This is a PowerPoint presentation about Curriculum and Program Goals in Early Childhood Special Education

1. Curriculum and Program Goals in Early
Childhood SPED
Presented to:
Dr. Flordeliza R. Magday
University of Perpetual Help Dalta (UPHD)
Las Piñas City, Philippines
Presenter:
Mr. Juanito Q. Pineda
MASE 422
October 2017
Kingdom of Saudi Arabia

2. • Objectives
• Program Goals of SpEd
• Modifications and Adaptations in
Early Childhood SpEd
Content Outline

3. Objectives
• Determine the program goals
of Early Childhood SPED
• Identify the Modifications and
Adaptations in Early
Childhood SPED

4. Programs
• Autism (AU)
• Autism Support (AST)
• Behavior Support System (BST)
• Cross Categorical Kindergarten (CCK)
• Cross Categorical Resource (CCR)
• Deaf and Hard of Hearing (DHH or HI)
• Emotional Disability (ED)
• Future Ready Occupational Course of Study
(OCS)
• Intellectually Disabled – Mild (ID Mild)
• Intellectually Disabled – Moderate (ID Mod)
• Intellectually Disabled Severe – (ID Sev)
• Multiple Disability (MU)

5. Autism (AU)
A developmental disability significantly
affecting verbal and nonverbal
communication and social interaction,
generally evident before age three,
which adversely affects a child's
educational performance. Other
characteristics often associated with
autism are engagement in repetitive
activities and stereotypical movements,
restricted interests, resistance to
environmental change or change in
daily routines, and unusual responses

6. Autism (AU)- Specially Designed Instruction
• Curriculum: NC Extended Common Core
• Instruction based on grade level extensions
of the Common Core Standards, a narrower
range of content
• Practices of instruction include individual
schedules, work systems, visual cues
• Communication and Social Skills instruction
integrated throughout the day
• Students receive a certificate upon graduation
(not a high school diploma)

7. Autism Support (AST)
The AST supports students
with Autism who follow the
NC Common Core Standards.
These students typically have
social and communication
needs. The AST provides
support throughout the school
day based on individual
needs.

8. Autism Support (AST)- Specially Designed Instruction
• Curriculum: NC Common Core
• Support for social and behavioral goals on
the IEP
• Support may include social skills instruction,
replacement behaviors, crisis intervention,
short term stabilization, reintegration into
general education classroom
• Functional Behavioral Assessment and
Behavior Intervention Plan (FBA/BIP) in place
• Student Progress on IEP goals monitored

9. Behavior Support System (BST)
The Behavior Support teacher
supports students with behavioral,
emotional or social needs who
follow the NC Common Core
Standards. The student’s
behaviors impact their education
and have behavioral goals written
in their IEP. The BST provides
support throughout the school day
based on the student’s individual

10. Behavior Support System (BST)- Specially Designed
Instruction
• Curriculum: NC Common Core
• Support for social and behavioral goals on
the IEP
• Support for social skills instruction, escort,
replacement behaviors, crisis intervention,
short term stabilization, and reintegration into
general education classroom
• Functional Behavior Assessment and Behavior
• Intervention Plan (FBA/BIP) in place

11. Cross Categorical Kindergarten (CCK)
A CCK class provides a diagnostic year
with a highly qualified special education
teacher for kindergarten students identified
with a disability. CCK prepares students
to access the Common Core or Extended
Common Core Curriculum. Students
needing a CCK regional program require
intensive, specially designed instruction in
a smaller group for a major portion of
their day. It provides a setting for
additional assessment and observational
data to be collected and ongoing
intervention opportunities, modifications and

12. Cross Categorical Kindergarten (CCK)- Specially
Designed Instruction
• Curriculum: NC Common Core
• Instruction based on Kindergarten grade level
• Common Core standards
• Practices of instruction include developing
independence with self-help skills, practicing
classroom procedures and routines, and working in
whole, small and independent groups
• Communication and social skills instruction
integrated throughout the day
• Expectations taught and provided for
developmentally appropriate behaviors in the total

13. Cross Categorical Resource (CCR)
CCR classes are designed to
serve students with disabilities on
the Common Core as defined in
their IEP. A full continuum of
services (regular, resource or
separate) is offered at every
school. The educational focus is
on acquisition of reading, writing
and math skills and provides
behavioral support for the student

14. Cross Categorical Resource (CCR)- Specially
Designed Instruction
• Curriculum: NC Common Core
• Instruction based on grade level Common Core
standards
• Practices of instruction include implementing
modifications and accommodations for the student to
access the instructional curriculum, ongoing
assessment and progress monitoring of benchmark
performance, and progress reporting toward annual
IEP goals
• Communication and collaboration provided between
teacher, parent and student

15. Deaf and Hard of Hearing (DHH or HI)
A hearing loss that academically impacts a
student’s ability to access information in the
general education curriculum.
Specially Designed Instruction
• Curriculum: NC Common Core or NC
Extended Common Core
• Instruction in: Developmental Language,
Listening skills,
• Vocabulary, Development, Academics, Self-
Advocacy Skills

