments. This is a feasible set of modification, aimed at keeping the learning process lively and engaging. In a week's time, we seek to design a unit named “Money” for grade two students. For this week, we would turn the classroom into a shop setting. Make the students buy and sell candies using coins.

For this setting, we would require real coins, some plastic money to make manipulations, candies kept in boxes like in the shops and some background environment like of a candy shop. Once an atmosphere is built, we would pair up the students in small groups. The students would be required to act out as well as write on paper small transactions of buying and selling.

Plan of Action for the 1st day

On the first day, we anticipate that all the students would take an interest in this activity. We anticipate that all the students, either normal or students with cognitive impairments, would be able to recognize all the coins. They would be acquainted to the names of penny, nickel, dime, and quarter. It is also expected that on the first day of the activity, every student would be able to recognize the symbol of ...