Curriculum Adaptations
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Grand Canyon University *
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Course
562
Subject
Communications
Date
Jan 9, 2024
Type
Pages
4
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Curriculum Adaptations
Ebony Raglin
SPD-558-O500 Moderate to Severe: Care, Collaboration, and Communication
Professor Temple Crutchfield
November 15, 2023
Henry, a seventh-grade student with motor impairment, has high muscle tone, dominance
of the ATNR, and scoliosis. He is limited in verbal communication and visually fixates on
objects. Henry uses a wheelchair for mobility but needs to be positioned in other equipment due
to discomfort. He receives g-tube feedings and pump feedings daily. Henry is actively
participating in classroom activities.
Measurable ELA Goal
By the end of the annual ARD period, when given a grade level text Henry will employ
metacognitive strategies, such as visualization, questioning, and summarization, to enhance
comprehension of 7th grade-level literacy text, aligning with 7.5.A ELA Standard from Texas.
Given that Henry is nonverbal, reaching the goal of independently employing metacognitive
skills for comprehension involves implementing alternative communication methods and
personalized instructional strategies. For example, create a visual checklist with symbols or
images representing steps for visualization, questioning, and summarization. Use graphic
organizers that incorporate visuals to guide Henry through the process of metacognitive skills.
These can include mind maps, charts, or diagrams.
Measurable Math Goal
By the end of the annual ARD period, when provided with grade level math curriculum,
Henry will demonstrate proficiency in representing and using rational numbers in various forms,
including visual representations and alternative communication methods, aligning with the
7th
grade-level mathematics, aligning with the 7.2 Math Standard from Texas.
Addressing the
challenge of a nonverbal student like Henry who fixates on objects involves implementing
strategies that accommodate both his communication limitations and sensory preferences
.
When
introducing a math concept, incorporate objects that align with Henry's fixation tendencies. For
instance, if teaching addition, use small, textured objects for counting. Gradually transition from
unrelated fixation objects to those directly related to the math lesson to create a connection.
Measurable Functional Goal
By the end of the annual ARD period,
Henry will increase his independence in
self-positioning and adjusting in his wheelchair and other supportive equipment, aiming to
reduce discomfort and promote better tolerance for mobility devices.
Henry will demonstrate
increased upper body functional mobility by achieving more controlled head movements,
reducing the dominance of the ATNR (asymmetrical tonic neck reflex), and improving overall
upper body strength and positioning, as measured by decreased reliance on physical support
during daily activities. Experimenting with the use of weighted vests or compression garments to
provide sensory input and support postural stability. Consulting with an occupational therapist to
determine the appropriateness of such sensory interventions are some approaches that can
support Henry in achieving the goal of improving upper body functional mobility.
Henry's unique abilities, learning preferences, and assistance requirements should all be
taken into account when creating, adjusting, and customizing goals and standards for him. In
order to determine Henry's learning style, obstacles, and strengths, a variety of professionals will
be considered during the evaluation process. I would use appropriate assessment tools to gather
data on Henry's abilities, including communication skills, mobility, sensory preferences, and
fixation patterns. Identifying Henry’s needs involves a multidisciplinary team, including parents
and caregivers, to gain a holistic understanding. Measurable and individualized goals are set,
addressing Henry's unique needs, such as communication, wheelchair use, and object fixation.
Academic standards are adjusted to align with Henry's abilities, and communication and AAC
integration are assessed. Object fixation is incorporated into learning activities, and mobility
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goals focus on Henry's use of a wheelchair. Regular progress monitoring and adjustments are
made through data collection and regular review meetings.
For Henry, modifications could involve simplified language, the use of visual aids, and
alternative assessment methods. For example, in ELA, visuals or tactile materials can be used to
reinforce comprehension, while in math, manipulatives and step-by-step problem-solving
techniques can be employed. These modifications allow Henry to access the same grade-level
content while addressing his unique learning challenges.
The success of modifications can be determined through ongoing assessment and
observation of Henry's progress. This involves regularly monitoring his engagement,
comprehension, and independent application of the modified content, as well as seeking
feedback from his support team. To support Henry's progress, a multi-disciplinary team can
implement strategies such as physical therapy to enhance his mobility, and communication
strategies to improve his verbal interaction. Progress towards the functional goal can be
measured through data tracking his ability to self-position and adjust in his mobility devices, as
well as monitoring his comfort and tolerance levels. By tailoring ELA and Math goals to Henry’s
abilities, incorporating modifications to standards, and employing a collaborative and adaptive
approach, this plan aims to create a supportive learning environment that maximizes Henry’s
engagement and progress. Regular assessment and feedback loops will ensure ongoing
adjustments to meet his evolving needs.