16. Emotional Disability (ED)
A condition exhibiting one or more of the
following characteristics over a long period of time
and to a marked degree that adversely affects a
child's educational performance:
(A) An inability to make educational progress that
cannot be explained by intellectual, sensory, or
health factors.
(B) An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings
under normal circumstances.
(D) A general pervasive mood of unhappiness or
depression.
(E) A tendency to develop physical symptoms or

17. Emotional Disability (ED)- Specially Designed
Instruction
• Curriculum: NC Common Core
• System for behavior management (ex. Point and
Level System, contract)
• Rewards and Consequences in place to internalize
and
• generalize age appropriate behavior
• Instruction in Social Skills
• Behavior goals written daily
• Functional Behavior Assessment and Behavior
Intervention Plan (FBA/BIP) in place

18. Intellectually Disabled – Mild (ID Mild)
Intellectual disability means significantly
sub-average general intellectual
functioning. The disability adversely
affects a child’s educational performance
existing concurrently with deficits in
functional behavior. It often presents
itself during the developmental period.
Children in the ID Mild Regional
Program typically have significant deficits
in adaptive functioning, learn at a
slower rate than their same age peers
and are often below grade level and

19. Intellectually Disabled – Mild (ID Mild)- Specially
Designed Instruction
• Curriculum: NC Common Core
• Practices of instruction are taught at approximately two or
three years below current grade level
• Students may be included in general education classes as
determined by an IEP team
• Students will receive a High School Diploma upon completion
of all graduation requirements
• Structure models general education structure for each grade
level
• Routines determined from school to school based on student
needs (i.e. minimal transitions, consistent daily routine,
reduced distractions, visual supports, clearly posted learning
objectives)

20. Intellectually Disabled – Moderate (ID Mod)
Intellectual disability means
significantly sub-average
general intellectual functioning
that impacts a child’s
educational performance. This
exists concurrently with deficits
in functional behavior and is
typically diagnosed during the
developmental period.

21. Intellectually Disabled – Moderate (ID Mod)-
Specially Designed Instruction
• Curriculum: NC Extended Common Core
• Instruction based on grade level extensions of the
• Common Core Standards, a narrower range of
content
• Students typically show more social interest
• Instruction has academic and functional components
• Classroom includes centers, individual and work
group areas, often open in design
• Instruction is both large and small group
• Instruction in Social Skills integrated throughout the

22. Intellectually Disabled – Severe (ID Sev)
Intellectual disability means
significantly sub-average general
intellectual functioning that impacts
a child’s educational performance.
This exists concurrently with deficits
in functional behavior and is
typically diagnosed during the
developmental period. This
classroom also supports students
who are identified in other eligibility
areas, but have severe impairments.

23. Intellectually Disabled – Severe (ID Sev)- Specially
Designed Instruction
• Curriculum: NC Extended Common Core
• Instruction based on grade level extensions of the
Common Core Standards, a narrower range of
content
• Instruction delivered in small groups or individually
• Self-care /Daily Living skills are integrated throughout
the day
• Instruction may include the use of augmentative
communication systems and assistive technology
devices
• Classroom design open to accommodate physical and

24. Multiple Disability (MU)
Multiple Disability means two or more
disabilities occurring together. The
combination of which causes such severe
educational needs that they cannot be
accommodated in special education
programs solely for one of the
impairments. The Multiple Disability
classroom is not limited to students who
are only identified with Multiple
Disabilities. This classroom also supports
students who are identified in other
eligibility areas, but have severe

25. Multiple Disability (MU)- Specially Designed
Instruction
• Curriculum: NC Extended Common Core
• Instruction based on grade level extensions of the
• Common Core Standards, a narrower range of content
• Instruction based on grade level extensions of the
Common Core Standards, a narrower range of content
Instruction delivered in small groups or individually
• Self-care and Daily Living skills are integrated throughout
the day
• Instruction could include the use of augmentative
communication systems and assistive technology devices
• Classroom design is open to accommodate equipment

26. Future Ready Occupational Course of Study (OCS)
The OCS curriculum was designed
for students with mental disabilities
who function in the mild to high
moderate range, and focuses on
functional skills for life and work.
Students exhibit difficulty in
generalization of skills or in making
connections between what is learned
in class and total school or social
environment. This course of study is
designed for students planning to

27. Future Ready Occupational Course of Study (OCS)-
Specially Designed Instruction
• Curriculum: NC Common Core
• Courses aligned with common core classes
• Curriculum that focuses on the needs of a small group of
students needing a modified curriculum targeting post-school
employment and independent living
• Course of study does not prepare students for admission to a
community college degree program or a four year university
• 300 On-Campus work hours
• 240 Community-Based
• Vocational Training hours
• 360 Competitive Paid Employment hours
• Completion of Career Portfolio

28. Visually Impaired (VI)
Visual impairment including
blindness means impairment in
vision that, even with correction,
adversely affects a child's
educational performance.
The term includes both partial
sight and blindness. A visual
impairment is the result of a
diagnosed ocular or cortical

29. Visually Impaired (VI) -Specially Designed
Instruction
• Curriculum: Common Core State Standards
• Level of service determined by service delivery
plan in student’s IEP
• Teachers of Visually Impaired (TVI) in program
rooms provide instruction to promote compensatory
strategy development based on student’s visual
impairment.
• Itinerant TVIs provide modifications to materials as
well as consultation and support to instructional
staff.

30. Modifications and
Adaptations in Early
Childhood SpEd

33. (Adapted from Adapting Curriculum & Inclusive Classrooms: A Teachers Desk Reference).
Nine Basic Types of Curriculum
Modifications/Adaptations

34. Nine Basic Types of Curriculum
Modifications/Adaptations
1) Quantity
2) Time-Adapt
3) Level of Support
4) Input
5) Difficulty
6) Output
7) Participation
8) Alternative Goals
9) Substitute Curriculum (Functional
Curriculum)

35. 1. Reduce or limit the use of scan sheets for test answers;
2. Reduce the number of items for assigned tasks;
3. Reduce the amount of copying;
4. Reduce the number of problems;
5. Reduce the number of concepts and expectations
introduced at any given time;
6. Reduce the number of terms the student must learn at one
time;
7. Reduce length of assignments;
8. Have student learn 2-3 concepts from each chapter.
QUANTITY
Adapt the number of items to learn or the number of
activities to complete:

36. 1. Create a timeline for completing a task;
2. Allow student to take assignment home
3. Allow extra time in class to complete assignments;
4. Review frequently;
5. Allow additional time to complete tests;
6. Give short breaks.
TIME
Adapt the time allotted and allowed for
learning, task completion, or testing:

37. 1. Peer buddies;
2. Check for comprehension;
3. Read tests aloud;
4. Use groups to write together;
5. Peer tutor;
6. Starting a computer for a student;
7. Guiding a hand during handwriting.
LEVEL OF SUPPORT
Increase the amount of personal assistance to keep
the student on task or to reinforce or prompt use of
specific skills.

38. 1. Cooperative groups;
2. Visual aides;
3. Concrete examples;
4. Hands-on activities.
INPUT
Adapt the way instruction is delivered
to the learner:

39. 1. Calculator for Math problems;
2. Simplify task directions;
3. Outline with blanks;
4. Word banks;
5. Provide page number and paragraph to help
student find answers;
6. Number the hand-outs for reference during
lecture;
7. Supply a study guide with key concepts and
vocabulary in advance;
8. Give alternate test;
DIFFICULTY
Difficulty-Adapt the skill level, problem type, or the
rules on how the student may approach the work:

40. 9. Vary format of tests;
10. Grading spelling separately from content;
11. Open book tests;
12. Change rules to accommodate learner’s needs;
13. Use high interest/low-level books to motivate students to read;
14. Focus on mastery of more functional math concepts;
15. Provide alternative books with similar concepts but at an easier
reading level;
16. Provide partial grade based on individual progress or effort;
17. Rework missed problems for a better grade;
DIFFICULTY
CONTINUATION

41. 1. Verbal vs. Written response;
2. Communication book;
3. Allow students to show knowledge with
hands-on material.
OUTPUT
Adapt how the student can
respond to instruction:

42. 1. Have student turn pages on book that the teacher is
reading;
2. Hold globe in geography;
3. Listen to a taped story while others are engaged in
reading aloud;
4. Color map while other students label the map;
5. Find related pictures in magazines of concepts presented
while other use resource material to research
information;
6. Some learners will discuss concepts while others use
selected computer programs for reinforcement;
PARTICIPATION
Adapt the extent to which a learner is actively
involved in the task:

43. In a social studies lesson,
except a student to be able to
locate the colors of the states
on a map, while other students
learn to locate each state and
name the capital.
ALTERNATE GOALS
Adapt the goals or outcome
expectations while using the same
materials. This is only for students with
moderate to severe disabilities

44. 1. During a language lesson a student is learning toileting
skills with an aide.
2. Community-based instruction;
3. Learning how to use a communication device;
4. Learning how to do laundry;
5. Learning cooking/grooming skills.
SUBSTITUTE CURRICULUM (Functional
Curriculum)
Provide different instruction and materials to
meet a learner’s individual goals. This is only for
students with moderate to severe disabilities.

45. Final Thoughts!

46. Resources:
1) How to Accommodate and Modify Special Education
Students in Todays Educational World!
http://mcpsweb.org/wp-content/uploads/STRATEGIES-
HANDBOOK.pdf
2) Learning Knows No Bounds [online] [available]
https://www.vcsd.k12.ny.us/Page/271
3) Sandall, Susan R. Reprinted from the May 2003 edition of
Young Children Play Modifications for Children with
Disabilities [online] [available]
http://rbaeyc.org/resources/Inclusion_Article.pdf
4) Special Education Services Program/Service Descriptions
[online] [available]
https://www.wcpss.net/cms/lib/NC01911451/Centricity/Domain/107
/SES%20Programs%20and%20Services%20description.pdf

47. Photo Credits
www.google.com/images
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